CFP – Bodies, Borders, and Boundaries: Embodiments of Multicultural and Transnational Children

Call for Papers
Children’s Literature Association Sponsored Session, MLA 2020
Bodies, Borders, and Boundaries: Embodiments of Multicultural and Transnational Children
January 9-12 at Seattle, Washington

Scholars such as Emer O’Sullivan and Adrian Bailey have written about the need to look past the universal model of childhood, and to consider children as being part of a complex,
intercultural and globalized world. O’Sullivan denies the existence of the “universal republic of childhood” by noting that “the concept of the universal child is a Romantic abstraction which ignores the real conditions of children’s communications across borders” (18). Indeed, the cultural constructions of children are diverse, and perceptions of childhood are further complicated in the globalized world. Michael Hames-García’s term, “multiplicity,” is one way of explaining the embodiment of the transnational and/or multicultural child. “Multiplicity,” according to Hames- García, is “the mutual constitution and overlapping of simultaneously experienced and politically significant categories such as ability, citizenship, class, ethnicity, gender, race, religion, and sexuality”; “[r]ather than existing as essentially separate axes that sometimes intersect, social identities blend, constantly and differently, expanding one another and mutually constituting one another’s meanings” (13). The body of the transnational, multicultural child is also one that occupies several matrices at once. This raises a significant question about one’s seemingly inherent composition: what makes one Nigerian, or Mexican, or Indian? Is it one’s citizenship status? Language? Race? Ancestry? Or is it a combination of these? Further, how are intangible aspects of one’s identity embodied and enacted? And how do they affect a body’s navigation through geographical and/or cultural borders? This panel examines how intersecting identities affect children who navigate our hyper-globalized world.

It is especially important to inquire into the relationship between the body of the child and the boundaries they straddle. With events such as the child refugee crisis in Syria, the recruitment of child soldiers in Uganda, and the state-approved incarceration of children on our very borders, there is an urgent need to examine the representation of the embodiment of transnational, multicultural children in literature and media. Borrowing from the work of Kevin Dunn who draws attention to the fact that “[m]igration research has always been about bodies,” and to the idea of “embodied transnationalism,” we seek papers that examine how the body of the child/adolescent negotiates borders and boundaries (1). Keeping in mind that cultural identities are not always social constructions, we invite scholarship that considers the heterogeneity and plurality of the body with particular regard to children’s and young adult literature. Relevant topics include but are not restricted to the following:

  • Visible and invisible borders and boundaries
  • Translingual and transnational borders and boundaries
  • Migration and migrant literature
  • Multicultural and multiracial bodies
  • Geographical and political spaces
  • Socio cultural, historical, and (inter)religious spaces
  • Coloniality, postcoloniality, and tribal sovereignty
  • Materiality of the maternal body
  • Sexual and queer citizenship, and transcending gender binaries
  • Anthropomorphic and monstrous bodies
  • Resistance, empowerment, subjugation, and authority of adult, adolescent, and child bodies
  • Disability and the boundaries of differently-abled bodies
  • Cyborg bodies, posthumanism, and ecocriticism
  • Intersectional scholarship and interdisciplinary studies
  • Social media activism and digital boundaries
  • Political commentary and activism
  • Child soldiers, the war on terror, and perspectives on violence
  • Trauma studies and narratives of witnessing
  • Water (as a fluid/liminal space)
  • Magical, fantastic, carnivalesque, and other liminal spaces
  • Metatextual, postmodern and peritextual spaces
  • Breaking boundaries through poetry
  • Visible and invisible borders and boundaries in picture books, comics, graphic narratives, and films

Please email your paper proposals to Tharini Viswanath and Nithya Sivashankar at bordersandboundariesmla2020@gmail.com by March 1, 2019 (11.59 p.m. EST). Your Word/PDF documents should include the following:

a) Author(s’) name(s) and affiliation(s)
b) E-mail address for correspondence
c) Proposal (450-500 words)
d) Author(s’) bio(s) (of up to 100 words)

Second Volume of Yearbook of the German Children’s Literature Research Society Published

The second volume of the Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung (GKJF)/ Yearbook of the German Children’s Literature Research Society is now online: http://www.gkjf.de/publikationen/jahrbuch-2018-open-access/. Its focus is on “1968.” Contributions in German or English on this thematic focus are augmented by ones with a theoretical or historical focal point, and an extensive section with book reviews completes the 200-page issue.

