Lives & Letters Mailing: December 2016
Dear Colleagues,
Welcome to another Lives & Letters Mailing. This month’s mailing contains information about:
1. Whites Writing Whiteness: Project News
– New Trace!: ‘I send this boy’
– New Trace!: ‘Send the coolie on’
– New Trace!: Cattle Pass
– New How To: Starting: An Example
– From the Blog: Comments on the Forbes ‘Business’ Letters
– From the Blog: Falling in archival love – Emagusheni trading station
2. ‘Tracing the Trace’ Conference 13 January, University of Edinburgh
3. The power of the metaphorical: reflections and diffractions in archival research
4. New and Unusual Ways of Writing Lives (1/28/2017) Edited Collection
5. Special Issue 32.1 – Teaching Lives: Contemporary Pedagogies of Life Narratives
6. Call for Submissions – Studies in Testimony (2/1/2017) New journal
7. The Stories We Tell: Forceful Discourses and the Veracity of Narrative(s) (2/17/2017; 4/22/2017) California, USA
8. “Purple Reign: An interdisciplinary conference on the life and legacy of Prince” (1/31/2017; 5/24-26/2017) Salford, UK
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1. Whites Writing Whiteness: Project News
There are six new items of project news we would like to share this month:
New Trace!: ‘I send this boy’
In the context of the thousands of letters that are the concern of the WWW project, the word ‘boy’ has multiple meanings and usages. Over time it came to be one of the most homogenising and diminishing ways to refer to adult men who were black, and it was used ubiquitously in this way during the apartheid years in South Africa. To read more about this, please visit the Trace: http://www.whiteswritingwhiteness.ed.ac.uk/traces/i-send-this-boy-21-9-1896/
New Trace!: ‘Send the coolie on’
This trace concerns a short letter sent to Edward Parkinson, known as Eddie or Eddy. It is very much to the point, contains no extraneous comments or spare information, and a transcription of it appears in the trace (accessible via the link below). There have been a number of discussions on WWW pages of the means of rapid communication in the Transvaal over many decades being ‘per Kaffir’. That is, it involved using a messenger, African, to send letters and packages when rapid delivery and/or a rapid reply was desirable. This Trace explores meanings of the word ‘coolie’. To read more on this, please visit the Trace: http://www.whiteswritingwhiteness.ed.ac.uk/traces/send-the-coolie-on/
New Trace!: Cattle Pass
The Trace for discussion here is one of the cattle passes issued by Arthur Parkinson, with the particular example discussed being dated 23 November 1902. A reader may ask themselves the question, what does this have to do with whiteness? Yes, the racial implications of the human pass system for people of particular skin colour are quite clear. No, the connection with the movement of stock is not. But in addressing the question of what this might have to do with whiteness, the response is – quite a lot. To read more about this, please visit the Trace: http://www.whiteswritingwhiteness.ed.ac.uk/traces/cattle-pass-22-11-1892/
New How To: ‘Starting: An Example’
This ‘How to’ centres around the example of working in a new archive. Having made a decision to work in the province-level Pietermaritzburg Archives Depot, we started out knowing nothing about its collections, how they are organised, and how the place works with regards to what finding aids are available, ordering materials, retrieval and so on. To read about the process of learning to work within the archive, please visit the ‘How to’: http://www.whiteswritingwhiteness.ed.ac.uk/how-to/starting-an-example/
From the Blog: Comments on the Forbes ‘Business’ Letters
We have been working recently on a sub-set of six boxes which, when the Forbes collection entered the National Archives of South Africa (in Pretoria) in the 1950s, were sorted and labelled as ‘business letters’, with other parts of the collection categorised as official letters, letters to family and friends, and undated letters, and with its additional parts consisting of other kinds of (non-letter) materials. At the end of three weeks of work on these ‘business’ boxes, some general comments can be made. To read these, please visit the blog: http://www.whiteswritingwhiteness.ed.ac.uk/blog/the-forbes-business-letters-overviewing-comments/
From the Blog: Falling in archival love – Emagusheni trading station
Liz’s great fallings in love with letter collections to date have been with the far-flung Schreiner letters and more recently the Forbes Family letters and related papers in Pretoria. A similar feeling of entrancement occurred regarding the papers of the Emagusheni trading station, in Durban’s Killie Campbell Library. To read more, please visit the blog: http://www.whiteswritingwhiteness.ed.ac.uk/blog/falling-in-archival-love-emagusheni-trading-station/
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2. ‘Tracing the Trace’ Conference
13 January @ University of Edinburgh
An Archive Project / Narrative & Auto/Biographical Studies Event
This conference is the first of three organised around the clarion-call made in The Archive Project (Moore, Salter, Stanley & Tamboukou, Routledge, August 2016), that the archival turn needs to be rethought in ways that avoid re-mythologising and which instead put ‘the trace’ (conference 1, Edinburgh), the power of the metaphorical (conference 2, London) and the multiplicities of writing (conference 3, Cambridge) at the core.
