he Indian River Review is currently soliciting submissions for its fifth issue scheduled for publication in late spring 2018. The theme for this issue is home: home as place, as idea, as state of being. In a society that seems increasingly unrooted and atomized, does home still have its gravitational force and tug? Against the warp and disruption of the current tumult, does it persist? Has it devolved to a walled-off and gated insularity? Can we take it with us when we go? Does it belong to us or we to it?
The deadline for submissions is March 31, 2017. Genres include short fiction, poetry, creative non-fiction, critical essays, black and white photography, and book reviews. Please do not send explicit content. All work is peer reviewed. The journal accepts only electronic submission, no hard copies. Simultaneous submissions and previously published works are allowed. See formatting and submission instructions below. Submissions received that do not comply with the instructions below may not be reviewed for consideration.
File and Submission Requirements:
• All submissions should be sent as email attachments to the corresponding editor’s email address as indicated below. (For example, book reviews submissions must be sent to the book reviews editor, not the short fiction editor.) The first page of the attached submission must include your name (as you would want it included in a by line); email address; mailing address; and short third-person bio (about 3 to 5 sentences). Use left justification and proper grammar, including use of the Oxford comma and initial capitalization. Titles of journals and books should be italicized. If you are sending photography, this may be included in a separate text file; however, for any other submissions, make sure this information is inside the submission at the top of page 1. Also include your full name and email address in the header so that it is on every page. However, do not type it on every page.
• Text files must be sent as .doc, .docx, or .rtf email attachments. Include your full name in the file name as well as the title of the work you are submitting. (For example, your file might be name MaryJones-Flowers-for-Eden.rtf.). Include your full name in the header of the work you are submitting as well. Please use a header versus typing your name on every single page.
• Photography files must be sent as .tiff or .jpg email attachments. Include your full name in the file name of the photo along with the title of the photo. (For example, your file might be name MaryJones-Flowers-for-Eden.jpg.)
• Send short fiction attachments to firstname.lastname@example.org.
• Send poetry attachments to email@example.com.
• Send creative non-fiction attachments to firstname.lastname@example.org.
• Send book review attachments to email@example.com.
• Send critical essays attachments to firstname.lastname@example.org.
• Send photography attachments to email@example.com.
Format Requirements: Text-based submissions must use 12 point font, left justification, and correct MLA format, which includes in-text citations and Works Cited for critical essays. Double space text (which does not include hitting the enter key at the end of each line of text) and only use one space between sentences. Use proper grammar, including use of the Oxford comma and initial capitalization. Do not include endnotes.
• Short fiction, creative non-fiction, and critical essays are limited to 4,000 words.
• Book reviews are limited to 1,000 words.
• Use left justification and proper grammar, including use of the Oxford comma and initial capitalization. Titles of journals and books should be italicized.
• Send no more than 5 submissions for poetry.
Submissions that do not follow guidelines may not be considered.
Please make sure to spend time proofing and editing your text submissions before sending them. Authors may even want to consider asking a friend to read the work first to help make sure an error free submission is sent. Submissions with incorrect grammar or misspellings may be automatically excluded from the review process. Those submissions that are accepted must be open to receiving minor editorial corrections. Payment upon publication will include one copy of The Indian River Review.
Approaches to Teaching the Works of Edwidge Danticat
Suchismita Banerjee, Marvin E. Hobson, and Celucien L. Joseph (editors)
The goal of this book is to provide a pedagogical approach to teach Edwidge Danticat’s collection of works. The project has a twofold objective. First, it will explore diasporic categories and postcolonial themes such as gender constructs, cultural nationalism, cultural and communal identities, problems of location and (dis) location, religious otherness, and the interplay between history and memory. Secondly, the book will investigate Danticat’s human rights activism, the immigrant experience, the relationship between the particular and the universal, and the violence of hegemony and imperialism in relationship with society, family, and community. We envision this book to be interdisciplinary and used in undergraduate and graduate courses. We are particularly interested in the teaching of her major works including but not limited to the following:
Contributors will be notified of acceptance on Monday, February 13, 2017. We are looking for original and unpublished essays for this book.
About the Editors
Suchismita Banerjee is a Professor of English at Indian River State College. Her teaching and research interests include Postcolonial literature and film, Third World Feminism, British Literature, and South Asian Diaspora.
Marvin E. Hobson is a Professor of English at Indian River State College. His teaching and research interests include British Literature, Modernism, and African American Literature.
