Dear colleagues,
We are excited to announce a new Call for Papers for a Special Issue of the Pedagogy on AI and English Studies. Although we’ve certainly seen a growing AI focus in various writing studies spaces, a special issue with a focus on teaching English studies is sorely needed.
We welcome your proposals, as well as your questions!
Best,
Wendy and Barclay
Call for Submissions: Special Issue of Pedagogy on AI and English Studies
Deadline for Proposals: April 30, 2025
Guest Editors: Barclay Barrios & Wendy W. Hinshaw
The intersection of artificial intelligence (AI) and education has become an increasingly urgent conversation in the field of English studies. Active conversations are currently taking place in the MLA-CCCC working papers on writing and AI, as well as recent collections TextGenEd: Teaching with Text Generation Technologies and Teaching and Generative AI, among others. As AI technologies—including Large Language Models (LLMs) and Generative AI tools—continue to evolve, so does the need for teachers and researchers in English studies to respond to the challenges and possibilities for teaching and learning in literature, language, composition, and cultural studies during this AI moment.
In this special issue of Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, we invite submissions that provide practical strategies for ethically and effectively incorporating GenAI into our teaching, as well as the impact of AI’s increasingly pervasive presence in reading, writing, research, and learning. We welcome submissions that engage critically with AI’s role in teaching and learning across the discipline, including theoretical insights and practical applications for developing critical AI literacies, as well as refusal-based strategies for resisting or limiting the role of generative AI in writing classrooms.
Topics may include, but are not limited to:
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AI and Writing Instruction: how we read, research and write
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AI-assisted feedback and assessments
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Generative AI-resistant arguments
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AI in Literature and Literary Criticism:
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Critical AI Literacy (for students and teachers)
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AI and Cultural Studies
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AI Accessibility and Inclusivity
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AI and the Future of Education and Pedagogy
We invite submissions that engage these and other related themes with a critical, interdisciplinary lens and that offer practical strategies and/or theoretical frameworks for thoughtfully addressing AI in teaching. We welcome submissions that address AI across a spectrum of engagement, from directly incorporating AI into assignments and classroom activities to pedagogies of refusal that reject or promote skepticism about generative AI.
Submission Directions:
Please send proposals up to 500 words to Barclay Barrios (bbarrios) and Wendy Hinshaw (whinshaw) by March 31, 2025.
Projected Timeline:
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Proposal Submission Deadline: March 31, 2025
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Acceptance Notifications Sent: April 30, 2025
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Full Drafts Due: July 15, 2025
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Drafts will be sent out for blind peer review
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Peer review feedback returned to authors Dec 2025
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Author Final Revisions Due: May 30, 2026
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Due to Duke UP: June 2026
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Publication: January 2027
We look forward to receiving your contributions and to the exciting conversations that will emerge as we explore the intersection of AI and pedagogy in English studies.
For inquiries or further information, please contact the guest editors at bbarrios, whinshaw.
About Pedagogy:
Pedagogy is an interdisciplinary journal that explores critical, innovative, and practical approaches to teaching in English studies. It fosters a robust conversation about pedagogy across the disciplines of literature, language, composition, and cultural studies, aiming to reverse the long history of marginalization of teaching in the academy. By bringing together diverse theoretical perspectives and practical strategies, Pedagogy offers essential resources for educators at all levels.
Dr. Wendy Wolters Hinshaw
Associate Professor
Director of Writing Programs, Department of English
Florida Atlantic University
whinshaw