CFP – Special Issue of Journal of Childhood Studies: Foregrounding Indigenous Worldviews in Early Childhood

Call for Papers – Foregrounding Indigenous Worldviews in Early Childhood
Guest Editor: Dr. Catherine Hamm (Victoria University, Australia)

A number of scholars have made the call for the field of early childhood to engage with political, intellectual and ethical responsibilities (Dahlberg, Moss & Pence, 2007; Lenz-Taguchi, 2010; Pacini-Ketchabaw et al, 2015) as a strategy to complexify taken-for-granted practices within Euro-Western education. Developmental psychology discourses of children and childhoods have long dominated pedagogical and curriculum practices. Immersed in colonial logic, these practices situate teaching and learning as an individual, linear process (Berk, 2012). This perspective leaves little room to consider everyday moments of learning and teaching as complex, unequal and complicated. In contrast, an Indigenous worldview positions teaching and learning as relational and situated in everyday experiences (Martin, 2007, 2016). In places of ongoing settler colonialism (such as Canada, Australia, New Zealand), Indigenous worldviews in early childhood education are often hidden within broader multicultural discourses (Pacini-Ketchabaw, Nxumalo, & Rowan, 2014) and can be reduced to tokenistic and “grandslam” approaches (Harrison & Greenfield, 2001) that homogenise Indigenous cultures. Non-Indigenous educator “anxiety” is often cited as a contributing factor for the absence of Indigenous worldviews in the everyday practices of early childhood programs.

Attending to the ways both Indigenous and non-Indigenous people are “entangled in the social and ecological legacies of colonization” (Pacini-Ketchabaw & Taylor, 2015, p. 1), Karen Martin’s (2016) “coming alongside” and Martin Nakata’s (2012) “cultural interface” are useful concepts for foregrounding Indigenous worldviews in teaching and learning. Both these concepts make room for educators to respectfully engage with, “refiguring” Indigenous presences in meaningful ways (Nxumalo, 2015). The practice of learning with, not about, Indigenous worldviews requires authentic, respectful connections to local Indigenous groups and a commitment to engage with the full range of historical, political and ethical contexts relevant to the situated places and spaces where education happens.

In considering settler accountabilities for the early childhood field, the following questions frame possibilities for activating political and ethical teaching and learning practices in places of ongoing settler colonialism;

How might everyday moments of teaching and learning “refigure” Indigenous presences on unceded lands and territories (Nxumalo, 2015)? How can the field of early childhood work to foreground Indigenous worldviews beyond tokenistic “grandslam” approaches (Harrison & Greenfield, 2001)? How does the field of early childhood enact ethical and political response-able (Haraway, 2008) practices in places of ongoing settler colonialism? What are our ethical and political accountabilities in places of unequal relations (both human and more-than-human)?

Building from these questions, this special issue invites submissions from Indigenous peoples, settlers, and those with other relationships to ongoing settler colonial flows. This issue aims to bring together childhoods and Indigenous worldviews that are not limited by, but respond to:

  • Postcolonial perspectives
  • Decolonising practices
  • Truth and Reconciliation
  • Embedding Indigenous worldviews in early childhood pedagogy and curriculum
  • Moving beyond tokenistic practices
  • Indigenous connection to place and early childhood curriculum
  • Practices that unsettle colonial discourses of early childhood education
  • Disrupting homogenous Indigenous stereotypes
  • Contexts of ongoing settler colonialism and childhoods

Submissions in multiple formats are welcome, for example;

  • research-based,
  • theoretical pieces,
  • arts-informed: visual, performative, poetic,
  • Ideas from Practice – contributions written by educators, pre-service teachers.

Submissions are due May 30, 2018. Please see the author guidelines for submission preparation instructions. Please contact Journal of Childhood Studies with any questions.

References

Dahlberg, G., Moss, P., and Pence, A. (2007) Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. United Kingdom: Taylor & Francis.
Haraway, D J. (2008) When Species Meet. Minneapolis: University of Minnesota Press.
Harrison, N & Greenfield, M. (2001) Relationship to Place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education. Vol. 52:1 pp 65-76.
Lenz-Taguchi, H. (2010) Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London and New York: Routledge.