The conference is booked to capacity. However, abstracts will appear shortly on the book’s website, at https://sites.google.com/site/thebookarchiveproject/
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3. The power of the metaphorical: reflections and diffractions in archival research
An Archive Project / Feminist Research Group Event
Monday 13 March @ University of East London
A Call for Papers! And Registration!
A one-day conference will be held at the University of East London on Monday 13 March 2017, to explore the impact of new technological, conceptual and methodological ideas on how archives and their contents are now being used to ‘research the past’, and what claims can be made for the result. This call for is for papers regarding all forms of archival research, with ‘the archive’ cast wide to spread from National Archives, to local archives, to buttonboxes and photograph albums, to radical-archives-in-the-making, to digital collections and more, and how ‘the trace’ now shapes up in relation to them.
The conference is the second of three organised around the clarion-call made in The Archive Project (Moore, Salter, Stanley & Tamboukou, Routledge, August 2016), that the archival turn needs to be rethought in ways that avoid re-mythologising and which instead put ‘the trace’ (conference 1, Edinburgh), the power of the metaphorical (conference 2, London) and the multiplicities of writing (conference 3, Cambridge) at the core.
London theme: The use of metaphors in archival research opens new ways to study documents, as well as to interrogate existing practices and power/knowledge regimes. Metaphors can be used to create patterns of excavating, assembling and reassembling documents, to interrogate taxonomies, categories and classifications, to chart practices of reading, configuring and imagining characters, practices and events. But metaphors also have their own restrictions and limitations and can be used to exclude, redraw boundaries and recreate indexes. ‘Flying aeroplanes’, ‘burning catalogues’, ‘reflections and diffractions’, ‘boundary objects’, ‘archival webs’ and ‘the cat’s cradle’ are some of the metaphors that we have drawn upon, deployed, but also criticized and problematized in The Archive Project. The power of the metaphorical in archival research is what we want to consider in the London symposium.
Offers of papers: Papers on any aspect of ‘the metaphorical’ and how to think about and use it in archival inquiries are welcomed. The aim is to represent a wide range of ideas, arguments, archives and traces, and to aid this the slots for papers will be 20 minutes + 10 discussion in length. Please send a title and an abstract of not more than 400 words with your offer of a paper as an email attachment to Maria Tamboukou, Social Sciences, University of East London, email m.tamboukou@uel.ac.uk
Closing date for offers: The closing date for offers of papers is Monday 23 January 2017.
Registration for attendance: Registration for the London event is open NOW! There is no charge. However, room capacity is limited and therefore early registration is encouraged. There is a registration form at the end of this flyer – please complete and send the form to the email address above. Exactly when registration closes will depend on numbers, but the final date will be 6 March. Numbers will be limited to 40, so please register asap to avoid disappointment. Thank you.
The date: Monday 13 March, 10am to 4.30pm (coffee from 9:30 am)
The place: University of East London.
Offers of paper: by 23 January 2017
The detail: Building & room details with abstracts & a conference programme will be sent by email and file attachment in later December to people who are registered for the event.
Professor Maria Tamboukou
School of Social Sciences, UEL
Room: EB.1.110, tel. 02082232783
@mariatamboukou
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4. New and Unusual Ways of Writing Lives (1/28/2017) Edited Collection
I am in the process of putting together a proposed book titled New and Unusual Ways of Writing Lives. This is an edited collection that aims at being a “how to” book for students and teachers and interested practitioners, and a guide for use in higher education.
Currently I am seeking a number of academics and professional practioners in the field who might like to send me an abstract for consideration for inclusion in the book.
All abstracts should be in English, in Times New Roman point 12, and be submitted as a word document. Please keep in mind that your essay-chapter will be written from your abstract. Your abstracts will carry the same title as your essay-chapter.
