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Maynooth University and the Irish Georgian Society are partnering to deliver a live online symposium, ‘Speculative Minds: Commerce, Experiment, Innovation & the Arts in Georgian Ireland‘ on Thursday 27th May 2021. The symposium has been convened by Dr Toby Barnard, Emeritus Fellow of Hertford College, Oxford University and Dr Alison FitzGerald, Associate Professor, Maynooth University.

Further information, including the symposium programme, is available from the Irish Georgian Society website.

A 20% discount for Amanda Goodrich’s new book, Henry Redhead Yorke, Colonial Radical Politics and Identity in the Atlantic World, 1772-1813 (Routledge, 2019) is now available.

This is the first biography of Henry Redhead Yorke, a West Indian of African/British descent. Born into a slave society in Barbuda but educated in Georgian England, he developed a complex identity to which politics was key. Yorke was radicalised in revolutionary Paris, became a citizen of the world and the most revolutionary radical in Britain between 1793–5. Imprisoned for his politics, Yorke recanted to loyalism but never lost his political zeal. This book raises important issues about political exclusion, the impact of ‘outsider’ politics in England, political apostasy and the complexities of politicisation and identity construction in the Atlantic World

A blog post about the book is now available at The Victorian Commons.

Follow this link to obtain the discount code and further information about this title.

Digital Repository of Ireland invite early career researchers to apply for a new annual Research Award. This Award grants a prize to an original short article or blog post summarising research informed in whole or in part by objects/collections deposited in DRI. Submissions will be assessed by a panel made up of DRI staff and an external judge, and the winner granted the bursary award of €500.

This Award is open to early career researchers in the areas of arts, humanities, social sciences and digital humanities, including (but not limited to)

• Masters students
• Those awarded a masters within the last two years
• PhD students or those awarded a PhD within the last year 

For further information, please visit https://www.dri.ie/dri-research-award.

Maria Edgeworth’s involvement with Scottish Enlightenment thinking has long been recognized, but much yet remains to be discovered about the extent, complexity and implications of her engagement with the ideas of Adam Smith, David Hume, William Hunter, Hugh Blair, Dugald Stewart and other philosophers, scientists and writers from that era. For a panel on “Maria Edgeworth and Scottish Enlightenment Networks” to be proposed for the 2018 conference of the ECSSS, papers are invited on any strands of Scottish Enlightenment thinking woven into Edgeworth’s works, life and reputation.

While papers might consider the place of Scottish Enlightenment concepts in Edgeworth’s writing, they might also consider Edgeworth’s place in conceptualizations of the Scottish, Irish or other Enlightenments and how association with Enlightenment has affected her reception—or should affect it in the future. Also welcome are papers that consider how Scottish Enlightenment networks enmesh the activities of Richard Lovell Edgeworth and the administration of Edgeworthstown.

Please send abstracts of 300 words, along with a one-page cv, by 10 October 2017 to Regina Hewitt (U of South Florida) [email protected] or [email protected]

ECSSS (the Eighteenth-Century Scottish Studies Society) will meet at the University of Glasgow from 17 to 21 July 2018. The conference theme is “Networks of Enlightenment.” More information can be found at http://tinyurl.com/y9nyx5vq.

Please note that the deadline for abstracts for the proposed Edgeworth panel is earlier than the deadline in the main CFP for the conference in order to allow time for the panel to be composed by that final submission deadline and for extra abstracts to be forwarded to the organizers and considered for other sessions.

Pedagogy-oriented submissions that give insight into the ways Gulliver’s Travels is taught in higher education are invited for the Long 18th Teaching Tools page of the Studies in the Novel website.

Possible contributions might explore

• methods of teaching we employ, with a particular emphasis on using Gulliver’s Travels as a prompt to pedagogic experimentation.
• selections or extracts from the novel that we teach and the purposes they serve from discipline to discipline.
• disciplinary possibilities and limitations of the text.
• using Gulliver’s Travels to teach formal disciplinary requirements such as the use of evidence, the nature of genre, the skills of close reading, writing style modeling, etc.
• varied student responses to the Travels across stages of learning (from first-year undergraduate courses to graduate seminars)
• reaction of students across different educational contexts and institutional settings such as the community college, the four-year “commuter campus,” the liberal arts college, etc.
• engagement of the student’s social identity in reading and responding to the book.
• interactions that Gulliver’s Travels generates in the classroom: the moral, political, social, and aesthetic concerns it raises.

For further information follow this link to download the full call for papers.