Martin, K. (2007) Ma(r)king tracks and reconceptualising Aboriginal early childhood education: an Aboriginal Australian perspective. In Childrenz Issues. Vol. 11:1 (pp.21-5).
Martin, K. (2016) Voices & Visions: Aboriginal Early Childhood education in Australia. New South Wales: Pademelon Press.
Nakata, M. (2002) Indigenous Knowledge and the Cultural Interface: underlying issues at the intersection of knowledge and information systems. International Federation of Library Associations Journal. Vol 28 (5-6 ) pp. 281-291.
Pacini-Ketchabaw, V., Nxumalo, F., Rowan, M.C. (2014) Researching Neoliberal and Neocolonial Assemblages in Early Childhood Education. International Review of Qualitative Research, Vol. 7, No. 1, Spring 2014, pp. 39–57.
Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., and Sanchez, A. (2015) Journeys: Reconceptualizing Early Childhood Practices through Pedagogical Narration. Canada: University of Toronto Press.
Pacini-Ketchabaw, V. & Taylor, A. (2015) (Eds) Unsettling the Colonial Places and Spaces of Early Childhood Education. NY & London: Routledge.

CFP – Slavic Worlds of Imagination 2: Borders of Tolerance

Slavic Worlds of Imagination 2: Borders of Tolerance
International Conference
Cracow, Poland, 24-25 September 2018

Central, Eastern, and South-Eastern Europe has been an area of crossing different cultures and worldviews for ages. Narratives about multicultural communities, minorities, and tolerance used to be popularized or removed depending on local governments. This problem seems to be more transparent in the context of literature for children and youth, fantasy, and science fiction. This conference, which is the continuation of “Slavic Worlds of Imagination,” will be the occasion to discuss the following topics (also in comparative perspective):

  • tolerance/intolerance in children’s and youth literatures of Central, Eastern, and South-Eastern Europe
  • tolerance of literary critics and pedagogues: controversial works for children and youth
  • “bad books” for children: borders of aesthetic and ethic tolerance
  • emigration, immigration, and refugees in children’s, youth, and fantasy literature
  • religious, ethnic, and sexual minorities in Slavic literatures for children and youth in Central, Eastern, and South-Eastern Europe
  • meetings of Slavic and non-Slavic characters in literature and another texts of culture
  • stereotypes in Slavic literatures for children and youth
  • child as the Other in literatures of Central, Eastern and South-Eastern Europe

Download the application form and please send us your proposals by 1 May 2018: slavic.worlds.imagination@gmail.com.

The conference fee is 400 PLN (100 EUR)/300 PLN (75 EUR) for PhD Students.

Facebook: https://www.facebook.com/events/1969284006617478/

Organizing Committee

prof. dr hab. Anna Czabanowska-Wróbel
dr hab. Magdalena Dyras
dr Marlena Gruda
mgr Alicja Fidowicz

CFP – Children, Youth, and Performance Conference: Connecting Drama and Performance Research to Practice in the Lives of Young People

Children, Youth, and Performance Conference: Connecting Drama and Performance Research to Practice in the Lives of Young People

Young People’s Theatre invites proposals for our “Children, Youth, and Performance Conference,” which will be held in Toronto, Canada on Sunday, June 24, 2018.

Building on the Ada Slaight Education Centre’s strong focus on Theatre for Young Audiences and Drama-in-Education, the “Children, Youth, and Performance Conference” will bring together scholars, performers, and practitioners from different areas of the world. This conference is intended to be an exchange of knowledge, research innovations, and practical methods, examining the future applications and implications of performance work with, by, for, and about children and youth. This peer-reviewed conference will put performance research to work and discuss its effects on the lives of young people.

Proposals

We welcome proposals based on cutting-edge research, theories, and practices which focus on any of these five streams:

  1. Drama, Justice, and Advocacy
  2. Theatre by and for Young People
  3. Global Perspectives on Children, Youth, and Performance
  4. New Directions for Drama-in-Education
  5. Youth Performance Across Disciplines

Each proposal should outline the presentation’s purpose, method, findings (for case studies and panels), and what will take place during the session. Please clearly indicate which conference stream your proposal best fits into, and which of the following formats your presentation will take:

Case Studies (15 minutes): These presentations should discuss case studies and projects relevant to one of the above conference themes. We welcome interactive, innovative presentation approaches, veering away from traditional “lecture-style” paper presentations.