Celucien L. Joseph is a Professor of English at Indian River State College. His teaching and research interests include African American Literature, Caribbean Culture and Literature (Francophone and Anglophone), African American Intellectual History, Comparative Black Literature and Culture, African Literature (Francophone and Anglophone), Postcolonial Literature, Critical Theory, Religion.
I teach ENC1101. Oftentimes this is the first course that a college student takes. When a new term begins, we are all anxious—nervous of each other and the material before us. I remember those first days, myself, as a student. I was not bound for college. I was a high school drop out with no idea I would eventually find my way into higher education. I remember the nerves and the tension of having to absorb more material than I thought possible. Of classes I thought I would never pass. And I remember the teachers who took me through it. Gently, patiently, easing my brain open to new ideas, opening me up to new worlds, new theories, new vistas, and new views not just of our world, but of myself. I remember the group work with other students grappling over tough questions and issues, the struggles over writing papers, and the epiphanies along the way. When I introduce myself to my class at the beginning of a term, I know that by the end we will share a special bond. The bond of having learned from each other, of shared struggles, of shared laughter, of frustrations and triumphs, of disappointments and surprises. To me the classroom is a microcosm of life. What better way is there to spend a day, but watching ourselves grow? It is said that in order to truly learn how to do something, one must teach it, and so by teaching I am learning how to do life thanks to my student teachers.
I have a passion for teaching at an open-access college because my own teachers at one changed my life in beautiful ways. Let me explain. I lost interest in learning by the time I entered fourth grade, and I barely graduated from high school. I was floundering and worked a number of dead-end jobs before wandering into a community college. I was just lost enough to apply myself, and teachers noticed. They talked to me! They treated me as if I were important somehow, like I wasn’t stupid and had something to offer the world! Because of their involvement, I gave my all and graduated with a 4.0 GPA. Of course that was no magic bullet, and it took me years to straighten out the mess I had made of my life, but those amazing, generous teachers gave me a sense of importance upon which to build an identity. Without their interest, help, and guidance, I don’t think I would be alive today, and I certainly would not be a professor! Because of that experience, I’ve devoted my life to “paying it forward,” or trying to do for others what was done for me. Indian River State College has been and is the perfect place for me to give back.
My mother was a teacher, and my father, a Swedish immigrant, owned a plumbing business in Ft. Pierce. Both parents instilled in me the love of reading. In eighth grade, I chose teaching as my career project. My only dilemma as I moved through high school was whether to teach English or History, the two subjects I love best--I chose English because I learned that history is incorporated into the study of literature, and I enjoy writing. I began my teaching career at Ft. Pierce Central High School where I was a faculty co-sponsor of the bi-racial committee (that proved to be an interesting position because this was the first year St. Lucie schools were integrated) as well as journalism teacher and sponsor of the school newspaper. I also taught a wide range of English classes from what were then called "remedial" and "advanced." From that first year of teaching, I learned to embrace diversity. After seven years, I went back to school. There were no online classes then, so I had to commute to FAU--I bought my first cell phone in order to call 911 in case I got in trouble commuting back and forth on I-95; that phone always stayed in my car! When I discovered that the chairperson of my graduate committee was returning to the Broward school system to "make more money," I changed tactics and moved into the Educational Leadership Field where I stayed for 32 years. However, I always considered myself a teacher first and foremost--my job as a principal was to make sure that the teachers in my charge had the most up to date opportunities for staff development possible so that they could effectively teach their students. Meanwhile, I taught part-time on and off for both FAU and IRCC. Therefore, it was a natural for me to sign on as an adjunct instructor upon retiring from the public schools. I love teaching at the college level, and I love being a small part of the Indian River State College faculty because I always learn from my students and colleagues. My students teach me. Their varied experiences and diverse points of view keep me focused and excited about education. I have taught students from Haiti, South America, Mexico, Puerto Rico, Italy, Russia, China...and all over the United States of America. I have learned from tbeir stories--from those who are returning to school because they want to complete their education or go into a second career to the dual enrollment sophomores who are savvy about getting a fast start on their education--all of them have made me work (with pleasure) to serve their interests in the best way I can. I can't end this blog without a plug for the English Department and the importance of ENC 1101 and ENC 1102 in anyone's college education. Communication skills and background knowledge about great literature are important for any profession because they involve critical thinking--all of us need to exercise those brain muscles, don't we?
We will be focusing on "Why I Teach" for our first topic. I invite all of our professors to consider writing about events from their academic histories that have motivated them to become teachers.