Fifty years after this ‘paradigmatic’ caesura, the second volume of the Yearbook brings the cipher “’68” into focus to discuss historical and contemporary dimensions of this junction and to examine the manifold implications of the topic from theoretical and subject-oriented angles and in its different medial forms. It discusses these, thanks to international contributions, in a European context and reflects their significance for today’s children’s and young adult culture. It further illuminates previously explored terrain, develops new questions and critically reexamines established positions and texts.

Beyond this focus theme, and in line with the concept of the Yearbook, two fundamental theoretical and historical articles on questions of children’s literature and media present current research approaches and perspectives. The articles are followed by book reviews of some thirty academic titles.

The articles of the Yearbook are peer reviewed by members of an Advisory Board of twenty-four international experts to ensure the maintenance of the highest standards of research and transparency. The Yearbook is published as an open-access journal. Articles can be downloaded as individual PDFs at http://www.gkjf.de/publikationen/jahrbuch-2018-open-access/, and a PDF of the entire volume is also available for download.

The editors of the Yearbook are elected every two years at the GKJF’s annual general meeting. The current volume was edited by Ute Dettmar (Goethe-University Frankfurt/M.), Gabriele von Glasenapp (Cologne University), Emer O’Sullivan (Leuphana University Lüneburg), Caroline Roeder (PH Ludwigsburg), and Ingrid Tomkowiak (Zürich University).

CFP – Evil Children: Children and Evil

Evil Children: Children and Evil
Monday, 15 July 2019 – Tuesday, 16 July 2019
Verona, Italy

The idea of the child as innocent, as pure, the “little angel” in need of protection from the harsh realities of life and the corrupting influences of the world around us has come to dominate our thinking, language, values, social policies and educational philosophies in the past few decades. Children are seen as “little people,” “blank slates,” works in progress who are loved, nurtured and guided as they grow to become mature, rational and responsible adults.

Yet we are also aware of the mischievous “little monsters,” the “little devils” who run exasperated parents ragged. The toddlers who chase pigeons; kick cats; pull the wings off flies and the legs off spiders. Children of whom we become afraid; who abuse other children; who assault each other, strangers, parents, the elderly. Children who “roam” and “own” the streets, individually or “in packs”; who are put “into care”; who commit crimes; who smoke, drink, and take drugs. Feral children. Children who rape. Children who torture. Children who kill. Children who are “possessed”: demonic children, evil children who do evil things.

This research stream will juggle with three competing approaches to children and evil. The first concerns itself with how (certain) children have been presented as evil and considers the nature of evil children as a social and cultural construct. The second concerns what is meant by “innocence” – in all contexts – and then particularly the “innocence of a child.” The third approach considers the question of whether and, if so, in what ways children can be evil. Are children wicked? Are children malicious? What does it mean to be personally, socially, legally and morally responsible? And, if responsibility exists, at what point does one assume responsibility for one’s acts? What is it about the special status of “childhood” that somehow makes it different?

The inaugural launch of this inclusive interdisciplinary conference will begin to examine, explore and undermine issues surrounding the general idea of the child as innocent and explore all aspects of evil children and the relationship between children and evil with a view to forming a publication to engender further collaboration and discussion. It will probe the dichotomies and ambiguities of our understanding and constructs of children, childhood, the passage through childhood to adulthood and the relationship with personal and social values, morals and responsibilities. It will map the ways in which children could or should be held accountable for the things they do and the contexts in which they are subject to influencing factors and conditions. And it will assess the use of “evil” in relation to children and childhood in historical and contemporary cultures.