Abstracts should:
1. fit a work intended as a “how to” book that also serves as a guide to teaching new and unusual ways of writing lives in the higher education sector;
2. be about an entirely new and unusual form, or a new or unusual hybridisation, or a new and unusual approach to a form that is relatively new or unusual, or that may have may have already appeared to some small degree at some time, and that you yourself or some other writer employs or adapts in own writing;
3. indicate that in your essay you will analyse, discuss, or explain what makes the form you are proposing unusual or new, and mention that you will also give some practical tips on how you or some other writer uses this for in their writing;
4. say that in your essay you will discuss what makes the form you are proposing unusual and/or new, and how it differs from that of others;
5. mention a couple of literary theorists/critical analysts or other peoples’ works (not too much though, and not too wordy so that it suits both higher education students and teachers) that may relate in some way to the form you are proposing as new and unusual, and that may also help users towards gaining some understanding of that form;
6. mention that, when writing your chapter essay, your intention is to add to the bottom of your essay-chapter, three exercises that arise from your chapter—exercises that could be helpful to students who might wish to adopt or adapt the form in their own work; and
7. mention that in your essay-chapter, you will add a suggested list for further reading, a list that writers/students/teachers may find helpful in some way.
Some suggestions: new or unusual ways of writing can include, though are not by any means limited to, various forms such as, for instance, blogs, asylum-seeker or refugee zines, collections of items, obituaries, face-book entries, psychogeogaphy, hypnography, wall writing, and so on…
Abstracts can be up to 550 words outside the title and (if included) the three exercises and the suggested list for further reading.
On a separate paper attached to your abstract, please provide you full name and contact details, your affiliation, and all your qualifications, as well as a short bio, and a full list of all your publications including those unpublished, in progress, in press, and published.
Date due: as soon you like, but no later than 28 January 2017.
Email: Jo.Parnell@newcastle.edu.au, annette.parnell@newcastle.edu.au, joandbobparnell@bigpond.com
Dr Jo Parnell
Conjoint Research Fellow
Faculty of Education and Arts
School of Humanities and Social Science
University of Newcastle, Australia
Reviewer (occasional): Auto/ Fiction International
Member: International Autobiography Association (IABA World)
IABA European Chapter
IABA Asia-Pacific Chapter
British Sociological Association
PCA/ ACA (Popular Culture Association/ American Culture Association)
Oral History NSW Inc., Australia
Blog site: http://www.wordsforsam1.wordpress.com/
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IABA-L: A LIST FOR LIFE WRITING
International Auto/Biography Association
sites.google.com/a/ualberta.ca/iaba/home
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5. Special Issue 32.1 – Teaching Lives: Contemporary Pedagogies of Life Narratives
Foreword
The 2016 Hogan Prize
Julia Watson, The Ohio State University, Emerita [watson.235@osu.edu]
Introduction
“Teaching Lives: Contemporary Pedagogies of Life Narratives”
Kate Douglas, Flinders University [kate.douglas@flinders.edu.au] and Laurie McNeill, University of British Columbia [laurie.mcneill@ubc.ca]
The contemporary “boom” in the publication and consumption of auto/biographical representation has made life narratives a popular and compelling subject for the twenty-first century classroom. The proliferation of forms, media, terminologies, and disciplinary approaches in a range of teaching and learning contexts invites discussion of how and why we teach these materials, and with what implications and considerations. This introduction briefly explores the ideologies, issues, methods, and practices that underpin the teaching of life writing subjects and texts in the twenty-first century classroom, and summarizes the work included in this special issue.
Essays
“Black Women and the Biographical Method: Undergraduate Research and Life Writing”
Shanna Benjamin, Grinnell College [benjamin@grinnell.edu]
If Black women are compelled to conceal their life stories, as Jane Hine suggests, how can biographers of black women’s lives do justice to their subjects and equip students to undertake this delicate research? My essay uses a student research experience as a case study to teach faculty how to guide student research on the lives of subjects prone to secrecy.
“Writing Narratives of Childhood: The Experience of Teaching Hospitalized Children”
Maria da Conceição Passeggi, Universidade Federal do Rio Grande do Norte [mariapasseggi@gmail.com], Simone Maria da Rocha, Universidade Federal Rural do Semi-Árido [siufrn@gmail.com], and Luciane De Conti, Universidade Federal do Rio Grande do Sul [ludeconti@gmail.com]
This article focuses on what have the children tell about their experiences with chronic diseases and coping with hospitalization in their lives. From the autobiographical narratives, we seek to understand what the school contributions in the hospital, from the perspective of children, with a view to a possible education for life.
