CFP – REIYL Conference: Transatlantic Conversations in Research on Inclusive Youth Literature

The REIYL Conference: Transatlantic Conversations in Research on Inclusive Youth Literature
8-10 August 2019
Scottish Youth Theatre, Glasgow

Confirmed Keynotes: Dr. Ebony Elizabeth Thomas, University of Pennsylvania, and Darren Chetty, University College of London

The idea for Researchers Exploring Inclusive Youth Literature (REIYL) began in January of 2018 when doctoral students Breanna McDaniel at the University of Cambridge and Josh Simpson at Strathclyde University began a conversation about justice and equity focused research on inclusive representation in children’s literature in the UK. From this came the idea of bringing together like-minded students and established academics dedicated to the study and analysis of current research, in the UK and abroad, to form a network through this first conference. We facilitate teaching and knowledge exchange with the hopes of building a more engaged and interconnected community, so that gains made in one space can reach other spaces in a timely and even manner. With these goals in mind, we are organising this conference to map the terrain of current research in our field.

We invite submissions for papers or presentations on inclusive youth literature publishing and scholarship with a particular focus on transatlantic conversations. While we are beginning with this focus, and are also open to critiques of this focus, we hope this will be the first of many conversations and collaborations. We seek abstracts for individual presentations and panels from graduate students and seasoned scholars, which both pose and respond to critical questions about:

  • Social media activism: #WeNeedDiverseBooks, #WeNeedDiverseScholars, #ReflectingRealities*
  • Youth literature texts and research in conversation across disciplines and borders
  • Youth literature outside of the “mainstream Western canon” and destabilizing the very concept of “mainstream” youth literature
  • Interdisciplinary engagement with youth literature and other forms of creative expression including theatre, filmmaking etc.
  • Intersections of identities in youth literature, i.e., (not exhaustive) indigeneity, race, gender, disability studies, immigration status, language, religion, sexuality, and class
  • Data collection on books featuring people and cultures that are typically marginalised and stereotyped
  • Critical engagement with foundational approaches to diversity in youth literature (for example, Bishop’s mirrors, windows, sliding glass doors)
  • New critical approaches to integrating critical race, disability, feminist, gender, religious, post-colonial, queer etc. theory in youth literature and the intersections of these theories

The proposed papers and panels should show how the contributor(s) will critically engage with the chosen topic. In other words, the proposal should do more than identify the current state of things (what might be called an “all-about” paper) and instead work toward a specific, arguable thesis and, where appropriate, include a specific case study.

We invite 250-word abstracts for 20-minute papers or panel proposals to be submitted by 1 January 2019. Details on how to submit abstracts, as well as further information on the conference, will be made available on a designated website soon.

For questions and concerns, please contact Breanna McDaniel or Joshua Simpson at questions@REIYL.com.

*We are particularly interested in developing urgent, critical conversations around the hashtag, study and ensuing studies occurring in the wake of the Centre for Literacy in Primary Education’s #ReflectingRealities report, which reveals that, of all the children’s books published in the UK in 2017, only 1% had a BAME main character and only 4% featured any BAME character(s) at all (2018, p. 5)

CFP – Special Issue of the Canadian Journal of Children’s Rights: Disability and Children’s Rights

The Canadian Journal of Children’s Rights (CJCR) invites interested contributors to submit articles to its special themed issue entitled “Disability and Children’s Rights: Reflecting on the CRC–30 Years and Beyond.” In marking the 30-year anniversary of the Convention on the Rights of the Child (CRC), this theme issue will focus on children with disabilities and human rights in Canada and across transnational borders. Globally, one in twenty children live with some significant disabilities–many of them a product of inadequate food, inaccessible heath care, clean water, and other basic needs that have impacts on their overall growth and well-being (UNICEF, 2013). Mass migration, enhanced border control, and aggressive policies that separate children from their parents in the United States, Australia, and across the European borders have constituted and increased children’s statelessness (Balint, 2016; Boyden & Hart, 2007; Pisani & Grech, 2017). These human conditions have deprived these children from their right to have rights (Arendt, 1968)–the rights of every individual to belong to their political communities.