“On-Your-Feet” Workshops (45 minutes): Workshops should be directly relevant to one of the conference themes, and welcoming to participants with varying levels of performance or research experience. Please ensure your workshop carefully adheres to the allotted timeframe (including all required set-up and/or take-down), as sessions will be back-to-back. Workshop presenters are responsible for their own materials and set-up. Please clearly indicate space needs (empty room, chairs, tables, etc.), and the specific activities that will take place.

Panels (30 minutes): We welcome panel proposals of three to five participants, showcasing initiatives and projects relevant to one of the above conference streams. Panels may include any combination of researchers, practitioners, performers, and/or young people, in a collaborative, discussion-style format.

Original Performance Pieces (up to 15 minutes): All proposed performances must fit within the allotted timeframe (including all required set-up and/or take-down). These pieces or excerpts should be original works created with, by, for, or about children and/or youth. Performances should be flexible for a variety of potential spaces (such as a classroom or studio) and should indicate specific resource needs (chairs, tables, etc.).

Your proposal should be no longer than one page, clearly stating the presentation title (20 words max.), presenter name(s) and bio(s) (100 words max.), the appropriate conference stream, the presentation format (workshop, panel etc.), and summary (250 words max.). Proposals must be sent directly to Abigail Shabtay, Conference Chair at conference@youngpeoplestheatre.ca no later than . Inquiries about facilities/accessibility can be directed to Karen Gilodo, Associate Artistic Director, at kgilodo@youngpeoplestheatre.ca. Accepted presenters must register and confirm attendance by the registration deadline to be included in the program schedule (registration details will follow letters of acceptance).

Yearbook of the German Children’s Literature Research Society Now Online

The inaugural issue of the new Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung (Yearbook of the German Children’s Literature Research Society [GKJF]) is now online: http://www.gkjf.de/publikationen/jahrbuch-2017-open-access/. It succeeds the print annual journal Kinder- und Jugendliteraturforschung (1995-2015) in a fundamentally revised form. As the GKJF’s response to the rapid development of digital culture(s) and reflecting its open, democratic attitude towards use of knowledge resources, the Yearbook is now published as an online, open-access, peer-reviewed journal.

Each issue has a different thematic focus. This inaugural issue addresses flight and migration in children’s and youth media in their historical and current dimensions. Contributions on the thematic focus are augmented by ones with a theoretical or historical focal point. Articles are published in German or English. An Advisory Board of 18 experts, closely involved in the peer-review process, ensure the maintenance of the highest standards of research and transparency.

Book reviews make up a large proportion of the Yearbook. The (German) Bibliography of Children’s and Young Adult Literature Research, compiled by the Bibliothek für Jugendbuchforschung at the Goethe University Frankfurt and previously published in the print journal, is now available online at http://141.2.185.24:8060/alipac?BASE=B-TIC.

The editors of the Yearbook are elected every two years at the GKJF’s annual general meeting. Prof. Ute Dettmar (Goethe-University Frankfurt/M.), Prof. Gabriele von Glasenapp (Cologne University), Prof. Emer O’Sullivan (Leuphana University Lüneburg), Prof. Caroline Roeder (PH Ludwigsburg) and Prof. Ingrid Tomkowiak (Zürich University) were responsible for the redesign and relaunch the Yearbook, and for the first two issues (2017 and 2018).

CFP – Lewis Carroll and George MacDonald: An Influential Friendship

Call for Papers – Lewis Carroll and George MacDonald: An Influential Friendship
Sussex Centre for Folklore, Fairy Tales and Fantasy
University of Chichester
Saturday, 1 September 2018
Deadline: Friday, 30 March 2018

The works of the Scottish author, poet and minister George MacDonald and the English polymath Charles Dodgson (Lewis Carroll) have been among the strongest of influences on writers of fantasy for the past 150 years. The relationship between these two Victorians is both deep and fascinating and a close examination of that friendship reveals the significant influence they had on each other’s work.

This one-day symposium will examine the life and works of the two writers with particular reference to that friendship, which began in Hastings, and their interests in folklore, fairy tales and fantasy.

