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Wednesday, May 25, 2011

AMST Office Extended Lunch Hour May 27th

The Department of American Studies will be closed this Friday from 11:45 - 1:45. The staff will be taking a long lunch in order to celebrate Liz Gau's last day of work in American Studies.

Community Faculty Positions at Metro State

Metropolitan State University is looking to fill two community faculty positions for their Spring 2012 courses, "Chicanos/Latinos in Minnesota" and "Politics of Resistance and Protest Movements". The Ethnic & Religious Studies Department prefers its teaching staff are able to instruct from the standpoint of one or more of the historic racial-ethnic communities in the United States (Asian American, African American, Latino, and/or Native American/North American Indigenous).

Community Faculty Positions at Metro State
ETHS 252 Chicanos/Latinos in Minnesota 2 credits
This course studies the history and experience of Chicanos and Latinos in Minnesota, including the origins of the Chicano/Latino community, social and political histories, and contemporary issues affecting Chicanos and Latinos in Minnesota. Focuses include immigration to the state, agricultural and urban labor and settlement patterns, contemporary immigrations streams, and community organizations developed to assist Latinas/os.
Saturday 9:00 am - 12:20 pm Saint Paul (6 Spring Saturday Meeting Dates in Jan and Feb 2012: Dates TBA)
ETHS 303 Politics of Resistance and Protest Movements 4 credits
There have been various efforts by communities to challenge the effects of discrimination and inequality in society. The creation and development of social resistance movements has been one such effort and is an important part of history. This class explores modern social movements and their relationship to racial and ethnic communities in the United States.
Monday 6:00 - 9:20 pm Midway
The Department prefers that its teaching staff are able to instruct from the standpoint of one or more of the historic racial-ethnic communities in the United States (Asian American, African American, Latino, and/or Native American/North American Indigenous).
Aureliano Maria DeSoto (PhD,Assistant Professor, Ethnic & Religious Studies) is the lead faculty on hiring for these positions. Any interested candidates should email her (aureliano.desoto@metrostate.edu). They are looking to make hiring decisions first thing in the fall term.

PCard Receipt Reminder

Please submit receipts for all May PCard purchases to Laura by Wednesday, June 1st.

PCard Receipt Reminder
See generic coversheet below:
COVERSHEET generic-1.xlsx

"Aesthetics/Class/Worlds" - 2011 CSCL Conference CFP

The 2nd Annual Conference of the Cultural Studies and Comparative Literature Department at the University of Minnesota, Twin Cities is pleased to announce a call for papers. The conference, "Aesthetics / Class / Worlds", will take place October 14-15th, 2011. Keynote speakers are Kristin Ross and Eric Cazdyn. Application deadline: June 15, 2011.

"Aesthetics/Class/Worlds" - 2011 CSCL Conference CFP
The conference seeks to examine the many modes through which aesthetic practices testify to the tensions between the worlds people are determined by, live in, and create. Mediating global tendencies and local realities, these lived and imagined worlds often obscure the social relations in which they are ultimately rooted. Class, as a category that is manifest between economic and political forces, persists in helping us think through these tensions between worlds and "the" world. Broadly, they ask, how do aesthetic practices attempt to imagine the world while always remaining part of it? What is the role of aesthetic practices in the configuration of worldviews and everyday practices? To what extent is class a useful category to conceptualize the relationship between aesthetics and the worlds that people produce, intervene in, and reflect? How has aesthetics, as a constitutive element of history, changed in our digital age? And what does it mean to ask these kinds of questions at this particular juncture when disciplines in the humanities once again face crisis everywhere?
From their position in a department committed to radical thought and cultural criticism, they sense the urgency in asking these questions now, as departments confront neoliberal restructuring and impending closure. Programs in the humanities continue to face misrecognition: while they still traffic in traditional forms such as novels and films, they have long been asking representational questions that challenge discrete disciplinary constraints by weaving text and context. To counter this misrecognition, they insist that this approach is, as always, fundamentally political. They thus welcome work that examines conditions at sites of intellectual labor across disciplines, as well as in broader global modes of production and aesthetic practice.
Possible paper topics include but are not limited to:
- politics and aesthetics (including the politics of aesthetics)
- realisms and modernisms
- the global avant-garde(s)
- theory and praxis of art
- the politics of the vernacular
- cinematic worlds
- translation and interpretation
- trauma and testimony
- theories of capital and empire
- new media in the world system
- rethinking mass culture
- revolution and representation
- utopias and the event
- the politics of social space
- modes of intertextuality
- the future of the humanities
Please submit your abstract of no more than 300 words to UMCSCLconference@gmail.com by June 15th, 2011. Include your name, e-mail address, brief bio (including school affiliation, position, and research interests), and any audio-visual requirements. Papers should be in English and no more than 20 minutes in length. They are also interested in panel submissions, which should consist of at least three participants and which should include the above information about each participant and a tentative title indicating the theme. The conference fee will be $20 for students and other non-faculty and $40 for faculty.