“Multimodal Autobiographies as Sites of Identity Construction in Second-Language Teacher Education”
Gergana Vitanova, University of Central Florida [gergana.vitanova@ucf.edu]
This paper outlines a project that explores the role of multimodal storytelling in the construction of second-language teachers’ identities. Specifically, it focuses on the experience of one teacher-in-training. It argues that narrative spaces provide not only the opportunity for reflection, but also function as sites of empowerment and emergent agency.
“Autobiography in the Language Classroom”
Natalie Edwards, University of Adelaide [natalie.edwards@adelaide.edu.au] and Christopher Hogarth, University of South Australia [christopher.hogarth@unisa.edu.au]
This article examines the ways that autobiography can be used across language curricula. It begins by presenting ways that autobiography can be manipulated in a beginning language course to further students’ reading, writing, listening and speaking skills. It then presents an upper-level course in autobiography, detailing the course content, philosophy and assessment materials.
“Embracing the Surface: How to Read a Life Narrative”
Jennifer Drake, University of Indianapolis [jdrake@uindy.edu]
To teach life narrative is to teach empathetic practice. This requires teaching students that life narrative employs specific writing techniques. Through the practice of “surface reading,” students can take measure of their suitability for the role of addressee, or ideal listener, and calibrate their encounter with the text from there.
“Coming to Life: Teaching Undergraduates to Write Autobiography”
Lynn Z. Bloom, University of Connecticut at Storrs, Emerita [lynn.bloom@uconn.edu]
This paper explains the rationale, theoretical and pedagogical, for teaching contemporary autobiographical writing courses: what applies to autobiography applies as well to autobiographical creative nonfiction and personal essays. This provides a master plan, and summarizes characteristic advice to help students understand the genre and to write with understanding and authority.
“The Pedagogical Potential of Memoir in an Interdisciplinary Context”
Debra Parker, Illinois State University [debbieparker63@gmail.com]
This essay examines the memoir as a viable educational tool. Based on a case study of an undergraduate interdisciplinary seminar, I argue that a self-conscious assessment of disciplinary assumptions, a theory of affect, and explicit teaching of life writing principles are important implications for memoir pedagogies.
Forum
“Risky Business: Teaching Fails in the Auto/Biography Classroom”
Introduction – Kate Douglas and Laurie McNeill
“Teaching Life Writing: Four Ways to Fail” – Julie Rak, University of Alberta [jrak@ualberta.ca]
“Graphic Life Narratives and Teaching the Art of Failure” – Candida Rifkind, University of Winnipeg [c.rifkind@uwinnipeg.ca]
“Learning with The 500 years of Resistance Comic Book in a Cultural Studies Course” – Sarah Brophy, McMaster University [brophys@mcmaster.ca]
“‘I Won’t Remember—for You’: What Life-Writing Criticism and Theory Could Bring to the Autobiographical Writing Classroom” – Craig Howes, University of Hawaiʻi at Mānoa [craighow@hawaii.edu]
“The Life Writing Scholar Cameo Appearance” – Anna Poletti, Monash University [anna.poletti@monash.edu]
Book Reviews
Rev. of We Shall Bear Witness: Life Narratives and Human Rights Eds. Meg Jensen and Margaretta Jolly. Madison: U of Wisconsin P, 2014. 313pp. By Kate Douglas.
Rev. of The Treacherous Imagination: Intimacy, Ethics, and Autobiographical Fiction. Robert McGill. Columbus: The Ohio State UP, 2013. 208pp. By Tom Smith, Pennsylvania State University – Abington, Emeritus. [trs8@psu.edu]
Rev. of Contemporary Trauma Narratives: Liminality and the Ethics of Form. Eds. Susana Onega and Jean-Michel Ganteau. Routledge, 2014. 264 pp. By Teófilo Espada-Brignoni, Universidad del Sagrado Corazón. [t_espada@yahoo.com]
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Ricia Anne Chansky, Ph.D.