To mark the 30-year anniversary of the CRC, this themed issue is intended to span what Pisani & Grech (2017) refer to as “critical intersectionalities.” Such an approach calls for critical interrogations of the intersections of, and tension among, the fields of human rights and children’s rights, disability studies, childhood/girlhood studies, inclusive education, migration studies, social work, history, and political science with regard to the rights of children with disabilities. This approach also calls for a critical perspective on disabled children’s intersectional childhoods, recognizing colonial, neo-colonial and neo-imperialist histories in shaping the situations of disabled children (Erevelles, 2011). Disability studies highlight the need to challenge what might be called ablenationalism, which, as disability studies scholars explain, is “the degree to which treating people with disabilities as an exception valorizes able-bodied norms of inclusion as the naturalized qualification of citizenship” by modern states (Snyder & Mitchell, 2010, p.113). This themed issue not only reclaims the rights of children having physical, psychological, cognitive or sensory impairments; it also recognizes the diversity of disabled childhoods, including female, trans and queer children, racialized children, refugees, children defined as orphans, in relation to structural conditions shaping the inequalities between countries and communities in the global North and South.

The challenges of children’s rights and disability, displayed at conceptual, institutional, and methodological levels, invite many questions:

  • How are the rights of children with disabilities conceptualized and by whom?
  • Who defines who is disabled and who is not?
  • What rights are seen as most essential and for whom?
  • What structural, political, economic, and cultural conditions prevent disabled children from enjoying their rights?
  • How do disabled children experience violence in the context of war, transnational migration, displacement, and statelessness?
  • How do gender, class, sexuality, ethnicity, and nation impact these experiences and constructions of the children in relationship to the state?
  • What are the tensions between state sovereignty and forms of violence that are yet to be tackled by children’s rights scholars and activists?
  • How can “ablenationalism” be theorized using a combined disability studies/ children’s rights lens?
  • What methodologies are being used to enhance the participation of these children?
  • How can disabled children’s views be engaged with more politically?

The guest editors invite critical reviews, empirical research studies especially those that privilege the agency of children, analysis of the meaning, implications, challenges, and impacts of the CRC and the Convention on the Rights of Persons with Disabilities (CRPD) for disabled children in different local contexts. We encourage potential authors–academics, practitioners, policymakers, children’s rights and human rights activists and young people themselves — to think through, reflect on, and generate stimulating and challenging discussions about diverse forms of disabled children’s childhoods in relation to the conditions which shape and re-shape their intersectional identities.

Each manuscript submission will undergo a masked peer review process: double masked review of scholarly articles and single masked review for submissions to the open section.

The deadline for online submission of full manuscripts (up to 8,000 words plus references for scholarly articles) for the 2019 Issue is April 1, 2019.

Further inquiries to: Dr. Xuan Thuy Nguyen at xuanthuy.nguyen@carleton.ca or Dr. Claudia Mitchell at claudia.mitchell@mcgill.ca.

Call for Chapters – Positioning Pooh: Edward Bear after 100 Years

Call for Chapters – Positioning Pooh: Edward Bear after 100 Years
Deadline for Submissions: October 31, 2018
Editor: Jennifer Harrison, East Stroudsburg University, USA
Contact email: jharriso11@esu.edu

I am currently seeking chapter submissions for an edited volume celebrating the centenary in 2026 of A. A. Milne’s The World of Pooh. This collection is under contract with the University Press of Mississippi in conjunction with the ChLA, and will be included in the ChLA’s centennial series.

As classics from the “golden age” of children’s literature, Milne’s Pooh stories have received considerable attention from critics and fans over the years; however, less critical attention has been devoted to the continuing relevance of the Pooh phenomenon in contemporary children’s culture. As recent critics have discussed, the Pooh stories are complex and multifaceted, written in many different modes and employing a vast array of different narrative styles and techniques; they have also undergone transformation and adaptation into a plethora of related cultural artefacts.

In celebration of the 100th anniversary of The World of Pooh, therefore, this volume will explore Pooh in light of cutting-edge children’s literature and culture theory, with a particular focus on how the Pooh stories have engaged critical theorists across the decades since its publication. Anticipated publication of this volume is for 2020 – the birthyear of Christopher Robin, and the year in which the “real” Winnie was adopted by London Zoo.