Topics may include, but are not limited to:

  • Innocence and evil; innocent evil
  • Evil and age; does age matter?
  • Children: mad, bad or something else?
  • Children, evil and empathy
  • The child as perpetrator
  • Normal children; aberrant children
  • The vilification of children
  • Evil, children and/in Fairy Tales: Folk Lore and evil children
  • Evil, children and the supernatural
  • Evil and the end of childhood
  • Legal perspectives
  • Forensic and Clinical/Biological perspectives
  • Child murderers; children who kill
  • Evil, children and the military. Children and war. Child soldiers
  • Infanticide
  • Evil in the playground
  • Evil, children and/in literature (e.g., Jack Merridew, Lord of the Flies; Frank Cauldhame, The Wasp Factory)
  • Evil, children and/in films (e.g., “Chuckie,” “Ben,” Damien Torne, Henry Evans, Isaac Chroner, Regan MacNeill)
  • Evil, children and tv (e.g., Joffrey Baratheon, Kevin Katchadourian, Stewie Griffin)
  • Children in Horror Literature (“Carrie”)
  • “Protecting” children from evil (film ratings, etc.)
  • “Original Sin” and evil children
  • Children in Victorian drama or literature: victims and perpetrators
  • Children, disability and evil
  • Bastard children (e.g., Shakespeare)
  • The psychology and psychopathology of evil children
  • Economics of children and evil
  • Cross-cultural perspectives of children and evil
  • Children, evil and social policies
  • Children, education and evil
  • Inherited evils: the sins of the parents; children, evil and family
  • Children who become evil adults

We invite people from all disciplines, professions and vocations to come together in dialogue, to provide a space and a level of legitimacy for a subject, or subjects that is traditionally seen as unimaginable, a socially taboo and even associated with pathology, by providing a forum for ideas and arguments that might otherwise not receive adequate attention and discussion. The ultimate goal is in a sense to expose the current topic to the light of day for examination of the intellectual, the emotional and the personal.

Currently, the significant areas of interest include literature, sociology, communications, art, psychology, politics, philosophy, history, anthropology, and other social sciences and humanities. Yet the scope of the conference is not limited to these fields or studies as it does not strike to narrowly define, or define at all, what areas constitute the significant not to eliminate the spirit of interdisciplinary efforts. The meeting is also open to other fields such as biology, biochemistry, political sciences, economics, etc. This kind of interdisciplinary engagement is always enjoyable and fruitful and makes for good networking and collaborative possibilities. Activists, anthropologists, archaeologies, archivists, artists and other creative professionals, civil servants, members of the clergy, clinicians, correctional authorities, historians, journalists, jurists and other legal professionals, military personnel, researchers, writers and others with an interest in the project are encouraged to submit proposals.

What to Send
The aim of this interdisciplinary conference and collaborative networking event is to bring people together and encourage creative conversations in the context of a variety of formats: papers, seminars, workshops, storytelling, performances, poster presentations, panels, q&a’s, roundtables etc.

300 word proposals, presentations, abstracts and other forms of contribution and participation should be submitted by Friday, 22 February 2019. Other forms of participation should be discussed in advance with the Organising Chair.

All submissions will be minimally double reviewed, under anonymous (blind) conditions, by a global panel drawn from members of the Project Development Team and the Advisory Board. In practice our procedures usually entail that by the time a proposal is accepted, it will have been triple and quadruple reviewed.

You will be notified of the panel’s decision by Friday, 8 March 2019.

If your submission is accepted for the conference, a full draft of your contribution should be submitted by Friday, 31 May 2019.

Abstracts and proposals may be in Word, PDF, RTF or Notepad formats with the following information and in this order:
a) author(s), b) affiliation as you would like it to appear in the programme, c) email address, d) title of proposal, e) body of proposal, f) up to 10 keywords.

E-mails should be entitled: Evil Children Submission.

Early Bird Submission and Discount
Submissions received on or before Friday 18th January 2019 will be eligible for a 10% registration fee discount.

