2022 Annual Conference Information

Conference Theme: Bodies in Space: Fostering Connections in Theory and Practice

Dates: 13-15 October 2022

Format: In Person and Virtual

Deadline for Proposal Submission: 15 July 2022, extended to 1 August 2022

Conference Submission Portal: Click HERE to access the submission form

Background: In 2019, the last time our TYCA-Southwest membership met together in person, our keynote speaker, Dr. Cristina Cedillo (University of Houston-Clear Lake), highlighted the reality that  embodied experiences are always already part of the classroom. Our pedagogies therefore must  acknowledge the way that bodies situate writers in communities and ways of being that are central to questions of language, literacy, and authorship. 

Since that keynote, we have found ourselves reckoning with the way we think about bodies, communities, access, and the way we inhabit public and private spaces. While the spread of COVID-19 means we’ve never been more aware of the fragility of our bodies, we’ve also felt extremely disembodied after two years of meeting each other as only boxes on screens.  We’ve  seen the possibilities of communities coming together in what will surely be remembered as a historic civil rights movement, but we’ve also felt the backlash of “anti-CRT” legislation and  challenged books.

Two years of teaching online have truly exposed gaps in access — from technology divides to understanding how our physical spaces may have excluded people. Now more than ever, we must approach our pedagogies from a framework of embodiment, no matter the modality of instruction. As we return to face-to-face teaching in physical classroom spaces, there’s joy in returning to some of the practices that we’ve had to do without, but we also must question how we do things and keep adapting.

Call for Proposals:

For the 2022 TYCA-Southwest Conference, the chairs invite our organization to think differently about the way we move through space and especially how we come together for a conference. As we meet together for a hybrid conference — one with online options but also face-to-face in Oklahoma City — we’re adopting an interactive model. Instead of panel presentations, we invite collaborative session proposals, with facilitators engaging participants in discussion of a piece of scholarship in Composition and English Studies.  Facilitators will center discussions on scholarship while actively engaging in the kind of embodied pedagogies and strategies that attendees can practice in their own classrooms.

Those proposing  to facilitate a session will name the article or book chapter they want to discuss, express its importance for faculty working in two-year colleges, and detail a plan for a 45-minute discussion or collaboration. The selection committee will rank proposals based on the relevance of the text, pedagogical engagement, and connections between theory and practice.

Text selections should be available for dissemination prior to the conference. Scholarship choice may include foundational or recent texts, but preference will be given to those engaging with articles from Teaching English in the Two-Year College (TETYC).

Sessions may be proposed as discussions or with the intent of a collaborative final product, such as crafting an accessible syllabus, planning a collaborative TETYC article,  or drafting an open letter to political leadership. 

Facilitators may wish to consider one of the following questions when drafting their proposals:

  • What recent scholarship has transformed your teaching practice, such as discussions of assessment, equity, or high-impact practices?
  • What scholarship is missing from TETYC? How can conference attendees plan to add to it?
  • How does scholarship coming from teachers at 4-year colleges apply at the two-year level?
  • Is there scholarship that can help start conversations about labor practices, diversity initiatives, and institutional structures in our two year colleges?
  • What kind of scholarship should be grounding our responses to curricular plans like pathways, dual enrollment, or job-readiness?
  • What research can help us imagine the future of two-year colleges, especially concerning declining student enrollment?
  • What role does research play in the academy’s response to the “Great Resignation”?