This special issue of the Journal of Language, Literature, and Culture welcomes proposals for essays from scholar practitioners of literary studies (broadly conceived) that focus on present and future challenges for teachers and learners in literature classrooms including but not limited to:

  • anti-racist and anti-colonial pedagogies in literary studies
  • changes to practices of reading and writing and assessment (digital sphere assessment innovation, challenges of AI)
  • collaborations across sectors and disciplines
  • aliteracy and student reading habits
  • place-based / eco-based pedagogies for literature teaching and learning
  • empathy, affect, and the teaching of English
  • trauma and grief in the English classroom
  • transferable skills and ‘industry’-ready graduates for literary studies
  • the changing nature of postgraduate literary studies
  • the internationalisation of ‘English’ in the 21st century: engaging international students in international conversations
  • the changing classroom and the place of the canon

We invite proposals of up to 250 words with bios of 50 words by May 25, 2023 for papers of up 7000 words (including references). Full papers are December 15, 2023.

Please note that all papers and proposals should be formatted according to Journal of Language, Literature, and Culture (JLLC), which is committed to scholarly rigour and clear, reader-oriented language that caters for scholars of many audiences.
For an open access issue of JLLC and for further information about the journal’s values and style, please see the February 2021 editorial “Plenitude: Values for a Journal that Speaks to Language, Literature, and Culture Studies”

Please send queries and proposals to the editorial team at

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