Submissions of an interdisciplinary nature are particularly welcome, as are submissions which examine the relationship between the texts and modern adaptations and artefacts. High-priority areas for inclusion in the volume include:

  • Pooh across cultures and from multicultural perspectives
  • The marketing of the Pooh franchise
  • Postcolonial and ecocritical readings
  • Interdisciplinary readings (especially readings from outside the Arts)

However, this list is nowhere near exhaustive and I am happy to consider any submission which focuses on the Pooh stories and their role in modern children’s culture.

I hope to include chapters by authors from a variety of disciplines and viewpoints, reflecting the interdisciplinary nature of current studies in children’s literature and culture, as well as the diverse relevance of the Pooh stories in modern children’s culture. Please submit a 500-word chapter abstract and a biography of no more than 250 words by October 31, 2018, to: jharriso11@esu.edu. Full chapter drafts will be due by December 31, 2018.

All proposed abstracts will be given full consideration, and submission implies a commitment to publish in this volume if your work is selected for inclusion. All questions regarding this volume should be directed to: jharriso11@esu.edu.

CFP – Special Issue of South: Quaring Childhood

CFP: Quaring Childhood

south: a scholarly journal invites submissions for “Quaring Childhood,” a special issue guest edited by Katherine Henninger, to be published in Spring 2019. This issue brings several fields that have developed substantially in the past two decades—childhood studies, critical race studies, queer theory, and new southern studies—into dialogue.

Responding to what he sees as a willful blindness toward race, class, and ethnicity in queer theory, E. Patrick Johnson borrowed from the southern vernacular to advocate for “quare studies,” which accounts for tangible, material bodies as they are situated in local (racialized, religious, regional) epistemologies and practices of everyday life. Following Johnson, Michael Bibler suggests that any discursive analysis of southern queerness must go beyond gender and sexuality to include “a [quare] recognition of how race, ethnicity, class, and locality shape the materiality of relations and identities” between region and nation, within the South, and for readers (Keywords for Southern Studies 211).

“Quaring Childhood” will, broadly speaking, place the precepts of quare in conversation with theories and representations of southern childhood as a way to explore the multivalent association of the South with queerness; the materialities of that association as embodied in representations of raced and sexed child experience; the multiple forms in which such experiences are represented in southern literary, visual, or aural culture; and the implications for queer theory, childhood studies, and/or southern studies.

Scholarly, creative, and inventive essays are welcome. Essays that work within and transgress disciplinary, historical, or geographical boundaries are welcome. We encourage work that engages entanglement, immigration, and diaspora. We also welcome abstracts that do not necessarily engage Johnson but traffic in themes of quare childhood more broadly, perhaps engaging with (but not limited to) issues of national or regional formation; narratology or form (music, photography, graphic, digital, literary); temporality (history, apocalypse, Afrofuturism); or genre (science fiction, southern gothic, neo/slave narratives, advice manuals, graphic novels, humor, children’s or young adult literature).

Please submit completed essays (7,500 words maximum including notes and works cited) by November 1, 2018 to our online submissions manager. See our guidelines for submissions for our editorial preferences.

CFP – Special Issue of Mythlore: Mythopoeic Children’s and Young Adult Literature

Call for Papers: Mythopoeic Children’s and Young Adult Literature
Special Issue of Mythlore, Fall 2019
Guest Edited by Donna R. White

Draft Deadline: March 30, 2019
Final paper deadline: June 30, 2019

Mythlore, a journal dedicated to the genres of myth and fantasy (particularly the works of J.R.R. Tolkien and C.S. Lewis), invites article submissions for a special issue focused on children’s literature. Children’s fantasy has always been a part of mythopoeic literature, and Mythlore has occasionally published articles about myth-building children’s writers such as J.K. Rowling and Nancy Farmer; however, this special issue marks the first time we have focused specifically on mythopoeic literature for children and young adults.

As always, we welcome essays on The Chronicles of Narnia and The Hobbit, but we also encourage articles that discuss the works of other mythopoeic writers for young readers. Classic works like Peter Pan and The Wind in the Willows have clear mythopoeic elements, as do modern fantasies by Philip Pullman, Diana Wynne Jones, Lloyd Alexander, and many others. Studies of lesser known writers like Carol Kendall are also welcome.