Wednesday, May 18, 2011

Call for Papers - Special Issue "Punk Anteriors: Genealogy, Performance, Theory"

Women and Performance invites submissions for a special issue, "Punk Anteriors: Genealogy, Performance, Theory." They invite critical essays, short texts, book and performance reviews, artwork, and photo essays that examine questions relevant to a critical discussion of the intersection of punk, music, race, gender, and performance. Submission deadline: July 15, 2011.

Call for Papers - Special Issue "Punk Anteriors: Genealogy, Performance, Theory"
Revisions to the phenomenon of punk have been circulating since its
inception. This issue seeks to capture the performance of those revisions,
conducting a genealogical mapping of the punk movement, scenes, music,
ethics, and aesthetics utilizing queer and feminist punk analytics. While some
valuable feminist critiques of punk have surfaced - mainly to lionize the riot
grrrl movement - many uneasy questions around race, nation, and sexuality
remain unarticulated in feminist and gender performance scholarship. The
interdisciplinary articles in this issue will address the performances and
politics of these exclusions.
We are interested in the temporality and spatiality of punk performances
through a collective and archival process. We use the word "anteriors" in the
title of this issue to frame the articles that address these punk spaces and
remnants, plotting what comes before, anterior to, the telling of punk's
narratives in two senses: first, in the temporal sense which interrogates
punk's resistant genealogy; and, second, in the material and spatial sense of
place, bodies, and archives. What can be situated in front of the generic
narratives of punk's beginnings and mainstays as a form of resistance? Where
do articulations of racial formation, gender, nation, and sexuality fit into
generic notions of punk origins, temporalities, and classisms? Can punk
epistemologies be used to critique punk's exclusions?
Possible topics include:
• Race, imperialism, and punk
• Women of color feminism and punk
• Diaspora and punk
• Transnational movements and festivals
• Zines and feminist interventions
• Riot grrrl
• Underground sound and gender
• Punk, history, and ethnic studies
• Aesthetic, performance, and music
• Queer punk and other questions of sexuality in performance
• Disidentifications, performance, and punk outlaws
• Subjugated histories and punk feminism
• Art and new media performance
• Punk responses to theory and punk theories
• Supplemental spaces of punk
Women and Performance invites critical essays, short texts, book and
performance reviews, artwork, and photo essays that examine these or other
questions relevant to a critical discussion of the intersection of punk, music,
race, gender, and performance. Submissions should be 10,000 words or less
in length and adhere to the current Chicago Manual of Style, author-date
format. Questions and abstracts for review are welcome before the final
deadline. Complete essays and texts for consideration must be submitted by
July 15th, 2011. Please send all work to Fiona Ngô and Elizabeth Stinson via
email (MSWord attachment): ngo@illinois.edu and stinson@nyu.edu. Further
submission guidelines may be found at:
http://www.womenandperformance.org/submission.html. Women and
Performance is a peer reviewed journal published by Routledge, Taylor &
Francis.