Where to Send
Abstracts should be submitted simultaneously to the Organising Chair and the Project Administrator:
Dr Robert Fisher: robevilchild@progressiveconnexions.net
Project Administrator: veronaevilchild@progressiveconnexions.net

CFP – Playing at the Boundaries: An Interdisciplinary Forum on Play in Children’s Literature, Media and Culture

PLAY2018: Playing at the Boundaries: An Interdisciplinary Forum on Play in Children’s Literature, Media and Culture
Cambridge University
Cambridge, UK, September 12-14, 2019

Confirmed Keynotes:

Marah Gubar – Associate Professor, MIT School of Humanities, Arts and Social Sciences
Paul Ramchandani – LEGO Professor of Play in Education, Development and Learning, The University of Cambridge Faculty of Education

Metamorphosis and multiplicity have increasingly come to characterise the media landscape of the twenty-first century. Emerging technologies of production, distribution, and consumption not only allow texts to travel new and often unpredictable circuits, but also lower the thresholds of participation in cultural life, producing a new generation of “produsers” (Bruns 2008). In this environment, children’s literature, media and culture have gone mainstream, as stories overspill the edges of their texts and dissolve the boundaries that have conventionally separated different media forms and disciplines. At this juncture, we would like to invite scholars to join us in experimenting with the forms and shapes of our own discipline; to play, if you will.

The current cultural moment demands that scholars welcome approaches that are themselves nimble, dynamic, responsive and experimental, particularly from those of us who study childhood and its ephemera. Taking inspiration from play theorists such as Thomas Henricks, this conference proposes play as a metaphor through which to look anew at our field in this new era of border crossings. Play is not only action, but a mode of interaction and activity; a disposition, an experience and ultimately a context (Henricks ‘Theme and Variation’, 136). Such understandings of play open up new ways of thinking about the ways cultural products are engaged in everyday life – as a potential form of imaginative play, or an act through which texts becomes animated. Additionally, through their connotations of interaction and motion, they allow scholars to inhabit the intersections and overlaps between fields that are an increasingly common feature of the current cultural moment.

We therefore invite papers that explore the place of play in children’s literature, media and culture in experimental, transgressive, and creative ways. We encourage scholars from the fields of children’s literature, screen studies, games studies, media and communication, material culture and, of course, scholars studying play from both theoretical and empirical perspectives, to join us in considering the latent metacritical potentials of play and its diverse modes and forms in bridging disciplinary divides.

PSpecific topics include but are not limited to:

  • Text as plaything, playmate, playspace: the book as material object – as toy, as media, as technology, as haptic text etc.
  • Power Play: Play as criticism; the infantilisation of play; the role of play in demarcating high and low culture, adult and child culture, or traditional and experimental art
  • Play as aesthetic: What makes a text playful? What is the look and feel of a playful text?
  • History of Play: Play and material culture; evolution of play; cultural construction of play
  • Playing with texts: adaptation and transmediation in children’s literature, media and culture; the place of the child in relation to participatory cultures, fan studies etc.
  • Interplay: Analysing other media forms (comics, films, animation, comics, video games) from a children’s literature perspective; interdisciplinary approaches to the study of children’s literature media and culture and playing with theory
  • Performative Play: theater, animation, apps, games as playful forms; interactivity and embodiment in children’s media consumption
  • Play as subversion: play and agency; play and creativity
  • Wordplay: interpretation, meaning-making as form of creative play

Proposals of 250 words for a 20-minute paper should be sent, together with a 100-word bio, to playingattheboundaries@gmail.com by January 7, 2019. We also encourage panel and round table proposals, especially those that that seek to employ unconventional modes of presentation.

CFP – Being Human in Young Adult Literatures Symposium

CFP: Being Human in Young Adult Literatures Symposium
Friday 17th May 2019
University of Roehampton, London
National Centre for Research in Children’s Literature (NCRCL)

What does it mean to be human? Identity categories such as race, religion, gender, ability, size, and age intersect in definitions of the self, shaping how we construct ourselves and are perceived by others. Humanity is also under scrutiny, as other forms of consciousness help define what we are and what we are not. A growing corpus of young adult narratives across a range of genres and media attempt to engage with the plurality of the human experience.

The NCRCL’s symposium will consider how “being human” is explored through YA narratives, beginning with a keynote paper from renowned YA literature critic Dr. Alison Waller.

