2027 Presidential Theme: Emancipatory Narratives

Herman Beavers, the 2026–27 president of the MLA, has chosen Emancipatory Narratives as the presidential theme for the 2027 MLA Annual Convention in Los Angeles.

As you are no doubt aware, we find ourselves, as a democratic nation of laws and as a profession, at a crossroads. Now, the crossroads is a powerful metaphor; it symbolizes the human turmoil that is manifest at the intersection formed by possibility and risk. Possibility because the crossroads often signals the beginning of an adventure; risk because the consequences of a wrong choice can do us irreparable harm. But my training as a scholar of African American literature and culture has often led me to understand the power of counterintuitive thinking. Because emancipatory narratives are distinguished by their commitment to two bedrock concepts: the descriptive and the agential.

I reached this conclusion after consulting a number of commentators whose observations have guided me in difficult moments: James Baldwin, Ralph Ellison, and Toni Morrison. Baldwin emphasized the importance of understanding that we would never be a functioning democracy until Americans accepted the fact of their guilt, that “to get past this guilt, you must act. And in order to act, you must be conscious and take great chances and be responsible for the consequences” (62). Ellison talked about how jazz music turned on the concept of antagonistic cooperation, where one plays both “with and against” (245) the members of the ensemble to cement a legitimate commitment to community building. Toni Morrison, in pithy fashion, said, “[I]f you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else.”

Emancipatory narratives are committed to acts of description. They describe not only what it means to be oppressed or in bondage but the sensations that come with inhabiting liberatory space. Articulating emancipatory narratives involves the assertion of agency, even when those assertions are certain to invite resistance. Emancipatory narratives, at their best, involve what Robert O’Meally describes as becoming “careful listeners to what the others have to say, as each [speaker] pushes self and opponent to higher and higher levels of articulation” (3). In positing emancipatory narratives as a presidential theme, part of what I am insisting upon is the need for us to step back from our immediate circumstances in order to see that possibilities, be they the product of serendipity or desperation, are ever before us. Emancipation is a product of our ability to embrace and inhabit the voices of others, as they embrace and inhabit our own. There is absolutely no doubt that our situation is precarious. But I have identified the blues as the ultimate emancipatory narrative because, as Ellison wrote, it insists that we “keep the painful details and episodes of a brutal experience alive in [our] aching consciousness” and “transcend it, not by the consolation of philosophy but by squeezing from it a near-tragic, near-comic lyricism” (129). It declares that even in the face of calamity and contradiction, we find ways to sing. 

I hope that you will join us in Los Angeles as we find ways to sing together. 

To propose a session for the 2027 convention, we encourage you to post a call for papers before 28 February. Session submissions will open in March.

Works Cited

Baldwin, James. “The Uses of the Blues.” The Cross of Redemption: Uncollected Writings, edited by Randall Kenan, Pantheon Books, 2010, pp. 57–66. 
 
Ellison, Ralph. The Collected Essays of Ralph Ellison, edited by John F. Callahan, Modern Library, 2003.
 
Morrison, Toni. “The Truest Eye.” O, The Oprah Magazine, Nov. 2003, www.oprah.com/omagazine/toni-morrison-talks-love
 
O’Meally, Robert G. Antagonistic Cooperation: Jazz, Collage, Fiction, and the Shaping of African American Culture. Columbia UP, 2022.

Educational Technologies and AI Agents

Published in the Winter 2025 MLA Newsletter

In October 2025, the MLA Executive Council issued a statement, drafted by the MLA Task Force on AI in Research and Teaching, on educational technologies and AI agents. We interviewed two members of the task force, Matthew Kirschenbaum and Anna Mills, about the importance of the statement and how MLA members can put the statement into action.

People sit at circular tables looking at a screen that says "Planning for What's Next with AI on Your Campus"

What prompted the task force to draft these guidelines?

Matthew Kirschenbaum: I think there’s a widespread sense that as ed tech (including AI and now agentic AI) becomes more and more widespread, universities are ceding more and more of their core functions to third-party vendors and providers. What was once only “software” as a service is now absorbing actual missions and operations. This statement is one small attempt to slow that process down, to give pause by pressing pause. Not because we’re antitechnology, but because we think we’re at the point where faculty members are very close to losing control over the instructional experience, whether we’re talking about infrastructure and support or (increasingly) content and curriculum.