Call for Essays: Genocide, Healing, Justice, and Peace: The Cambodian Experience

The Peace Review is pleased to announce a call for essays on "Genocide, Healing, Justice, and Peace: The Cambodian Experience." The Peace Review is an international journal distributed in more than 50 nations. Essays are welcome on any aspect of this issue's theme, broadly conceived. Submissions that address global/diasporic issues and perspectives are especially encouraged. Submission deadline: July 15, 2011.

Call for Essays: Genocide, Healing, Justice, and Peace: The Cambodian Experience
For three years, eight months, and twenty days, between 1975 and 1979,
the Khmer Rouge held power in Cambodia. It has been described as one
of the most radical and brutal periods in world history. It was a time
of mass starvation, torture, slavery, and killing. The number of
Cambodians who died under the Khmer Rouge remains a topic of debate:
Vietnamese sources say three million, while others estimate 1-2
million deaths. Historians have called it the Cambodian Holocaust, a
pogrom of ethnic cleansing and societal reform that still haunts many
survivors and their descendants.
Among Cambodians, those living in Cambodia, and the Diaspora (i.e. the
United States), peace is elusive, since justice may never be achieved.
"How is justice possible if Pol Pot is already dead?" many survivors
asked after 1998. In 2003, The Extraordinary Chambers in the Courts of
Cambodia was established through an agreement between the government
of Cambodia and the United Nations, with a mandate to prosecute senior
members of the Khmer Rouge for war crimes and crimes against humanity,
during the time the Khmer Rouge held power. Today, many of the
surviving victims and their descendants fear that the majority of the
Khmer Rouge leaders will go unpunished because the judicial process is
being manipulated by the current Prime Minister, Hun Sen, himself a
known former Khmer Rouge leader. The legacies of this period and the
taste of injustice are powerful and affect the lives of Cambodians at
home and in diasporic communities abroad.
Peace Review: A Journal of Social Justice is dedicating issue 23.4 to
examining the interplay among Genocide, Healing, Justice, and Peace:
The Cambodian Experience. What are peace-makers pursuing on the
ground, in Cambodia and in diasporic Cambodian communities? What will
it take to bring about peace: physical peace, geographic peace,
imagined peace, emotional peace, spiritual peace, social peace,
familial peace, individual peace, and so on? Are Cambodians as
journalist Joel Brinkley declares "cursed" by history to live under
abusive tyrants? What will it take to bring about justice? What is the
interplay between justice and peace for Cambodian survivors who
continue to live and struggle with the phantom of the genocide? How is
genocide and injustice transmitted, culturally, temporally, and
generationally? Where can Cambodians find hope, or rather, expressions
of hope, and by extension, healing? How are Cambodian youths
negotiating history, identity and community? How have the genocide
and the experience of surviving post-genocide been reflected in the
arts of Cambodia? How are the arts used for peacemaking? What are
leaders, activists, and everyday Cambodian subjects doing to pave a
path for peace and justice? How are peace and justice somatically
experienced and expressed? Is the Tribunal a move towards justice, and
by extension peace, or does it deepen old wounds and open up painful
scars? What can we learn about justice, peace, and healing? Can there
be peace without justice, or justice without peace? We seek essays
written by scholars, activists, refugee workers, religious leaders,
artists (e.g. musicians, poets), community members, social workers,
journalists, and survivors that relate to the Cambodian genocide,
justice, and peacemaking within and among Cambodian communities
worldwide.
Essays are welcome on any aspect of this issue's theme, broadly
conceived. Submissions that address global/diasporic issues and
perspectives are especially encouraged.
Interested writers should submit essays (2,500-3,500 words) and 2-3 line
bios to Peace Review no later than July 15, 2011. Essays should be
jargon- and footnote-free.
See Submission Guidelines at:
http://usf.usfca.edu/peacereview/guidelines.htm
Peace Review is a quarterly, multidisciplinary transnational journal of
research and analysis focusing on the current issues and controversies that
underlie the promotion of a more peaceful world. We publish essays on
ideas and research in peace studies, broadly defined. Essays are
relatively short (2,500-3,500 words), contain no footnotes or
exhaustive bibliography, and are intended for a wide readership. The
journal is most interested in the cultural and political issues
surrounding conflicts occurring between nations and peoples.