Suggested topics may include, but are not limited to:

  • Sex and sexuality
  • Gender identity and/or expression
  • Religion
  • Race
  • Ability and/or disability
  • Mental health
  • A.I./cyborgs/post-human
  • Animal/human
  • Aging
  • Body image
  • Mortality and death
  • Genre and the construction of human experience
  • Performativity

This symposium invites papers from a range of disciplines addressing young adult narratives. It welcomes papers from postgraduate students, early career researchers, and academics.

Abstracts of no more than 250 words and a short bio should be sent to Emily Corbett at corbette@roehampton.ac.uk by 31 January 2019.

CFP – Atrocity in Children’s Literature

CFP: Atrocity in Children’s Literature
Collection edited by Victoria Nesfield and Philip Smith

“But what, then, is a naturalistic writer for children to do? Can he present the child with evil and an insoluble problem…. To give a child a picture of… gas chambers… or famines or the cruelties of a psychotic patient, and say, ‘Well, baby, this is how it is, what are you going to make of it?’ – that is surely unethical. If you suggest that there is a ‘solution’ to these monstrous facts, you are lying to the child. If you insist that there isn’t, you are overwhelming him with a load he is not strong enough yet to carry.”
-Ursula Le Guin, The Language of the Night, 1992

Atrocity, as Ursula Le Guin suggests, presents a problem to the writer of children’s literature. To represent events of such terrible magnitude and impersonal will as the Holocaust, the Transatlantic Slave Trade or the Rwandan Genocide such that they fit into a three-act structure with a comprehensible moral (to serve, in the words of Adrienne Kertzer, “our need for hope and happy endings”) is to do a disservice to the victims. Yet to confront the child with the fact of wide-scale violence without resolution is, Le Guin argues, to confront him of her with realities which may be emotionally disturbing and even damaging.

Others, among them CS Lewis and Elizabeth R Baer, have argued, conversely, that children’s literature represents an ideal site for (to use Baer’s term) “confrontational” texts, where children can first encounter historical truths in a safe and guided environment. These concerns can be even more pressing when one considers that the audience for such works may, themselves, be victims of atrocity either directly or by heritage. In such settings a literature of atrocity may help a child to make sense of his or her own life or the lives of his or her parents and grandparents.

Even if we accept the value of children’s literature which addresses atrocity, however, problems remain. Scholars such as Lawrence L Langer argue that the ethics of atrocity literature must be tempered by the question of what can be articulated – that atrocity as a lived experience must remain, at least in part, beyond the possibility of representation.

Despite these challenges, the question of atrocity remains a recurring theme in children’s literature. The 1980s saw an outpouring of works which engaged with the Holocaust and the trend shows no sign of abating, with new works such as (to name just one) Gavriel Savit’s Anna and the Swallow Man (2017). Indeed, the features of Holocaust literature for children have informed other texts which approach the question of atrocity such as, as Yoo Kyung Sung argues, Korean picture books which concern the lives of “comfort women” during World War II.

This edited collection seeks original contributions on the problem of atrocity in children’s literature. We are particularly interested in contributions which engage with comics for children, recent or otherwise under-discussed works, and international children’s literature. We welcome literary analysis, arguments which take a historical view, and reports from education professionals.

Abstracts of 100-200 words due by January 15. First drafts will be due June 15. Please send proposals to atrocityinchildrenslit@gmail.com.

Drs. Victoria Nesfield and Philip Smith are co-editors of The Struggle for Understanding: The Fiction of Elie Wiesel (forthcoming from SUNY Press in 2019). Dr. Philip Smith is the author of Reading Art Spiegelman (Routledge, 2015).

CFP – Beyond Boundaries: Authorship and Readership in Life Writing

Call for papers: Beyond Boundaries: Authorship and Readership in Life Writing
A two-day conference held at Tilburg University, the Netherlands, 24 and 25 October 2019

In “The Limits of Life Writing” David McCooey (2017) argues that in life-writing studies, the concept of limits or boundaries plays a central role. Since the rise of auto/biography studies in the 1970s and 1980s critical attention has been paid to generic limits and the limits concerning the auto/biographical subject. With respect to the former, discussions have evolved in particular around the boundaries between literary and factual writing, and between verbal, graphic, audio-visual and digital forms of life writing. In regard to the latter, academics since the 1990s have given attention to the expansion of auto/biographical subjects previously marginalized, which has deepened, among other things, the cross-cultural understanding of experience and identity. This expansion of auto/biographical subjects, but also the rise of social media as a medium for life writing have contested the limits of selfhood.

