CFP: 2nd Call: Teaching Popular Culture

So the submissions are starting to trickle in so I thought I would take the opportunity to remind people about this CFP!  I am the Chair for the Teaching Popular Culture area for the Northeast Popular Culture Association (NEPCA).  As someone who teaches a course, specifically on popular culture, I am always interested in seeing and hearing what others are doing.  

I also tend to look at the Teaching Popular Culture area as a bit different than the other areas which are research focused.  I see this area more along the lines of providing some professional development, feedback, and reflection around how we employ popular culture in the classroom.  I feel like this is an often under-attended element of popular culture studies: how we meaningfully engage with it with our students.  

Therefore, I'm quite interested in hearing from people and encourage anyone who may teach a popular culture focused course or use popular culture in interesting and useful ways to put in a proposal.  Here are a few of the formats that I'm interested in seeing and/or participating in.  If you have questions or thoughts around these, please don't hesitate to contact me:  

Round-Table of Popular Culture and Teaching

Those who teach a popular-culture-focused course (specifically about popular culture or thematically structured around popular culture) can discuss some of the challenges, benefits, and experiences in teaching such a course.  I imagine this format entailing a list of questions that the participants can go through followed up with questions by attendees.  I would also think we could capture the comments and produce some kind of interesting resource for the NEPCA website.  

Panel on Teaching

If you and other faculty teach a similar topic, area of popular culture, or have different strategies and approaches that you want to illustrate, a proposed full panel about teaching on popular culture is of great interest.  

Panel on Teaching Popular Culture Online

I'll throw my hat into the ring with this one.  I'm really interested in working with and presenting with other faculty who have or regularly teach popular culture (or focus in some ways on popular culture) in an online environment.  I think there is a lot to discuss and explore with regards to this topic and would encourage anyone else in this vein to reach out to me.  

Individual Presentations on Strategies, Approaches, Resources

Honestly, if you've got something related to teaching and popular culture, please submit a proposal.  Every year that I've done this, we get some really fantastic presentations on a range of great topics relating to teaching and popular culture.  If you're stuck on the fence or need someone to brainstorm and flesh out your proposal a bit more, feel free to reach out to me and we'll see what we can come up with.  

First Call NEPCA 2017

Blog post in a word cloud in the form of an appleThe Northeast Popular/American Culture Association (NEPCA) announces its first call for paper proposals for its annual conference. The 2017 conference will be held on the campus of the University of Massachusetts Amherst the weekend of October 27-28, 2017.    

NEPCA is soliciting proposals dealing with all aspects of popular culture and American culture, broadly construed. NEPCA welcomes both individual papers and complete panels. We also encourage works in progress, and informal presentations. The only restrictions on presentations are that:

The proposal should be rooted in research. We do not automatically exclude original poetry, composed works of fiction, or musical/dance/storytelling performance, but such works must be connected to greater theoretical and research frameworks.
NEPCA generally avoids proposals whose intent is overtly commercial.
Proposals should appeal to a broad audience.

NEPCA conferences welcome graduate students, junior faculty, independent researchers, and senior faculty as equals. NEPCA prides itself on offering intimate and nurturing sessions in which new ideas and works-in-progress can be aired, as well as completed projects. NEPCA is dedicated to expanding intellectual horizons, open engagement, and constructive criticism. 

Papers are generally 15-20 minutes in length. NEPCA discourages (but does not forbid) verbatim reading of papers and strongly encourages creative delivery of papers. 

This fall it will also feature shorter presentations in pecha kucha style in which presenters show a total of 20 slides–one every 20 seconds (total presentation time: less than 7 minutes). The idea behind pecha kucha is for scholars to present material quickly so that discussion and new ideas can ensue. It is an ideal form for research in progress! 

The deadline for applications is June 1, 2017. The Program Chair for 2017 is Professor Marty Norden of the UMass Communications Department but, for tracking and logistical purposes, proposals must be submitted to an online Google Form that can be found on NEPCA's Website: This pages also includes a link to area chairs who can assist in any questions you have about your proposal. 

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Review: Blackballed: The Black and White Politics of Race on America's Campuses

Blackballed: The Black and White Politics of Race on America's Campuses Blackballed: The Black and White Politics of Race on America's Campuses by Lawrence C. Ross
My rating: 5 of 5 stars

Ross delves deep into the racial politics on campus at a time when many different campuses are coming up against a generation of students who are calling out institutional racism with the resources to capture them and generate national conversations. Ross captures some of the complicated histories that many institutions and college campuses must grapple with and negotiate as more diverse populations arrive on campuses and refuse to be ignored or devalued. One of his most interesting discussions is around campus fraternities and the ways in which they directly and indirectly instill silence and isolation for African American students. It's a timely book that can help campus leaders consider how to improve their campuses and become more welcoming to populations that have historically been outright denied or exiled on campus.