Wednesday, May 11, 2011

AmSt 3113W Online Course Development Opportunity

Online and Distance Learning in the College of Continuing Education will offer a stipend of $4972.50 to a graduate student designated by American Studies to develop the content for an online version of AmSt 3113W, America's Diverse Cultures. Applications are due at noon on Thursday, May 26th.

AmSt 3113W Online Course Development Opportunity
See attachment below for more detail:
AmSt3113W_development_descrip_2011.pdf

Academic Exchange Quarterly Fall 2011 Issue Call for Papers

Academic Exchange Quarterly- a respected, peer-reviewed, print journal - invites original, unpublished manuscripts of 2000 to 3000 words for its fall 2011 issue. Anyone who teaches a class with a writing emphasis is encouraged to submit. Submission deadline: May 31, 2011.

Academic Exchange Quarterly--a respected, peer-reviewed, print journal--invites original, unpublished manuscripts of 2000 to 3000 words for its Fall 2011 issue.
Focus: In recent years, schools have developed various ways of dealing with and helping students understand social problems such as homelessness and crises that include national tragedies such as terrorist attacks and devastating hurricanes and war and local tragedies such as school shootings, teacher and student suicides, accidental deaths, discrimination or violence against targeted groups. All teachers share a responsibility for helping students come to terms with and sometimes act on these events, but teachers involved with a "writing classroom" of any kind have a unique stance from which to engage students in critical thought and discussion of the crises. What are some of the ways an instructor can use the writing classroom to promote constructive thought, discussion, and awareness of such issues? What are some of the considerations an instructor must explore before delving into these activities--personal feelings, student sensitivities, and community or school views?
Who May Submit: All writing teachers with experiences helping students understand and deal with social problems or crises, whether positive or negative. Raising sensitive or volatile issues in the classroom is a tricky business, and learning from others' trial and error experiences is an effective way to develop a strong approach. Contributors are not limited to Composition or Literature instructors; anyone who teaches a class with a writing emphasis is encouraged to submit. Submission instructions are available at http://www.tinyurl.com/AEQ-Tech. Please identify your submission with keyword: WRITING-2. Please format your paper carefully according to the online instructions. Submission deadline is May 31, 2011.

Chia Youyee Vang (PhD 2006) Article in Diverse: Issues in Higher Education

An article about Chia Youyee Vang (PhD 2006) and her new book, Hmong America: Reconstructing Community in Diaspora, appeared in Diverse: Issues in Higher Education May 12, 2011. Click the link below and turn to page 6 to read the article.

http://mydigimag.rrd.com/publication/?i=69343

JOUR8681 Seminar: Media & Globalization

JOUR8681 Seminar: Media and Globalization will be taught fall 2011 on Wednesdays from 2:30-5:30 p.m. in 165 Peik Hall. This class uses approaches from international relations, comparative politics and mass communication to study the role that the mass media play in the public debate over immigration at the southern borders of the United States and the European Union.

JOUR8681 Seminar: Media & Globalization
See attachment below for course flyer:
8681flyer.pdf

"Issues at the Crossroads of Gender, Family, Migration and State in Mexico"

Dr. Gail Mummert's lecture "Issues at the Crossroads of Gender, Family, Migration and State in Mexico" will begin at 2pm on Wednesday, May 18th in 135 Nicholson Hall.

