The Organising Committee welcomes abstracts which link the broad conference theme to any of the following areas: 

  • Cultural Studies                                                              
  • Fine Arts                                                                                             
  • Languages and Literatures
  • Language Teaching                                                       
  • Linguistics
  • Philosophy
  • Religious Studies


Guidelines to the Presenters 


  • Times New Roman, font size 12, 1.5 spacing, should be written in a single, block paragraph with no subheadings or paragraphs.
  •  The title should reflect the focus of your study.
  •  Include your name and affiliation below the title
  • Mention address, email and phone numbers in a separate page.
  • Word limit - 400 words


Abstract writing guidelines

Your abstract should be in a single, block paragraph.

 Please do not include more than one paragraph, or sub-headings.

 • Please do not include a list of references. If unavoidable, in-text references with only Surname (year) may be included. Such references should be minimal -- not more than two in an abstract.

 • Your abstract should include the following information from your research:

The significance of your study, the theoretical position / models / previous research your study is based on, a brief description of the methodology, and the implications of your findings.

• Please ensure that your abstract is written in clear, error-free academic English. Any terminology specific to your field of study should be defined briefly.

• Your title should reflect the focus of your research. It should not be a general one based on the broad field of study. For example, "Women in religion" is very general, while the following -- "The representation of women characters in Buddhist Jataka Tales" is more specific, and reflects the focus of your research.

• You should also include three key words that describe the content of your abstract.


Aligning your abstract with the conference theme 

We invite conference papers that address, but need not be limited to, any of the following:

What are the traditional and non-traditional modes of the defining and determining Humanities’
value in different cultures across the world?
How are values demarcated and decided upon in Western cultures and in Eastern cultures? What
can be considered hegemonic values in the Humanities?
Is our ontological understanding of Humanities still valid? How should the Humanities be
conceptualised in the 21st-century given the advancements and incursions are of ICT? How
should Humanities’ epistemologies and methodologies engage with these new developments?
Is the value of Humanities on the decline? What have been the challenges and threats to
Humanities’ values in contemporary times?
How are Humanities values gendered? How is value determined based on gender identity and
how do gendered differences affect the way value is articulated in culture?
How is student choice of subjects affected by value?
How is teaching practice influenced by competing notions of value? What is the impact of
various value-related university discourses upon curricula and pedagogy?
How are research agendas and methodologies determined by value?

What are the dominant “values” that determine university policies, practices, and managerial
demands and how do these impact on the Humanities?
How are student and staff cultures decided upon by values? Should / how should conflicts and
values within universities we resolved?

What is the relationship between cultural preservation and value? What values determine which
cultural aspects of a particular society or discipline of study should be preserved within culture?
How do these affect research agendas and funding decisions?
What role does the teaching of ancient languages such as Sanskrit, Pali, Hebrew, Arabic, Greek,
Roman, etc. play in rearticulating contemporary social values? What rich cross-cultural
perspectives can be derived from the study of non-Western, non-Modernist cultural articulations
of value?

What is the value of literature and what values does literature propagate?
What is the relationship between privilege and value?
How is the value of religion determined in contemporary society? How much are these
determinations influenced by secular concerns including state power, the commodification of
religion, and the value of spirituality in modern, alienated societies?
What is the value of art, painting, sculpture, and other modes of visual arts that preserve social
value in their artistic expressions? What is the impact of the commodification of art on the field
of visual arts?
How is the body and embodiment inscribed through value?
What is the significance of the values attributed to identity and sexuality?
How are the performance arts including acting, dancing, music production, theatre production,
television and cinema production affected by the competing claims to bodily values? What type
of bodies are of value in performance?

What indigenous/local cultural paradigms influence our understanding of the value of Sri
Lankan-ness? How far have local cultures and literatures succeeded in determining the value of
Sri Lankan-ness? How do the diversity and difference in Sri Lankan society shape hegemonic
ideas of value in Sri Lanka? More broadly, what is the link between indigenous cultures and
nationalist articulations of value within a globalized, corporatized world?

What is the value of language in Culture? Why study linguistics, philology, and historical
linguistics within the modern, market-driven society? How has the deep commodification of
language and language teaching and learning affected the traditional “value” associated with
these areas of study? What new opportunities can be exploited for social development and
greater equality through the “value” attached to privileged languages, particularly English?

What is the value of linguistic diversity? How do both monetary and social values linked to
modern languages of business, diplomacy, popular culture and migration,such as French,
German, Hindi, Chinese, Japanese, Korean etc. affect the way teaching/learning is structured?
How have universities been successful in appropriating such demands for knowledge of
languages to expand their curriculum and create more egalitarian opportunities to students?

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