University of Puerto Rico at Mayagüez
Fulbright Specialist in American Studies
Editor, a/b: Auto/Biography Studies
www.tandfonline.com/raut
www.iaba-americas.org
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IABA-L: A LIST FOR LIFE WRITING
International Auto/Biography Association
sites.google.com/a/ualberta.ca/iaba/home
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6. Call for Submissions – Studies in Testimony (2/1/2017) New journal
The peer-reviewed, online and open access journal Studies in Testimony is now accepting submissions for its first issue. The first call for submissions is intentionally broad in nature, allowing for submissions that look at emerging areas of academic interest, in addition to those of continued and lasting relevance from a wide range of academic disciplines.
Subject areas could include, but are certainly not limited to:
- Holocaust testimony
- Testimony in the digital age
- Post-colonial testimony
- Hybrid forms of testimony
- Interdisciplinary approaches to testimony
- The future of testimony
- Testimony beyond trauma theory
- Forms of testimony
Articles should be between 6000 and 8000 words in length, including footnotes, be in MHRA style and emailed to editor@studiesintestimony.co.uk. Submissions should be in Word format to allow the review process as well as copywriting and editing. An abstract of no more than 500 words should accompany each submission along with a short author bio. The closing date for submissions is the 1st February 2017.
For further information on the submission process please visit the website or for more specific advice please use the contact form on the site.
To find out more about Studies in Testimony, submission guidance and general enquiries please visit the journal’s website – www.studiesintestimony.co.uk.
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IABA-L: A LIST FOR LIFE WRITING
International Auto/Biography Association
sites.google.com/a/ualberta.ca/iaba/home
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7. The Stories We Tell: Forceful Discourses and the Veracity of Narrative(s) (2/17/2017; 4/22/2017) California, USA
The Stories We Tell: Forceful Discourses and the Veracity of Narrative(s)
An Interdisciplinary Conference
Fourth Annual Interdisciplinary Humanities Graduate Student Conference
University of California, Merced
Merced, California
April 22nd 2017
Keynote Speaker: Dr. Keisha-Khan Y. Perry
Dr. Keisha-Khan Y. Perry is currently an Associate Professor of Africana Studies at Brown University and a Visiting Fellow in the Department of African American Studies at Princeton University. Her research focuses on race, gender and social movements in the Americas, urban geography and questions of citizenship, black women’s intellectual history, and the interrelationship between scholarship, pedagogy and political engagement. Winner of the National Women’s Studies Association 2014 Gloria E. Anzaldúa Book Award, her first book Black Women against the Land Grab: The Fight for Racial Justice in Brazil (fall 2013, Minnesota Press) is an ethnographic study of black women’s activism in Brazilian cities, specifically an examination of black women’s participation and leadership in neighborhood movements for land and housing rights in the northeastern Brazilian city of Salvador. She is currently writing her second book, Anthropology for Liberation: Research, Writing and Teaching for Social Justice.
As we enter the field of ideas, the presence of the narratives by which we ply our trade await us and steer our thoughts with the weight and gravity of their presence And so we must face the problem of precedent and the limits it places on what is available to be said and how and by whom it can be spoken or what can be allowed to speak, as well as forcing us to acknowledge the erasure or preclusion of certain Subjects and their Narratives. Therefore, this conference seeks to critically investigate our own narratives to consider those voices, human or otherwise, that have been silenced and forgotten. This conference takes seriously the entire enterprise of the humanities—and of human beings—invoking Raymond Williams’ directive when he writes that “we need different ideas because we need different relationships.”[1] Our disciplinary confines must be productively eroded and dissolved so that in the words of the late Benedict Anderson, we can embrace the useful feeling of becoming and being marginal and strange as we “begin to notice what is not there” and “become aware of what is unwritten as well as what is written.” Finally, we strive to become less comfortable and thus less complacent with the currents of our inquires and, like Julia Kristeva’s foreigner, feel “strengthened by the distance that detaches” us from others and renders ourselves “relative while others fall victim to the ruts of monovalency” that direct not just our scholastic moves and motives but also our thoughts and means of expression remains strategically necessary.[2] Joining these three concepts—the need to establish different relationships to the world, the recognition of the untold, and the renovation of the scholastic identity—this conference will ask how to approach our work from the outside, from the perspective of an intellectual foreigner rather than succumbing to the overwhelming draw of what has already been spoken and to those who speak it.