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My first published short-short...

Word cloud in the shape of a tombstone.
So FunDead Publications is a publisher that started up in Salem and whom I've become familiar with.  They do a regular call for short stories, short-short stories, and other creative works of horror.  I decided I would give writing a short-short story a try and I really liked the experience.  Apparently, they did too as they recently published it.  

Here's the link to the story, be sure to go on over and read it--and thinking about signing up for their newsletter.  They have regular content that's always fun to read, watch, or engaged with (I'm a fan of their weekly polls).  Since it is a short-short story, I won't provide you with a lot of it, but here's the opening paragraph:

"Vicious red liquid seeped from the pages of the closed book and crawled in all directions. I thought about what an interesting predicament this was. I pondered what to do.Let the book bleed out, allowing my inner sadist to feast on the sight. Channel my bibliophile horror and attempt to clean up the damaged book. Ride the pounding waves of curiosity and open the tome."

Did you enjoy this read? Let me know your thoughts down below or feel free to browse around and check out some of my other posts!. You might also want to keep up to date with my blog by signing up for them via email. 

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Short Story #407: Valley of Dreams by Stanley G. Weinbaum

Title: Valley of Dreams

Author: Stanley G. Weinbaum


Book cover to The Best of Stanley G. Weinbaum.
This story follows on the heels of Weinbaum's other story, A Martian Odyssey.  Jarvis, the protagonist along with another crew member, Leroy, a Frenchman, return from being away for a few days and look particularly haggard.  They proceed to share their tale about what has transpired.  They had traveled out to collect the films that Jarvis had left behind.  They encounter a large and mostly abandoned city, where they encounter the alien race that Jarvis met before and even stumble upon Tweel.  Tweel gives them a tour of the space, where they encounter large paintings of the aliens and what look like humans but with elongated noses.  Jarvis and Leroy realized that at some point, Tweel's race had made it to Earth and proved the inspiration for Thoth, an Egyptian god.  Later, they discover the reciprocal relationship between Tweel's people, the Thoth, and the barrelmen from the previous story.  Later, as they leave the city, Jarvis and Leroy are drawn to a valley where they are seeing things that aren't there and Tweel fiercely interferes long enough for both of them to realize that the valley is filled with dream beasts.  After the struggle to get free, they return home and speculate as to how the Martian world became what they had become through an absence of coal and oil, the use of the sun for energy and the slow loss of water over many many years.  Jarvis also reveals that he turned over atomic weaponry as gratitude for all that he did.  When the others object, he justifies the good gesture by saying Mars is inhabitable at best and that it would create a good future relationship for trading. 


What's fascinating about this story is that while Weinbaum's first posed an interesting questions around neutral first encounters and life-forms that are non-carbon, this story delves into the questions about symbiotic alien relationships, environmental destruction, and the future of human kind.  Additionally, Weinbaum predicts solar-power and offers some considerations of what alien relations will look like in the future.  It's a fun story but also a positive forward-looking one that is surprising to see emerge from the 1930s.  Definitely worth a read!    

Rating:  5 (out of 5 stars)

Source:  The Best of Stanley G. Weinbaum by Stanley G. Weinbaum.  Ballantine Books, 1974.  You can read the story for free on this website.

For a full listing of all the short stories in this series, check out the category 365 Short Stories a year.

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Review: The Fireman

The Fireman The Fireman by Joe Hill
My rating: 4 of 5 stars

Hill's new novel is a fun joyride into a post-apocalyptic world in which a new fungus has spread across the world. Once infect, the person develops a golden rash, known as dragon scale, which eventually leads them to burst into flames. Unsure about what to do with them, the government begins to quarantine and eventually kill them as they cause increasing hazards, setting entire areas of the country on fire. Enter Harper, a smart, caring, and pregnant nurse who gets the dragon-scale and is unsure what to do. Her husband believes he knows what best, let them both take a bullet to the head, but she wants to live for the child inside her. Along the way to her decisions, she meets the Fireman, a man that seems to get along with his infection and a whole camp of people who also manage to survive despite being infected. Overall, it's a fun novel and while I don't mean this in a diminutive or derivative way, this novel makes clear that Joe Hill is the offspring of Stephen King. Abusive and dominant partner, New England setting (with a fixation on Maine), unforeseen (but foreseeable) betrayal, batshit-crazy preacher, eclectic folks throughout, and several other King hallmarks make their appearance in this book. But Hill does well with it and takes up King's mantle in a way that shows he has the same skills as his father. Additionally, I listened to the audiobook which was narrated by Kate Mulgrew, who was largely enjoyable with the plot and characters, but occasionally bungled local pronunciations.