Anna Mills: Responses to the MLA task force’s May 2025 survey showed how widely our perspectives on AI vary, but we noted that 90% of survey respondents wanted us to advocate for “public awareness of the continuing value of human reading and writing processes.” When we saw AI browsers autonomously completing assignments in learning management systems, we recognized a direct threat to that value—and an issue on which we could speak with one voice. In fall 2025, we noted a flurry of social media posts expressing concern about the ChatGPT Atlas and Perplexity Comet releases. Educators across the spectrum—from AI skeptics to enthusiasts—recognized that letting these agents loose in learning environments posed an unnecessary threat to academic integrity. At the same time, we were watching learning management systems like Canvas announce partnerships with AI companies. It became clear to us that if faculty members are to continue to design pedagogy to cultivate human reading and writing, we need to have a say in shaping digital learning environments, and we need tech companies to cooperate.

What’s been the response to the statement from educators?

MK: The responses I’ve seen have been overwhelmingly positive. I think there’s a real hunger out there for people to see their professional organizations taking on advocacy and leadership roles as these technologies infiltrate core teaching and instructional activities. Frankly, there’s a lot of anger out there too, and I think this statement helps show that one of the major professional organizations in the humanities is listening.

AM: Educators have largely seemed grateful. We’ve seen notes of thanks on Bluesky and LinkedIn, coverage in The Verge and The Chronicle of Higher Education, and mentions on various blogs. Faculty members appreciate the call for faculty leadership in decision-making about AI integrations. At the same time, the statement has raised awareness about the distinct threat that agentic AI browsers pose. We are all aware that students can copy an assignment into a chatbot and then copy and paste or retype the chatbot’s output, but it’s worse if the chatbot can complete the assignment directly without the student even needing to know what it was about.

How do you envision this statement being used to enact the changes you want to see and prevent the misuses it describes?

MK: I think the statement does some good simply by existing as a statement under the imprimatur of the MLA. It offers members on individual campuses evidence of more widespread professional consideration and concern, and it carries the weight of an organization that has been a voice for language and literature teaching and scholarship for nearly a century and a half. Hopefully the statement will be a focal point for further attention and discussion, including also educating the membership about the new threats posed specifically by agentic AI.

AM: My hope is that the statement helps catalyze broader public pressure—pressure that leads AI companies to stop their systems from autocompleting assignments in learning management systems. Yes, students will still find ways to cheat with AI, but companies should do what they can to reduce misuse; they shouldn’t just make academic fraud easy and cheap and leave teachers to deal with the consequences. For this to happen, we need many voices calling for AI and ed-tech companies to stop facilitating academic fraud. We’d love to see sister organizations in higher education or K–12 share our statement or write their own. The statement is just the beginning of this discussion, and I’m hopeful we’ll hear a lot more from parent-teacher associations, teachers’ unions, and the media.

What can MLA members do to help put the statement into action?

MK: Use it as an instrument for asserting faculty governance at your institution. Ensure faculty representation on your campus’s IT and ed-tech steering committees, the ones who set policy and sign contracts with outside vendors. It’s not a glamorous form of professional service, but that’s where the decisions get made.

AM: Share the statement with your department, your AI task force, your IT department, and your administrators. Set aside ten minutes in a meeting to read and discuss it. If you feel pressure to redesign your pedagogy to circumvent AI browser agents, share the statement. Point to our argument that blocking AI from autocompleting assignments need not be a task for educators alone. We need cooperation from AI and ed-tech companies. Finally, share and comment on the statement or the issues related to it on social media and tag the companies.


Matthew Kirschenbaum is Commonwealth Professor of Artificial Intelligence and English at the University of Virginia. Anna Mills teaches writing at the College of Marin, California.

Member Spotlight: Brittney M. Edmonds

Brittney M. Edmonds

This month’s member spotlight features Brittney M. Edmonds, who has been an MLA member since 2019. Learn about Brittney’s experience with the MLA and how MLA resources have supported her work:

“I’ve benefited from many aspects of MLA as an organization, particularly its teaching-focused publications. One of my most recent experiences was writing an essay for [the forthcoming] Approaches to Teaching the Works of Colson Whitehead, edited by Stephanie Li. It was meaningful to contribute to a pedagogical resource for an author I’ve long admired and regularly teach. Because I’ve so often relied on the Approaches series in my own classrooms, contributing to it felt like a way of paying that resource both back and forward.”

Recommended resource: “The MLA annual meeting consistently creates space for real conversation, whether in panels, informal gatherings, or chance encounters. I keep coming back every year because it’s a place to exchange ideas, think collectively about our work, and learn from colleagues across institutions and subfields.

I always encourage members to take advantage of the MLA Bibliography. It may seem basic, but it’s consistently my first stop when I begin a new research project. Everything I’ve ever written has started there.”