To get an idea of the range of topics covered in Mythlore, visit the online archive at https://dc.swosu.edu/mythlore/ and consult the electronic index, which can be downloaded free at http://www.mythsoc.org/press/mythlore-index-plus.htm.

Submission guidelines can be found at http://www.mythsoc.org/mythlore/mythlore-submissions.htm. Drafts and final papers should be submitted via https://dc.swosu.edu/mythlore/.

Send queries and questions to Donna R. White, dwhite@atu.edu.

CFP – Special Issue of ChLAQ: Cognitive Approaches to Children’s Literature and Culture

Call for Papers
Cognitive Approaches to Children’s Literature and Culture
Sara Van den Bossche and Lydia Kokkola (Eds.)

Submissions are invited for articles using cognitive approaches to the study of children’s literature and other media for a special issue of Children’s Literature Association Quarterly. Cognitive approaches are inherently cross-disciplinary as they combine insights from fields such as the cognitive sciences, linguistics, and education with more traditional literary approaches such as narratology and reader response to form new types of knowledge about readers and viewers. Publications such as Reading for Learning: Cognitive Approaches to Children’s Literature (Nikolajeva 2014) and Literary Conceptualizations of Growth: Metaphors and Cognition in Adolescent Literature (Seelinger Trites 2014) have proposed that cognitive approaches are particularly relevant for the study of children’s literature and culture since the latter are defined by the reader/viewer rather than the producer. Essay collections, such as Affect, Emotion, and Children’s Literature: Representation and Socialisation in Texts for Children and Young Adults (Moruzi, Smith and Bullen [eds] 2017), attest to the broad range of topics that cognition-oriented analyses of children’s texts and cultural products can address.

The aim of the special issue of Children’s Literature Association Quarterly is to create a “state of the art” overview of the contribution cognitive approaches have to offer the field. We welcome contributions that highlight the multidisciplinary nature of this approach, and particularly encourage contributors to reflect on marginalization on the grounds of age, race, gender, sexuality, class, and ability etc. in relation to both literature and readers. We also welcome constructive critiques from scholars who remain skeptical towards cognitive approaches to children’s literature and culture.

Possible areas of investigation may include, but are not limited to, the following inquiries:

  • Are young readers really cognitively different from adult readers?
  • How are scripts and schemas deployed in children’s cultural products, for instance, to confirm or question national, racial, gendered or other stereotypes?
  • How do metaphors shape the way we think about certain topics?
  • What is the cognitive impact of the literary techniques such as alienation, focalization, and multiple narrators?
  • Do cognitive approaches risk essentializing “the child” or qualities such as ethnic identity?
  • How do children’s changing bodies and cognition impact on their understanding of literature and other media?
  • How are empathy and Theory of Mind (mind-reading) used as narrative strategies in texts for children?
  • How are children’s cultural products designed to exploit their cognitive development for educational, moral, or political gain?
  • In what way are emotions represented in children’s cultural products?
  • What is the value of empirical studies of young readers?

Manuscripts of articles (c.a. 5-6000 words, conform to MLA style) should be submitted to Sara Van den Bossche (S.VandenBossche@uvt.nl) and Lydia Kokkola (lydia.kokkola@ltu.se) by 31 October 2018 for peer review. Please send your submission by e-mail attachment in Microsoft Word or Rich Text Format. The journal issue will be published in Volume 44 (2019). Good-quality submissions that are not included in the special issue can be considered for later issues of Children’s Literature Association Quarterly.

CFP – LGBTQ Comics Reader: Critical Challenges, Future Directions

CFP: LGBTQ Comics Studies Reader (University of Mississippi Press)

Critical scholarship of comics, cartoons, and graphic narratives has been a burgeoning field in research and debate for at least the last twenty-five years. Amid such scholarly richness, LGBTQ comics criticism and scholarly attention to LGBTQ comics and cartoons is at least keeping pace with a field within which it is still negotiating its position. Until recently, LGBTQ comics lurked at the edges of the mainstream or hid in plain sight, existing in a “parallel universe,” published almost exclusively in gay newspapers and magazines, and available mostly in LGBTQ bookstores, even as all kinds of male and female homosociality, body and physique art, identity narrative, and varieties of the “outsider” appeared in a mainstream that was itself overcoming kinds of denigration (as unserious and trivial, or lurid and dangerous, etc.) familiar to LGBTQ experience. A new generation of LGBTQ readers is creating and analyzing comics, amalgamating, building on, and surpassing those suggestive tendencies. Recent scholarly comics criticism anthologies include separate chapters on LGBTQ comics. The moment is right for LGBTQ comics criticism to have a scholarly anthology of its own.