We invite proposals for 20-minute presentations on topics including, but not restricted to:

  • The authors’ shared views on folklore, fairy tales and fantasy
  • Overlapping themes and sources in their literature
  • Hastings / Sussex influences and connections
  • Lewis Carroll’s photographs of the MacDonald family
  • Connections and collaborations with other artists (Alexander Munro, Arthur Hughes, etc.)
  • The influence of both authors on other writers, e.g., C.S. Lewis, Tolkien

Please submit an abstract of approximately 200 words, together with a biographical note (up to 100 words) by 30 March 2018 to Posted in calls for papers

CFP – Special Issue of Girlhood Studies: Queering Girlhood

CFP: Queering Girlhood – Special Issue of Girlhood Studies

In the more than ten years since Marnina Gonick directly challenged the field by asking, “Are queer girls, girls?” (2006: 122), girls’ studies has grown into a formidable, expansive, and increasingly recognized area of academic discourse. Yet, while one might not characterize the “pairing of the words queer and girl” as “virtually unthinkable” in the scholarship today, as Susan Driver (2007: 28) found it then, there remains a distressing inability to dislodge girlhood from its (hetero)normative grounds. The stubborn persistence of white, affluent, able-bodied, Western heteronormative girlhood continues to plague critical work on girls and girl cultures, even as there are repeated calls by major scholars in the field to subvert and complicate this normative girl (Kearney 2011; Projansky 2014). Particularly with the increasing visibility and recognition of transgender and gender diverse girls, the queer girl again most pressingly (and perhaps inevitably) confronts girls’ studies with the imperative to re-examine the very definition of girlhood—a project that, as Whitney Monaghan’s recent work promises, might productively “denaturalise” the “girl” (2016: 35) anew as an entrée into further critical inquiry.

This Special Issue of Girlhood Studies: An Interdisciplinary Journal takes up the project of bringing the queer girl from the margins to the center of girls’ studies by inviting articles from various disciplinary perspectives that explore the experiences and representations of queer girls, as well as the impact of queer girl cultures on the understanding of girlhood. When they appear in public discourse or popular representations, which happens far too infrequently, queer girls usually act as representative of a problem to be solved, a phase to grow out of, or a minor point within a larger debate about young female sexuality. In considerations of queer youth, they again find themselves marginalized or silenced by a seemingly inescapable focus on their male peers. Theirs are, in short, voices we too rarely hear and experiences too rarely figured. Yet, because they are so obviously marginalized by and/or resistant to normative constructions of gender and sexuality, queer girls provoke a number of important critical questions for definitions of youth and of girlhood.

Contributions to this special issue may consider, among others, the following critical questions:

  • How have normative notions of heterosexual childhood/adolescent development dominated understandings of young female sexuality and, therefore, disregarded the complexities of female sexuality and pleasure, or relegated queer sexualities to what is thought of as a temporary phase?
  • How might a disruption of gender binaries or a rejection of fixed gendered designations truly redefine girlhood which has for so long been founded in notions of femininity or so called feminine (and masculine) experiences or behaviors?
  • How does the queer girl have an impact on explorations of female friendship, female bonding, and close-knit groups such as those found in fan cultures or creative production?
  • What histories or archives of queer female experience have been lost from view or silenced in service of a dominant narrative on girlhood?
  • How are queer girls shaped by their position at the intersection of identities based in race, age, class, and/or ability?
  • How do queer girls consume, participate in, critique, and/or negotiate the dominant discourses around girlhood in popular culture that so often exclude their experiences? Do queer girls consume popular culture differently? If so, how? Do queer girls produce different popular culture and other creative media?
  • How do definitions and experiences of queer girlhood vary around the world? How has a particularly white and Western figure of queer girlhood limited the sense of diverse queer girl experiences?
  • What youth subcultures do queer girls participate in and/or create and how might their subcultural practices challenge prevailing notions of female subcultural experiences?
  • How have queer girls engaged with new technologies such as digital media production, mobile apps, social media, and platforms like YouTube and blogging, and for what purposes or ends?
  • What kinds of social and political activism have queer girls been engaged in or even spearheaded and how might their practices further inform our notion of queer and/or girl activism more broadly?

Guest Editor
Barbara Jane Brickman is guest-editing this themed issue. She is currently an Assistant Professor of Media and Gender Studies at the University of Alabama. Her research interests are in girls’ studies, feminist film theory, gay and lesbian studies, and American popular culture. Since the publication of her first book, New American Teenagers: The Lost Generation of Youth in 1970s Film, she has written a volume on the 1978 film musical Grease for the Cinema and Youth Cultures series. She is also the founder and director of the Druid City Girls Media Camp in Tuscaloosa, AL.