"Issues at the Crossroads of Gender, Family, Migration and State in Mexico"
See attachment below for event flyer:
Issues at the Crossroads of Gender, Family, Migration and State in Mexico May 18th 2011 at 2pm (1).pdf

Grad Instructor & TAs with Scott Hall Offices Notice

Grad Instructors & TAs with Scott Hall Offices: Please remove all personal items from your office and return your key to the department office by Friday, May 20, 2011. Any unclaimed items will be removed.

Wednesday, May 4, 2011

Osher Lifelong Learning Institute CLA Stipends

The University's Osher Lifelong Learning Institute (OLLI) offers moderate stipends to eligible graduate students enrolled in programs housed in the College of Liberal Arts. Selected graduate students develop and lead short 6 or 8-week courses during the institute's fall, winter, or spring terms. Classes meet once a week. The deadline for applications for the 2011-2012 school year is May 20, 2011.

For more information see http://cla.umn.edu/departments/gradOlli.php

"Issues at the Crossroads of Gender, Family, Migration and State in Mexico" Lecture on May 18th

Dr. Gail Mummert, professor and researcher at the Center for Anthropological Studies at El Colegio de Michoac√°n, will present the lecture "Issues at the Crossroads of Gender, Family, Migration and State in Mexico". The lecture will be held in the afternoon on Wednesday, May 18th at the Fireplace Room, 135 Nicholson Hall. Time and lecture details will be announced in next week's digest.

AMST Video & Book Return

Reminder to all Faculty and Students: Please return any books and videos you have checked out from the department library. Return items to the "task box" in the main department office by Friday, May 13th.

Grades due May 18th at 11:59pm

SPRING 2011 INSTRUCTORS: Grades for Spring 2011 courses should be entered online by Wednesday, May 18th at 11:59 p.m.

Grades due May 18th at 11:59pm
Please note: if you submit an incomplete for an undergraduate student, you must also submit a copy of the "Completion of Incomplete Work" agreement form (available from the link below). Fill out this agreement with the student and be sure to keep a copy for yourself, provide the student with a copy, and submit a copy to Laura for filing within the Department. If you have any problems with access or other questions, please contact Laura at domin047@umn.edu.
Completion of Incomplete Work: http://www.class.umn.edu/forms/completionofincompletework.pdf
To enter final grades: http://onestop.umn.edu/faculty/grades/final/index.html

Womens and Gender Studies Department Tenure-Track Assistant Professor Position

The Womens and Gender Studies Department at Wellesley College invites applications for a tenure-track, beginning assistant professor position in Global Sexuality and Queer Studies to start Fall 2012. Ph.D. required. Demonstrated teaching ability, commitment to undergraduate women's education, and a developed research agenda are expected. Application deadline: September 15, 2011.

Womens and Gender Studies Department Tenure-Track Assistant Professor Position
Location: Wellesley, MA
Type: Tenure Track
Deadline: September 15th, 2011
Description: Job Title: Assistant Professor Women and Gender Studies
Department: Womens and Gender Studies
The Womens and Gender Studies Department at Wellesley College invites applications for a tenure-track, beginning assistant professor position in Global Sexuality and Queer Studies to start Fall 2012. We seek a social scientist (or training in a related field) whose research and teaching utilizes qualitative or quantitative methods. The successful candidate will teach a 2/2 load that includes introduction to women?s and gender studies, queer theory, and cross-cultural sexuality, in addition to courses in new faculty member?s specific area. Demonstrated teaching ability, commitment to undergraduate women?s education, and a developed research agenda are expected. The department is interdisciplinary, has its own faculty, and attracts a large number of Wellesley students to its courses and major/minor
Candidates must have a received their PhD in hand to begin the position.
Application Address:
A statement of teaching and research interests in the cover letter, CV, a writing sample and three letters of recommendation are required. (The online application will request names/email address so that recommenders or dossier services may submit the letters directly.) Materials should be submitted through the online application system at https://career.wellesley.edu by the closing date of September 15th to be considered. If there are difficulties submitting on line, contact working@wellesley.edu. For more information on the department, see: http://www.wellesley.edu/WomenSt/.
Online Application URL: https://career.wellesley.edu
Application E-Mail: http://www.nwsa.org/employ/listing.php?entryid=532
Institution/Department URL: http://www.wellesley.edu/WomenSt/
Contact E-Mail: working@wellesley.edu
Additional Information:
Wellesley College is an Affirmative Action/Equal Opportunity Employer, and we are committed to increasing the diversity of the college community and the curriculum. Candidates who believe they can contribute to that goal are encouraged to apply.