The LGBTQ Comics Studies Reader will honour LGBTQ work that emerged from and was influenced by the underground and alternative comix movement of the mid-1960s to become what is still an underrepresented sub-genre in comics scholarship: lesbian, gay, bisexual, transgender, and queer (LGBTQ) comics, their critical implications, their provocative current iterations, and their future directions. The aim of this LGBTQ Comics Studies Reader is to provide a platform for sustained, theoretically rigorous thinking about the various social, economic, historical, cultural, ethical and pedagogical issues at work in LGTBQ comics and cartoons, from around the world.

Chapter-length submissions may consider issues such as the following, but are not limited by these suggestions:

  • The history of LGBTQ comics and graphic novels, and LGBTQ comics scholarship/criticism;
  • Representations of LGBTQ experience in comics and graphic novels (coming out, romance/dating/heartbreak, health/illness, relationship building, gay/lesbian culture/society/community, celebration/pride, creativity, political action/activism, etc.);
  • Comics and graphic novels created by LGBTQ artists and writers for LGBTQ audiences; LGBTQ characters in non-LGBTQ comics and graphic novels;
  • Emerging and/or established trends and genres (superheroes, fantasy, memoir/autobiography, manga, Young Adult (YA), erotica, slash fiction, kink, etc.);
  • Theoretical approaches to LGBTQ comics (psychoanalysis, queer studies, cultural studies, women’s studies, sexuality studies, visual studies, media discourse studies, materialist studies, transnational and world literatures analysis, reader response approaches, etc.);
  • LGBTQ comics and cartoons within, across, in relation, and/or in resistance to various national/regional contexts/traditions (French BD; Mexico; Latin America; Japan, etc.), including cross-cultural reception and circulation of LGBTQ comics;
  • LGBTQ Children’s literature/culture and Childhood Studies;
  • LGBTQ “adult” literature/erotica/kink/sex comics;
  • Adaptations of LGBTQ comics and graphic novels (inter/transmediality, web comics), narratology and textual analysis across media; cross-cultural LGBTQ adaptations;
  • LGBTQ comics fandom (including conventions, cosplay, etc.);
  • Teaching with LGBTQ comics, cartoons and/or graphic novels (including, for example, health promotion, cultural literacy, sexual development, etc.); and
  • Representations of LGBTQ characters and/or experiences in other comics.

Abstracts should run about 250 words and are due by 1 November 2018. All submissions will be acknowledged. Final papers should be approximately 15-18 pages double-spaced, 12-point font, addressing both a scholarly and a more advanced general reader.

Contributors’ first drafts will be due by 1 March 2019, and final drafts by 1 September 2019 for a summer 2020 publication date.

Contributors are responsible for obtaining permission to reproduce images in their article, and must pay permission costs. Permissions must be cleared before publication. Please send low resolution images (small jpegs), in separate attachments. If the article is accepted, high quality images will be required.

Queries may be directed to Professors Alison Halsall (ahalsall@yorku.ca) and Jonathan Warren (jwarren@yorku.ca).

CFP – Special Issue of Revista Belas Infiéis: Translation Studies and Children’s Literature

Call For Papers
Translation Studies and Children’s Literature

Editors:
Professor Álvaro Faleiros – University of São Paulo, Brazil
Professor Germana Henriques Pereira – University of Brasília, Brazil
Lia Araujo Miranda de Lima – Ph.D student; University of Brasília, Brazil