Is there someone you’d like to nominate for the MLA member spotlight? Email suggestions to outreach@mla.org.

Member Spotlight: Joseph Ortiz

Joseph Ortiz

For our December member spotlight, we’re highlighting the work of Joseph Ortiz, who has been a member of the MLA for twenty-four years. Learn about Joseph’s time on the MLA Publications Committee and the resource he recommends to humanities leaders:

“Serving on the MLA Publications Committee gave me enormous insight into the innovative research and teaching that is being done outside my field. Whether teaching Homer’s Odyssey or newly published texts, these scholars are pushing the boundaries of literary study and constantly finding ways to connect literature to 21st-century concerns and to the lived experiences of their students. This work has inspired and emboldened me to experiment in my own teaching and think past traditional disciplinary boundaries. Often, MLA is the only venue where this work can be shared broadly with other teachers and scholars.”

Recommended resource: “As an English department chair, I would highly recommend the ADE-ALD Summer Seminar for any chair, director, dean, or department administrator. Every workshop and talk at the seminar has given me helpful ideas about how better to do my job, and the conversations I’ve had with colleagues has provided a much-needed sense of solidarity.”

2025 ADE and ALD Award Winners

Congratulations to the winners of the 2025 Association of Departments of English and Association of Language Departments service awards, Teresa Mangum and Sheri Spaine Long. The awards will be presented during the MLA Awards Ceremony, which will take place on 9 January at the MLA Annual Convention in Toronto.

Teresa Mangum

Teresa Mangum’s service to the profession has rippled outward from her department, discipline, and institution in myriad ways, consistently characterized by collaboration, inventiveness, and an abiding desire to ensure that in any venue diverse voices were always present. A scholar of Victorian studies, she has served on boards of professional associations such as the North American Victorian Studies Association. She has undertaken roles within the MLA and other organizations that facilitate the work of scholars, including service on the MLA Delegate Assembly and the National Humanities Alliance board of directors. Never one to work simply within one department, Mangum retired as an emeritus professor after having spent more than three decades on the faculty at the University of Iowa, in the Department of Gender, Women, and Sexuality Studies and the Department of English, while serving for years as director of the Obermann Center for Advanced Study, whose programming integrated campus and community in vibrant events that demonstrate the deep value of humanities disciplines. She has long been a national leader in public humanities work, serving on the National Humanities Alliance board of directors, as a principal investigator on the Mellon grant Humanities for the Public Good, and in other leadership positions that demonstrate a boundless energy to work for the greater good. Teresa Mangum is the epitome of the generous colleague, thoughtful mentor, and meticulous scholar who represents the very best of academia.

Sheri Spaine Long

Throughout her illustrious career, Sheri Spaine Long has had a sustained influence on students and teachers of Spanish and Portuguese, as well as on the broader field of world language education. Spaine Long has held faculty and leadership positions at the University of Alabama, Birmingham; the University of North Carolina, Charlotte; and the United States Air Force Academy. A modernizing force throughout her career, she served as executive director of the American Association of Teachers of Spanish and Portuguese from 2018 to 2023, guiding the organization through the COVID-19 pandemic, securing funding, and increasing membership—all while implementing her vision of a more inclusive, values-driven professional association. She also shaped the field through her editorial leadership of two flagship journals, serving as editor in chief of Foreign Language Annals from 2006 to 2009 and as editor of Hispania from 2010 to 2018. She is the author of the widely adopted textbooks Nexos and Cuadros as well as numerous articles on Spanish language, literature, and culture; leadership development; language pedagogy; and international education. Her national service includes roles on the boards of the ACTFL, the JNCL-NCLIS, and the International Symposium on Languages for Specific Purposes. A lifetime member of the MLA, she has served on the Delegate Assembly and on the forum executive committee for Second-Language Teaching and Learning. She is a generous, inspirational mentor and a masterful community builder. For her decades of leadership in publishing, editing, service, and mentorship, Sheri Spaine Long is richly deserving of the ALD Award for Distinguished Service to the Profession.

Member Spotlight: Darin Jensen

Darin Jensen

This month’s member spotlight features Darin Jensen, a ten year member of the MLA who currently serves on the Ad Hoc Committee on the Academic Workforce in Languages and Literatures. Learn more about Darin’s experience with the MLA:

“I have been surprised and delighted at how the MLA has pivoted to be more inclusive of community colleges and teacher scholars who work there.”

Recommended resource: “The workforce committee has helped me understand how interconnected workforce issues are across different institution types. The work has been valuable as a way to make open-access workforce issues more visible.