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My Educational Philosophy...for now

As with my Educational Autobiography, I decided to share my Educational Philosophy (at least as it pertains to higher education).  What follows is what I wrote as a response to the idea of what my educational philosophy at this point in time would look like (when distilled down to 4-5 pages).  

Word cloud of educational philosophy in the form of a lightbulb.

Beyond Access: Radically Unlocking Higher Education

My goal as an educator, firmly situated in higher education, is to eliminate artificial barriers and increase avenues of support, meaning-making, and respect towards students so that they can effectively understand, impact, and critique society. In the nearly twenty years as a student, instructor and staff (playing all three roles at once many times), my experience, research, and reflection has shown me that the degree to which an institution embraces aspects of radical access goes hand in hand with how well all students thrive in college, are capable of substantially shaping some aspect of society, all while better understanding themselves and the world they live in.

Radical access moves beyond the traditional (but still important) forms such as racial, socio-economic, ability-oriented, intellectual ability access and focuses on inclusivity, flexibility, transparency, and equity. It isn’t about who we let in but how we court, make room for, clarify our intentions towards, and uphold everyone’s right to be there in meaningful ways. By focusing on these attributes, radical access better ensures the traditional forms of access. In many ways, radical access is not the way many colleges operate. It is not the way that I used to act as an instructor. Yet, as I have worked to enact the practice of radical access, I have transitioned t from sage on the stage to being part of a community, from where the classroom was a place of antagonistic tension to where it is a place of learning intention, and from where intellectual challenges are collaboratively engaged as opposed to hierarchically mandated.


To be radically accessible, institutions must be inclusive; they must dissolve the doors and walls between themselves and their communities so that it becomes hard to tell where one ends and the other begins. I would go as far as to remove the term “higher” for all its implications of elitism, and reframe higher education as “embedded education;” education as community, not as apart from. Only in this way can an institution be deeply entrenched with the public to actively co-create what it means to improve society for all of its members (Simpson, 2014). In this way, colleges and universities can reimagine what it means to fulfill a public good purpose. I envision an institution where it does not stick out physically and socially from its community, but rather is so ubiquitously interspersed to the point of being almost rendered invisible to the community (akin to pavement, electricity, etc). In such an environment, where anyone at any time can become part of a college, it feel like we would have achieved inclusivity. The difference to me is akin to how one might celebrate and be thankful to friends and family throughout the year as opposed to how we typically celebrate one another’s lives largely on birthdays and other significant holidays (e.g. Christmas). Higher education currently operates like this, engaging with community on special occasions rather than being engaged in multifaceted ways year-round.


Campuses need to embrace flexibility, which means resituating learning to meet students where they are, rather than having the student contort into what is preferred by the system. For instance, the current system arbitrarily determines the terms of engagement regarding acceptance into college, when semesters start, when courses run, what format they are run, where they occur, the frequency of offerings, etc. A good macro-level example of this is the starting times of semesters at most higher education institutions, providing most courses in September and January, and then a fraction of courses at other times. If a student fails or withdraws from a course in mid-October, they may have to wait between three and eleven months before getting another chance to take that course again. That gap happens because many colleges put the needs and wants of the system and its more powerful representatives at the center of decision-making, rather than students. On the micro-level, flexibility can embody the structure of learning activities. Course activities and learning experiences are often predetermined and preassigned. Few instructors are likely to respond and pivot according to the students rather than blame the students for not meeting the instructor’s preconceived notions. It’s the rigidity of these practices that physically and chronologically distances the student from his or her education. It reiterates that the system is the machine and the student is the raw materials; a dualistic relationship that offers superficial choice or flexibility for the students. Over the years, I have worked hard to reinvent my classrooms in ways that emphasize flexibility and choice for the student. I work to to convey a desire for them to succeed and for each student and myself to collaborate to make that happen when the way the course is running doesn’t meet their needs. As an instructional designer, I am often trying to find ways to nudge faculty to see and respond to the innate abilities in their students and to be flexible with them. 