However, some other limits have gone largely unnoticed in life-writing research so far. Two of them will be the center of attention during this conference, one having to do with readership, and the other concerned with authorship. Until now little attention has been paid to the boundaries between life writing for adults on the one hand and life writing for young readers on the other. Crossing these boundaries can provide fruitful debates about how the reader matters and how studying the reception and addressed audiences of life writing is important.

Another issue that has not received much attention in life writing research is the boundary between life writing by adult authors and life narratives by young people. As Douglas and Poletti (2016) argue, the contribution of young writers to life writing has so far been largely overlooked. How do they relate to narratives by adults? How similar or different are the ways in which adult and young writers engage in modes of self-representation? And what is the influence of social media on life writing by young people?

We welcome presentations on authorship and readership in different forms of life writing by adult and young authors, marketed to adult and young readers. To what extent do authors use life writing to put issues of power, voice and agency on the public agenda? How do readers matter in the way authors of life writing address themselves to them? What are the similarities and differences between life writing for an adult audience and for young readers? What aspects define (successful) dual-audience life writing?

As life writing is relevant for academic disciplines such as the humanities and social sciences, in particular children’s literature, literature and culture studies, ethnography, anthropology and philosophy, we look forward to receiving proposals from researchers working in these fields, and to discussing disciplinary boundaries at the conference.

Subthemes are

  • Cultural diversity
  • Transnational life writing
  • Life writing in text and images
  • Offline and online life writing
  • Gender issues in life writing
  • LGTBQ life writing
  • Dual-audience life writing
  • Creating childhoods through life writing

Keynote speakers (confirmed): Prof.dr. Anna Poletti (Utrecht University, The Netherlands) and prof.dr. Lydia Kokkola (Lulea University, Sweden)

Conference organizers: Prof.dr. Helma van Lierop (Tilburg University), Dr. Jane McVeigh (University of Roehampton), Dr. Monica Soeting (European Journal of Life Writing)

Abstracts consisting of a maximum of 250 words, a title, an indication of the subtheme your abstract fits in best, name, institutional affiliation or status as independent scholar, email address and a short bio of no more than 150 words should be sent before 15 March 2019 to Prof.Dr. Helma van Lierop at h.vanlierop@tilburguniversity.edu.

CFP – Radical Young People’s Literature and Culture

Conference call for papers: Radical Young People’s Literature and Culture
The Irish Society for the Study of Children’s Literature
Friday, 29 and Saturday, 30 March 2019
Marino Institute of Education, Dublin 9, Ireland
Keynote address: Professor Kimberley Reynolds

It is now over ten years since Kimberley Reynolds highlighted the importance of radical dimensions of children’s literature in her book, Radical Children’s Literature: Future Visions and Aesthetic Transformations in Juvenile Fiction. Texts for young people have always been embedded in norms, concepts and systems regarding socialisation, education, and enculturation and offer empowering and disempowering possibilities for everyone who engages with them. Concepts of childhood, youth literature and youth culture are situated and operate within diverse contexts and contested spaces which are negotiated by readers, audiences, publishers, creative industries, authors, librarians, teachers, families, gate keepers, institutions, cultural movements, and political and religious groups. Radical youth literature challenges dominant expectations and norms about childhood, society, socialisation, and young people’s reading, acts as a force for change and encourages children and young adults to question the authority of those in power. In today’s world, the role and liberating possibilities of radical youth culture and literature have become even more urgent.