WRIT 8505: Professional Practice

WRIT 8505, "Professional Practice", will be taught Summer 2011 by Dr. Bernadette Longo on Mondays & Wednesdays from 6:00-8:30 p.m. This course is open to graduate students who are completing a research report or other writing project. Graduate students in any discipline are welcome in the class.

WRIT 8505: Professional Practice
See link below for flyer:
Summer 2011 Course flyer.pdf

AMST 8920 - Topics: Personal Narratives in Interdisciplinary Research

AMST 8920, "Topics: Personal Narratives in Interdisciplinary Research", will be taught Fall 2011 by Professor Jennifer Pierce. This course examines epistemological, theoretical, and methodological questions related to research using personal narrative sources such as oral histories, in-depth interviews, autobiographies, memoirs, diaries, and letters.

AMST 8920 - Topics: Personal Narratives in Interdisciplinary Research
Professor Jennifer L. Pierce
Fall 2011
Email: pierc012@umn.edu
Course Description: This course examines epistemological, theoretical, and methodological questions related to research using personal narrative sources such as oral histories, in-depth interviews, autobiographies, memoirs, diaries, and letters. As narrative constructions about selves, these sources can provide unique insights into subjectivity, meaning, emotion, and desire that other kinds of social science and historical evidence cannot. The evidence presented in personal narratives is unabashedly subjective and, its narrative logic presents a story of an individual subject changing and developing over time. Their analyses can provide important insights into the history of the self and its variations at the same time that they have the potential to enrich theories of human agency and social practices. Analyses of personal narratives can also illuminate historical, cultural, and social dimensions. In this light, personal narratives are never solely individual.
We begin by reading about epistemological, theoretical, and methodological issues related to personal narrative analysis in work by literary scholars as well as historians and social scientists. The next section focuses on a number of studies analyzing personal narratives drawing from different kinds of sources such as oral histories, autobiographical life stories, letters, diaries, and even forms of social media such as blogs and online games in fields such as American studies, feminist studies, ethnic studies, history, anthropology, and sociology. In the final section, we consider hybrid forms of personal narrative analysis, the difficulties researchers encounter when they encounter "ephemeral traces of subjectivity," and the ethics of conducting personal narrative research.
Required Books:
Hokulani Aikau, Karla Erickson, and Jennifer L. Pierce, editors, Feminist Waves, Feminist Generations: Life Stories from the Academy, Minneapolis: University of Minnesota Press, 2007.
Tom Boellstorff, Coming of Age in Second Life: An Anthropologist Explores the Virtually Human, Chapel Hill: Duke University Press, 2008.
G. Thomas Couser, Vulnerable Subjects: Ethics and Life Writing, Ithaca, NY: Cornell University Press, 2004.
Paul John Eakin, How Our Lives Become Stories: Making Selves, Ithaca, NY: Cornell University Press, 1999.
Mamie Garvin Fields with Karen Fields, Lemon Swamp and Other Stories: A Carolina Memoir, New York: Free Press, 1985.
Wendy Luttrell, Pregnant Bodies, Fertile Minds: Gender, Race, and the Schooling of Pregnant Teens, New York: Routledge, 2003.