Authentic transparency is essential for higher education. Clear, timely, and easy-to-find information should be provided. For instance, institutions often fail to articulate the exact and total costs of individual courses, full-time education, extra-course costs (course texts, necessary equipment, etc), the courses required, the means of achieving success within a given course and in the program as a whole. But transparency also extends to adequate information about how decisions are made throughout an institution and how one can contribute to changing things within the institution if he or she believes it important. Too often, the institution feels like an impregnable system that students (and for that matter faculty and staff) feel subject to rather than a part of—that they either accept things because they get run around or have been told that things aren’t possible. If higher education is meant to empower people, providing the means and tools with which they can begin to practice such things in the college community is a good start. This transparency filters down even into the courses where all course content, expectations, and considerations for a course should be made readily available even before a student registers. It is ridiculous to ask students to spend so much money on their learning with nothing more than a 100-word generic description of the course and no real indication to the learning methods, activities, and intellectual demands that they will be engaged in. Any given course is apt to ask much of a student but that student has no easy or consistent method of understanding what is being asked until the first day—all the while, we require them to divulge piles of data about themselves just in order to be “accepted” and become a student at the institution. As early as a month before a class starts, I am emailing currently enrolled students to provide them with relevant information for the course, potential expectations, and what they might need to know about the course. With faculty, particularly in online classes, I strongly advocate for such transparency around course content and if they need to make changes or make mistakes. 


Higher education must also constantly revisit equity for all those who are part of the college and even the community. The hierarchy of powers that exist within the classroom between students and faculty remains unbalanced and too often students are stuck in situations where they feel unable to challenge their instructors, compromise their values and education, and decide if problems they encounter are worth the hassle of getting them resolved. Whether courses and instructors fall short or overstretch, the student often believes that his or her voice or ability to change the outcomes is beyond them. This powerlessness is trained into the students throughout their entire education as their movement is entirely subservient throughout the educational experience: they ask for admission, they must wait to be told what is available (admission, financial aid, courses offered) and when they can sign up for courses, they must sign innumerable forms and agreements about their conduct, health, behavior, and commitment, they must apply for their graduation—their institutional interactions all speak to them as the supplicant and the institute as the master in a ceaseless game of Mother-May-I. Equity goes beyond students and affects faculty and the different faculty at an institution. The rights, access to resources, and stability of a part-time faculty member or a graduate assistant pale in comparison to the tenured or tenure-track professors; and it is often the latter who are centrally involved in decision-making while the others are intentionally or de facto left out. If an institution is to become learning-centered, it would mean reexamining the power differences among the different types of faculty (as well as staff and administration for that matter). I do as much as possible to level the playing field within a classroom by empowering students to choose the materials that work with their learning preferences and personal interests while also providing assignment choices that let them approach learning as a more demonstrative experience rather than a solely evaluative process. For nearly a decade, I helped to run a professional development program for part-time faculty members in large part because it felt like a valuable way of empowering and helping part-time faculty better claim space and power within the institution. In both the classroom and my work with part-time faculty, I always find it important to recognize the value and dedication so many of them bring day-to-day into the institution, despite the ways in which they are unfairly treated. Even as an instructional designer, I often seem myself as a force to better create equity between students and faculty in an online class, where the concentration of power can be even more extreme.

If higher education proves inclusive, flexible, transparent, and equitable enough, there is the possibility to holistically engage students with intellectual challenges and education that is transformative. Without constantly working towards inclusivity, flexibility, transparency, and equity, higher education offers little more than lip service to the kind of learning that Friere, Simpson and others offer. I believe that these elements maximally reduce unnecessary hurdles to learning for the students to allow them to focus their energy and intellectual capacities on the deeper and more powerful learning that can happen within higher education; learning that transforms the people, the institute, and the community. This is the radical access I believe in.

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[1] I have included but not cited these texts as a bibliography as I see them as a part of me and shaping my thinking over the years.  I was challenged to do so since in some ways, these books represent my own challenge with “banking education” wherein accumulation is the goal.  Yet, books can often be dialogic in that they offer ideas that change with each viewing.  In that vein, they are much like Heraclitus’s river, in that one can never step into the same river twice and therefore, the books are less static knowledge than dialogue that happens in different contexts.  

If you have enjoyed this post and want to learn more about my adventures in my Phd program, check out this series of blog posts.

Did you enjoy this read? Let me know your thoughts down below or feel free to browse around and check out some of my other posts!. You might also want to keep up to date with my blog by signing up for them via email. 

Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.