This conference will explore the experimental, subversive and/or disruptive potential of Irish and international literature and culture for young people. The conference will also consider the extent to which children’s and young-adult texts and culture can promote, cultivate and/or establish radical representations and ideas. In what ways is today’s radical youth literature different from that of earlier decades? What contemporary issues are addressed in radical youth literature and culture and how? To what extent have publishing, schools, libraries, multimedia and entertainment industries engaged with radical youth texts and radical youth culture? How is radical children’s and young adult literature and culture created, distributed, enacted and experienced?

Please email an abstract and a biographical note to isscl.committee@gmail.com by 5pm Friday, 7 December 2018. You will be notified of the outcome of the selection process in mid January 2019. 250-350-word abstracts are welcomed but not limited to the below areas and themes. Cuirfear fáilte roimh pháipéir trí Ghaeilge.

  • Class
  • Gender
  • Sexualities
  • Age and ageing
  • Ethnicity
  • Nationality
  • Embodiment
  • Performativity
  • Social engagement
  • Children’s rights
  • Engagement with new media, technologies, film, television, theatre etc.
  • Adaptation and/or translation
  • Visual narratives e.g. picturebooks, comics
  • Radical forms and/or genres
  • Fandom and fan cultures
  • Disruptive texts

Assistant Professor of Children’s and Young Adult Literature at California State University, Los Angeles

Assistant Professor of Children’s and Young Adult Literature
Starting Date: Fall, 2019

Minimum Qualifications:

1) An earned doctorate (Ph.D.) in English or closely related discipline from an accredited institution (or equivalent) is required; however, applicants nearing completion of the doctorate (ABD) may be considered. For appointment, the doctorate must be completed by the date of appointment (8/19/2019).
2) Evidence of successful teaching at the undergraduate level.
3) Evidence of scholarly activity in the field of Children’s and/or Young Adult Literature.

Preferred Qualifications:

1) Evidence of teaching expertise in Children’s and Young Adult literature
2) Evidence of research in Children’s and Young Adult literature that spans multiple periods and productively intersects with one or more of the following: print culture; genders and sexualities studies; critical studies of race and ethnicity; environmental criticism; and/or English Education.

Duties:

The primary professional responsibilities of instructional faculty members are: teaching, research, scholarship and/or creative activity, and service to the University, profession and to the community. These responsibilities generally include: advising students, participation in campus and system-wide committees, maintaining office hours, working collaboratively and productively with colleagues, and participation in traditional academic functions.

The successful candidate will teach lower-division, upper-division, and graduate courses in the department and will design new courses in their area of expertise.

The successful candidate will be committed to the academic success of all of our students and to an environment that acknowledges, encourages, and celebrates diversity and differences. To this end, the successful candidate will work effectively, respectfully, and collaboratively in diverse, multicultural, and inclusive settings. In addition, the successful candidate will be ready to join faculty, staff, students, and administrators in our University’s shared commitment to the principles of engagement, service, and the public good.

Salary:

Initial salary is commensurate with qualifications and experience.

The University:

California State University, Los Angeles (Cal State LA) is the premier comprehensive public university in the heart of Los Angeles. Cal State LA is ranked number one in the United States for the upward mobility of its students. The University is dedicated to engagement, service, and the public good, offering nationally recognized programs in science, the arts, business, criminal justice, engineering, nursing, education, and the humanities. Founded in 1947, Cal State LA serves more than 28,000 students and more than 240,000 distinguished alumni. A majority of the University’s alumni live in the Los Angeles region, enriching their communities and contributing to the vitality of the local economy. Cal State LA is focused on developing a new bioscience entrepreneurial ecosystem in the Los Angeles and San Gabriel Valley regions through partnerships with local business. To provide increased educational opportunities, Cal State LA recently opened a campus in downtown Los Angeles that offers graduate and undergraduate programs, as well as professional development and certificate programs. The university is home to the critically acclaimed Luckman Fine Arts Complex, Pat Brown Institute for Public Affairs, Hertzberg-Davis Forensic Science Center, Hydrogen Research and Fueling Facility, Billie Jean King Sports Complex and the TV, Film and Media Center.

The College:

The College of Arts & Letters at California State University, Los Angeles, is an engaged, diverse, and creative community committed to nurturing the next generation of humanists and artists and to providing a distinctive liberal arts education to all Cal State LA students.