This conference seeks to expand our existing perspectives and practices, both disciplinary and interdisciplinary, to illuminate a wider view of what can be discussed with rigor beyond what we currently consider critical scholarship and who or what can participate in it. We question what counts as narrative, the devices and structures that legitimate it, and who decides what stories we are allowed to tell. How do we engage with the stories that are already told, and how might we mitigate lost narratives or narratives that have never been told? How do we speak from an Archive of erasure? What archival gaps remain to be populated with these abandoned voices? How do we challenge narratives that speak falsely? Considering the Anthropocene and the retroactive erasure it has wrought, can we find alternative post-human narratives to tell more truth than we ourselves may be comfortable facing or want to understand?
Possible presentation topics include but are by no means limited to the following, and we encourage topics that straddle the borderlines of conventional classification:
- Post-humanism and the non-human
- The intervention and impact of technology on narrative
- Religion, philosophy, and theology
- Disciplinary disruptions and their effect on storytelling
- The problems imposed by disciplinary structures and intellectual precursors
- Transcultural studies
- Narratives of resistance, captivity, and those that are hidden, silenced, or hitherto untold
- Autobiography
- (Pre)historic memory and social imagination
- Deployment of digital archives, and the ramifications of increasingly availability information
- Translation and cross-cultural, cross-national, cross-species communication
- Bare life and non-life
Please submit 300 word abstracts for: individual papers, presentation, poster, or panel proposals, along with a brief CV, or any questions to: IHGradConference@UCMerced.edu. For more information, please visit our website at: http://IHGradConference.ucmerced.edu. The deadline to submit a proposal is February 17th 2017. The conference will be held on April 22nd 2017 at the University of California, Merced.
[1] Williams, Raymond. “Ideas of Nature.” Culture and Materialism. New York: Verso, 1980: 85.
[2] Kristeva, Julia. Strangers to Ourselves, trans. Leon S. Roudiez. New York: Colombia University Press: 1991: 7.
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IABA-L: A LIST FOR LIFE WRITING
International Auto/Biography Association
sites.google.com/a/ualberta.ca/iaba/home
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8. “Purple Reign: An interdisciplinary conference on the life and legacy of Prince” (1/31/2017; 5/24-26/2017) Salford, UK
Call for Papers: “Purple Reign: An interdisciplinary conference on the life and legacy of Prince”
An international conference hosted by The School of Arts and Media, University of Salford, UK and the Department of Recording Industry, Middle Tennessee State University, USA
24th- – 26th May 2017, Media City UK, University of Salford, UK.
Convenors:
Dr Mike Alleyne, Dept of Recording Industry, College of Media & Entertainment, Middle Tennessee State University
Dr Kirsty Fairclough, School of Arts and Media, University of Salford, UK
Tim France, School of Arts and Media, University of Salford, UK
Proposals are invited for a two-day international conference on the life and legacy of Prince.
This conference aims to provide fresh perspectives on the creative and commercial dimensions of Prince’s career, re-examining the meanings of his work in the context of his unexpected death.
It seeks to address the issue of Prince’s significant influence and lasting appeal from a number of multi-disciplinary perspectives. We welcome proposals from scholars in the fields of popular music studies, sound studies, gender studies, cultural studies, television studies, celebrity studies, film studies, visual arts, performance studies, digital and social media and related disciplines.
The conference presents a timely consideration of the cultural impact, iconic status of Prince and his global legacies across many media platforms. It will examine all aspects of his creative output and the ways in which it intersects with video, performance, literature, theatre, film, digital cultures, design and fashion.
Single and panel proposals are invited on, but are not limited to, the following:
- Prince as musician.
- Prince as songwriter.
- Prince and fandom.
- Prince and racial representations.
- Prince and racial representations.
- Prince, feminism and gender relations.
- Prince as actor.
- Prince and performance style.
- Prince on film.
- Prince’s music videos.
- Prince and fashion.
- Prince as star/celebrity.
- Prince’s death.
- Prince and media representations.
- Prince as enigma.
Submission guidelines:
Deadline for abstracts: 31st January, 2017
Panel proposals should consist of a 500 word abstract plus a 100 word biography from each participant. Proposals should be sent to: purplereignconference@gmail.com
Individual submissions should consist of 300 word abstracts plus a 100 word biography and should be sent to:
purplereignconference@gmail.com
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IABA-L: A LIST FOR LIFE WRITING
International Auto/Biography Association
sites.google.com/a/ualberta.ca/iaba/home
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Last updated: 23 December 2016