The work Jason [Rhody] and Janine [Utell] are doing for professional development and in creating updated reports like the workforce report and the 2yr/4yr relation report are essential in building a strong profession across disciplines that can respond to our political climate in a way that will help sustain the important work we do. I recommend these readings and programs like last summer’s MLA training for new department chairs.”

Member Spotlight: Ignacio Sánchez Prado

Ignacio Sanchez Prado

For our October member spotlight, we’re highlighting Ignacio Sánchez Prado, a twenty-one-year member of the MLA. Read about Ignacio’s time on the Executive Council and which MLA resources he has found invaluable to his work:

“[W]hen I became a member of the Executive Council, I was immensely and positively surprised about all the work the MLA conducts in many dimensions. Like many people, I used to perceive the MLA as a prestige-centered organization in which senior English professors from R1 universities brought a lot of weight. But this is not the case at all. The governance of the association is incredibly diverse in terms of geography and institution and it was a privilege to serve alongside colleagues working in state schools, community colleges and HBCUs. I came out of my term wishing that more people see this side of the MLA, oftentimes eclipsed by the convention, but perhaps more essential as our field faces so many challenges.”

Recommended resource: “The resources that have always accompanied me are the bibliography and the conference. In terms of the bibliography, it has encouraged me to write scholarship with extensive bibliographical research, and the ways in which it has evolved over time has allowed me to find sources in a precise and rigorous way. In terms of the conference, I have been going nearly every year since I first attended in 2005. There is no question that my career has benefitted enormously by the networks I have found in the conference, beginning as a graduate student and young faculty member, and eventually through my service in divisions and forums. I also value the ways in which it has exposed me to scholarship across all the fields of literary and cultural studies. The book exhibit is my favorite part, as a bibliophile and I always look forward to learn what new books came out and to talk to editors, some of whom became friends over the years.”

MLA Members Elected to the American Antiquarian Society

Congratulations to the six MLA members who were elected as members of the American Antiquarian Society (AAS) in October 2025! According to the AAS, members “are elected by their colleagues in recognition of their eminent works of scholarship, artistic endeavors, or public engagement in pre-twentieth-century American history and culture.”

  • Sari Altschuler
  • Michael A. Elliott
  • Laura E. Helton
  • Richard Kopley
  • Cassander L. Smith
  • Jewon Woo

Ramón Saldívar Receives Lifetime Scholarly Achievement Award

Ramón Saldívar

Ramón Saldívar, professor of English and comparative literature and the Hoagland Family Professor of Humanities and Sciences at Stanford University, will receive the eleventh MLA Award for Lifetime Scholarly Achievement. The Executive Council selected Saldívar for the award on the recommendation of the Lifetime Scholarly Achievement Review Committee. Saldívar is renowned as a scholar of Chicano studies and narrative form. The Award for Lifetime Scholarly Achievement will be presented to Saldívar by MLA President Tina Lu during the MLA Awards Ceremony at the January 2026 convention in Toronto.

Member Spotlight: LeAnne Spino-Seijas

LeAnne Spino-Seijas

This month’s member spotlight highlights LeAnne Spino-Seijas, an MLA member since 2017. Read about LeAnne’s experience participating in the MLA Pathways program and how MLA resources have supported her work:

“I am an associate professor of Spanish at the University of Rhode Island. I also direct the International Studies and Diplomacy (ISD) program at the University of Rhode Island. The ISD program is a unique, dual-degree program where students major in international studies and a language, study abroad for at least a semester, and reach a proficiency benchmark before graduation. The MLA Pathways step grant has been instrumental in helping me set up structural support to continue to grow the program, educate students on how to meet the proficiency benchmark, and launch an initiative called Just apply! that helps ISD students identify and apply to internships, scholarships, and jobs.

The MLA does so much to support our profession, our faculty, and our students. I participated in the Humanities Advocacy Day last year and ended up, to my surprise, advocating for the humanities on Capitol Hill with the executive director of the MLA, Paula Krebs. It was one of those moments where I realized just how much the MLA is doing behind the scenes. In supporting the MLA, we support the vitality and longevity of our profession.”

Recommended resource: “I recommend that all faculty, not just department chairs and program directors, read (and publish in!) the ALD Bulletin. The ALD Bulletin contains timely and important information about our profession, including pedagogical, curricular, and departmental matters. I also urge departments, colleges, and universities to ‘count’ this type of scholarship in the tenure and promotion process. Doing so will incentivize this work which will, in turn, improve communication and strengthen our profession.”