The College is home to nationally acclaimed undergraduate and graduate programs in the humanities and the visual, media, and performing arts, delivered by an award-winning faculty committed to helping students reach their full potential academically, professionally, creatively, and personally. Our nine departments (Art, Communication Studies, English, Liberal Studies, Modern Languages and Literatures, Music, Philosophy, Television, Film & Media Studies, and Theatre and Dance) include programs that lead to Bachelor and Masters of Arts degrees, Bachelor and Masters of Music degrees, and Masters of Arts and Masters of Fine Arts degrees.

Located in one of the most vibrant and creative cosmopolitan centers of the world, our students have access to renowned venues and a rich variety of scholars, artists, and performers from a host of fields and professions. Our campus boasts one of the most diverse student populations in the country, a fact that helps us to prepare Arts & Letters graduates for successful careers in today’s multicultural environment and global economy.

The Department:

The English Department at California State University, Los Angeles, cultivates students’ imaginations and critical skills through the intensive study of literature and language. Offering programs leading to the Bachelor of Arts and the Master of Arts degrees, the department provides courses that build on the traditional study of British and American literary history while encouraging students to further explore literary theory and criticism, world literatures and transnational critical paradigms, children’s literature, creative writing, rhetoric and composition, interdisciplinary cultural analysis, and the history and structure of the English language. Drawing on the richness of L.A.’s geographical and cultural context, the department equips students to see the study of literature and language as both personally enriching and publicly meaningful within their own communities. Those communities may be defined through the department’s direct engagement with the neighborhoods of East L.A. and the San Gabriel Valley or regarded as a global terrain, in which Oxford connects to Oaxaca and where ideas resonate from ancient Greece and Rome to the contemporary Pacific Rim.

Required Documentation:

Please submit the following to the Search Committee Chair at the email address below:
1) A cover letter specifically addressing minimum and preferred qualifications.
2) A curriculum vitae.
3) A list of three professional references.
4) A narrative statement describing your commitment to working effectively with faculty, staff, and students in a multicultural/multiethnic urban campus environment with a substantial population of first-generation students.
5) A University Application for Employment Form

Finalists will be asked to submit
1) Three current letters of recommendation
2) Official transcripts
3) A critical writing sample of app. 15 pages

Employment is contingent upon proof of eligibility to work in the United States.

Application:

Review of applications will begin November 15, 2018, and will continue until the position is filled.

Please address questions to English Department Chair:

Dr. Linda Greenberg
California State University, Los Angeles
Department of English, E&T A604
5151 State University Drive
Los Angeles, CA 90032
Phone: 323-343-4140
E-mail: linda.greenberg@calstatela.edu

Please submit application materials to Department Coordinator Stephanie Lai at Slai8@calstatela.edu. Please type “Children’s/YA Literature Application” in the subject line.

Call for 2019 IRSCL Travel and Research Grant Applications

Members of IRSCL are invited to apply for travel grants of up to US$1,000 to enable IRSCL members to attend the 2019 Congress in Stockholm. This grant supports members who might not otherwise be able to travel to the Congress. It is necessary to be an IRSCL member in good standing at the time of application. The expectation is that your paper has been accepted and that you attend the full Congress. For more information about applications and to access the forms, see the Grants section of this website, under Travel Grants. The deadline for applications is 11 February 2019. Successful applicants will be notified in early April 2019.

Members of IRSCL are invited to apply for 2019 IRSCL Research Grants. There will be two grants, each worth up to US$2,000, intended to encourage postgraduate or early career scholars in children’s literature. Eligible activities include literary, historical, cultural, sociological, empirical and pedagogical research. Applications should include a clear outline of aims, methodology, budget allocation, and expected outcomes (no more than 4 pages in total). It is necessary to be an IRSCL member in good standing at the time of application. From 2019, the expectation is that a research report will submitted to the Board one year after the grant is awarded. For more information about applications and to access the forms, see the Grants section of this website, under Research Grants. The deadline for applications is 11 February, 2019. Winners will be announced at our Congress in Stockholm.