Saba Mahmood, The Politics of Piety: The Islamic Revival and the Feminist Subject, Princeton, NJ: Princeton University Press, 2005.
Mary Jo Maynes, Jennifer L. Pierce, and Barbara Laslett, Telling Stories: The Use of Personal Narratives in Social Science and in History, Ithaca, NY: Cornell University Press, 2008.
Tiya Miles, Ties that Bind: The Story of an Afro-Cherokee Family in Slavery and in Freedom, Berkeley and Los Angeles: University of California Press, 2005.
Carolyn Kay Steedman, Landscape for a Good Woman, New Brunswick, NJ: Rutgers University Press, 1987.
Laurel Thatcher Ulrich, A Midwife's Tale: The Life of Martha Ballard Based on her Diary, 1785-1812, New York: Vintage, 1991.
Required articles and book chapters:
Nancy Chodorow, "Seventies Questions for Thirties Women" in her Feminism and Psychoanalytic Theory, New Haven: CT: Yale University Press, 1989.
Nancy Chodorow, "Introduction," and "Creating Personal Meaning,"in her The Power of Feelings, New Haven: CT: Yale University Press, 1999.
Ann Cvetkovich, "AIDS Activism and Public Feelings: Documenting ACT UP's Lesbians," An Archive of Feelings: Trauma, Sexuality and Lesbian Public Cultures, Durham, NC: Duke University Press, 2003.
Arthur Frank, "Dialogical Narrative Analysis as a Method of Questioning," Letting Stories Breathe: A Socio-Narratology, Chicago: University of Chicago Press, 2010.
Sigmund Freud, "Screen Memories," in The Uncanny. New York: Penguin, 2003, translated by David McClintock with an introduction by Hugh Haughton, and his essay "On Mourning and Melancholia"
Macarena Gómez-Barris and Herman Gray, "Toward a Sociology of the Trace," in Herman Gray and Macarena Gómez-Barris, editors, Toward a Sociology of the Trace, University of Minnesota Press, 2010.
Katherine Hodgkin and Susannah Radstone, "Introduction: Contested Pasts," in Katherine Hodgkin and Susannah Radstone editors, Contested Pasts: The Politics of Memory (Routledge, 2003)
Walter Johnson, "Introduction" and "Making A World out of Slaves," in Soul by Soul: Life Inside the Antebellum Slave Market, Cambridge, MA: Harvard University Press, 1999.
Shula Marks, "The Context of Personal Narrative: Reflections on Not Either an Experimental Doll," in The Personal Narratives Group, editors, Interpreting Women's Lives, Indiana University Press, 1989.
Luisa Passerini, "Memories between Silence and Oblivion" all in Katherine Hodgkin and Susannah Radstone editors, Contested Pasts: The Politics of Memory (Routledge, 2003)
Alessandro Portelli, "What Makes Oral History Different," The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History, Albany: State University of New York, 1991.
Alessandro Portelli, The Massacre at Fosse Ardeatine," in Katherine Hodgkin and Susannah Radstone editors, Contested Pasts: The Politics of Memory (Routledge, 2003)
Adam Reed, "'My Blog is Me': Texts and Persons in UK Online Journal Culture (and Anthropology) Ethnos 70, 2 (June 2005).
Andrew C. Sparks, "Autoethnography: Self-Indulgence or Something More?" in Arthur Bochner and Carolyn Ellis, editors, Ethnographically Speaking: Autoethnography, Literature, Aesthetics, Walnut Creek, CA: Altamira Press, 2002, pp. 209-32.
Liz Stanley, "The Epistolarium: On Theorizing Letters and Correspondences," Auto/Biography 12 (2004).
Julia Swindells, "Liberating the Subject? Autobiography and Women's History: A Reading of the Diaries of Hannah Cullwick," in Personal Narratives Group, editors, Interpreting Women's Lives, Bloomington: Indiana University Press, 1989.