• Panel: “Teaching the Global Hispanophone”. Many of the challenges inherent in teaching the Global Hispanophone are apparent: curricula structured according to wentieth-century conceptions of Hispanism; language issues; or texts availability. How have you met these challenges? What are other less obvious challenges? We welcome proposals that will provide practical and theoretical guidance to teaching the cultures and artistic productions of Equatorial Guinea, Western Sahara, the Maghreb, the Philippines, or other areas of the Hispanophone world. Send a one-page abstract by March 15 to joycet@illinois.edu and Benita.sampedro@hofstra.edu///
    Panel: “Textual Transactions in the Global Hispanophone”. As the nexus of seemingly highly disparate groups, Global Hispanophone studies explore the paradox of a separation that unifies. This paradox is reflected in texts that navigate between languages, countries, interior frontiers or colonial pasts, thus functioning as loci for transactions that offer the possibility of transformation. Participants might analyze textual transactions (intersections, executions, receptions, performances) that arise from or represent separations due to violence or to political, economic, cultural, or other factors. Send a one-page abstract by March 15 to joycet@illinois.edu and Benita.sampedro@hofstra.edu///
    Panel: “Expanding Colonial Geographies”. How to re-conceptualize traditional colonial geographies in the Spanish-speaking world by considering the transactions between Colonial Latin America and the Global Hispanophone world? What sorts of textual transactions would be necessary to deconstruct the teleological narratives that often inform our conceptual mapping of the field? What theoretical approaches can most effectively address this highly diverse geographical span, without reifying the colonial drive that charted the territory in the first place? Send a one-page abstract by March 15 to joycet@illinois.edu and Benita.sampedro@hofstra.edu