Article submission
Please direct inquiries to Barbara Jane Brickman (bjbrickman@ua.edu) and send expressions of interest and/or abstracts to her by 19 February 2018. Full manuscripts are due by 16 July 2018. Authors should provide a cover page giving brief biographical details (up to 100 words), institutional affiliation(s) and full contact information, including an email address.

Articles may be no longer than 6,500 words including the abstract (up to 150 words), keywords (6 to 8 in alphabetical order), notes, captions and tables, acknowledgements (if any), biographical details (taken from the cover page), and references. Images in a text count for 200 words each. Girlhood Studies, following Berghahn’s preferred house style, uses a modified Chicago Style. Please refer to the Style Guide on the website: http://journals.berghahnbooks.com/_uploads/ghs/girlhood-studies_style_guide.pdf. If images are used, authors are expected to secure the copyright themselves.

For more information, see www.berghahnjournals.com/girlhood-studies.

References
Driver, Susan. 2007. Queer Girls and Popular Culture: Reading, Resisting, and Creating Media. New York: Peter Lang.
Gonick, Marnina. 2006. “Sugar and Spice and Something More Than Nice? Queer Girls and Transformations of Social Exclusion.” In Girlhood: Redefining the Limits, ed. Yasmin Jiwani, Candis Steenbergen and Claudia Mitchell, 122–137. Montreal: Black Rose Books.
Kearney, Mary Celeste. 2011. “Girls’ Media Studies 2.0.” In Mediated Girlhoods: New Explorations of Girls’ Media Culture, ed. Mary Celeste Kearney, 1–14. New York: Peter Lang.
Monaghan, Whitney. 2016. Queer Girls, Temporality and Screen Media: Not ‘Just a Phase.’ London: Palgrave.
Projansky, Sarah. 2014. Spectacular Girls: Media Fascination and Celebrity Culture. New York: NYU Press.

CFP – Neglected Newberys: A Critical Reassessment at the Centennial

CFP: Neglected Newberys: A Critical Reassessment at the Centennial
Volume editors: Sara L. Schwebel and Jocelyn Van Tuyl

In anticipation of the one hundredth anniversary of the American Library Association’s Newbery Medal (1922-2022), submissions are welcomed for a volume devoted to critically-neglected Newbery Award-winners.

About the Volume
Since the inception of the Newbery Medal in 1922, Newbery novels have had an outsized influence on American children’s literature, figuring perennially on publisher’s lists, on library and bookstore shelves, and in K-12 school curricula. As such, they offer a compelling window into the history of U.S. children’s literature and publishing as well as changing societal attitudes about what books are “best” for American children. Nevertheless, many Newbery Award winners—even the most popular and frequently taught titles—have attracted scant critical attention.

This volume offers a critically- and historically-grounded analysis of representative Newbery Medal books and interrogates the disjunction between the books’ omnipresence and influence, on the one hand, and the critical silence surrounding them, on the other.

The editors seek at least one previously unpublished essay per decade (1920s-2010s), with each essay to focus primarily on a single Newbery Medal (not Newbery Honor) title for which little or no literary scholarship exists. We welcome submissions from both emerging and established scholars.

We specifically seek a diversity of Newbery authors, genres, themes, and book settings, but also investigations of how diversity is treated or, especially for earlier works, silenced in the texts.

Avenues for exploration include: neglected categories and sub-genres (horse books, maritime adventure stories, regional literature, retold folktales, one-hit wonders for children by well-known authors); reception and book history (alterations of text to avoid offensive language and imagery, both immediately after the Medal and decades later); critical readings of problematic texts; Newbery winners and their archives; hypotheses regarding critical neglect: the rise of Children’s Literature as an academic field long after the Medal’s inception; the disjunction between the Newbery’s historical whiteness and heteronormativity and current developments in literary criticism; a possible disconnect between librarians who award the medal, K-12 teachers who recommend the books, and university professors who are rewarded for publishing literary criticism.

Submission Information
E-mail the editors (schwebel@sc.edu and vantuyl@ncf.edu) for access to the spreadsheet of books on which we are soliciting contributions, contributor resources, and additional specifications to ensure continuity throughout the volume.

Deadline
The deadline for initial proposals of approximately 500 words is April 1, 2018.

We anticipate requesting completed essays of 6000-7000 words by early 2019 (subject to the publisher’s requirements).

CFP – IRCL Special Issue: Curating National Children’s Literatures

Special Issue of International Research in Children’s Literature
Curating National Children’s Literatures
Guest editors: Karen Sands-O’Connor, Lucy Pearson and Aishwarya Subramanian

This special issue seeks to examine the curation of “national” children’s literatures: how are national canons created and sustained? How is the notion of a national literature defined, and which voices are included?

The term “national,” like “classic” and “canonical,” confers prestige, but in doing so creates a hierarchy of values which frequently privileges the voices of a dominant group above all others. Indeed, ideas of “nationhood” are frequently predicated on ideas of exclusion as much as inclusion. Because the reifying of children’s literature means longer shelf-life, sales, and interest, such curation of a nation’s children’s literature matters. The contemporary increase in global migration, shifting international relationships, and the growing prominence of isolationist and nationalist movements around the world suggest that now is a useful moment to focus on the question of national children’s literatures. How are such canons compiled, and who has a stake in the creation, promotion, and maintenance of the idea of a national children’s literature? Which voices dominate, and how might more heterogeneous national literatures be curated?

Taking a broad view of “curation” as practiced across publishing, education, awards and prizes, and other cultural fields as well as by museums and archives, we invite abstracts for papers on the curation of national children’s literatures. We particularly welcome papers that consider how or if non-majority groups within a nation find space/place within the national conversation about children’s literature, and papers which consider how new national literatures are formed in countries which have historically lacked a strong indigenous children’s literature.

Abstracts due: 1 January 2019; completed papers 1 April 2019, publication July 2019.

New ISSCL Podcast – Come Away, Oh Human Child!: The Adaptation of Adult Texts for a Child Audience

IRSCL member the Irish Society for the Study of Children’s Literature is pleased to announce that its third podcast, which addresses the topic of adapting adult texts for children in the context of the work of two of Ireland’s most renowned authors (Jonathan Swift and W. B. Yeats), can be accessed at https://issclblog.wordpress.com/podcasts/.

In the podcast, Anne Markey explores the relationship between children’s literature and Jonathan Swift’s Gulliver’s Travels in this, the 350th anniversary of the author’s birth, and Noreen Doody discusses issues involved in editing The Moon Spun Round: W.B. Yeats for Children.

Call for International Research in Children’s Literature Executive Editor

The term of office of the International Research in Children’s Literature Executive Editor expires in 2018. Scholars (normally mid-career or beyond) who would be interested in taking up this positions are invited to contact IRCL Editor Kimberley Reynolds (kim.reynolds@newcastle.ac.uk) to seek further information if so desired. It is an honorary position – IRSCL is not able to offer remuneration – but it is intellectually and professionally rewarding. You will find the description of the roles and duties of the Executive Editor below.

Roles and Duties

  • Support the Senior Editor with feedback on submissions and content as required – written notes for Editor
  • Discuss with Editor content of next issue and order of articles
  • Receive copy edited and marked up articles from Copy Editor
  • Receive copy edited and marked up reviews, check copy edit
  • Check copy edit and mark-up of articles
  • Keep database of authors
  • Confirm Table of Contents with Editor and prepare for typesetter
  • Confirm end matter with Editor and prepare for typesetter
  • Prepare Delivery Sheet for Edinburgh University Press
  • Create a new Dropbox folder under Edinburgh University Press Dropbox heading for relevant issue and upload all text files as Word doc and images as jpeg
  • Let Edinburgh University Press know that upload is complete
  • Receive and check all proofs
  • Receive and take in all acceptable authors’ corrections. Where corrections are not acceptable contact authors and let them know which ones were not taken in and why.
  • Mark up all corrections and scan relevant proof pages as pdf files
  • Upload corrected files to Edinburgh University Press Dropbox folder

If you are interested in applying for this position, please provide us with:

  • A CV, including a list of publications
  • A brief letter of motivation (1 A4 at the most), stating why you think you are fit for the job

You can address your letter to: Lies.Wesseling@Maastrichtuniversity.nl, before January 5, 2018. The Executive Editor will be selected by the executive board, following the advice of the Editor, Kim Reynolds, and the current Executive Editor, Mark MacLeod.