The consolidation of Translation Studies as a field of scholarly research, in the 1980s, is contemporary to the publishing of two pioneering works regarding children’s literature and translation: Gita Klingberg’s Children’s Fiction in the Hands of the Translators and Zohar Shavit’s Poetics of Children’s Literature, both from 1986. From then on, in Brazil and abroad, important events have taken place and numerous works have been dedicated to this subject, including monographs, theses, dissertations, articles, and books. Some of the themes that have arisen in the most recent events and publications are: (1) history of translation for children; (2) translating picture books and multimodality; (3) adaptations for children; (4) problems in translating cultural elements; (5) translation and morals; (6) the translator’s voice; (7) the child reader’s image; (8) the double addressee in translation of children’s literature, among others. Following up these advances, and aiming at cooperating with the consolidation of this field in Brazil, we invite researchers to present contributions in the form of articles, reviews, translations and interviews that discuss some of the above-mentioned topics, or others regarding translation and children’s literature.

Deadline: FEBRUARY 20, 2019

All contributions must be sent only through the system of Revista Belas Infiéis. For further information, please check the “Author Guidelines.”

CFP – Strenae Special Issue: Toy Theories and Practices in the First Half of the 20th Century

Call for Papers
Special Issue of Strenae: Recherches sur les livres et objets culturels de l’enfance
Toy Theories and Practices in the First Half of the 20th Century

A toy might be a thing (found in nature), an object (factory-made) that children can seize and sometimes transform by changing its main function, or an object that they themselves create for the purpose of a game. Therefore, toys are also subject to the dual ambition of adults who want both to educate children, and to make them happy. They constantly offer toys created for children, in their name, on their behalf, but they do so according to representations conceived by adults, which differ according to time and place. Finally, children might – or might not – get hold of these objects.

In this special issue, we would like to consider the toy in its theoretical and practical dimensions, to take into account its materiality, its representations and its symbolic value (Michel Manson). Therefore, it is important to situate toys in their ideological, cultural and economic contexts, in order to see what does it tell us about children, both as a constructed and empiric/real figures, who both define the toy and is defined by it.

The first half of the 20th century appears as a turning point. During this period, the creation and production of toys follow and extend the nineteenth-century traditions in crafts as well as in fine arts, but also change them as they encounter the progress of industrial production. The toys made by adults for children gradually become more accessible, even before the rise of mass consumption in the 1960s. Moreover, this is a period of theoretical reflections on the shapes and functions of toys, that delve in particular the traditional opposition or association of their educational and/or entertaining functions. These reflections took part in highly ideological contexts that must be subjected to analysis, as in the USSR, in Nazi Germany or in fascist Italy. However, in the spirit of opening up borders that drives current research on totalitarian regimes, we favor here a double point of view: a diachronic one, in order to explore the continuities, breaks and inflections between the years prior to the establishment of these regimes and those of their existence; and a synchronic one, broadly opening the geographical area to the world in the whole, in order to examine the differences as well as the strong tendencies that came about on the transnational scale, the exchanges and the circulations.

This issue means to favor a plurality of disciplinary approaches and their interconnexions, in order to bring together a plural history of material and visual cultures, art, education or psychology, anthropology and aesthetics.

Several topics can be tackled in parallel or cross stories, examining theories and / or practices, imagined and / or real audiences. These might include, but are not limited to:

  • The economic circuits and the organization of design, factory production and distribution of toys: artists’ toys, craft toys, the beginnings of industrialization, places of sale.
  • The distribution and the different uses of toys, real and/or theorized as such; the places of use of the toy (private and public spheres), the modes of use of the toy, the game and the toy, toys made by children, appropriation of the toy by the child.
  • Theoretical and ideological approaches of the toy: theoretical reflections on the shape and the materials of the toys, representations of the child, critical reception of the toys.
  • The organization and the functions of collections, exhibitions and toy museums.
  • The toy and its educational issues (moral, psychological, aesthetic): the types and shapes of the toy according to age or gender, the role and place of the toy in the civic and military education of the child.
  • Circulation and transfers: contributions may favor the study of a particular country or focus on circulation and transfers between one or more countries.
  • Intermediality: circulations can also be considered between several aspects of the child culture, as for example in the relationship between books and toys (toy book, toys adapted from illustrations, toy representations in the books).

Proposals (500 words maximum) in French or in English have to be sent before January 14, 2019 to Strenæ strenae@revues.org, together with a short biography and bibliography.

The proposals will be examined by the scientific editor of the issue, Cécile Pichon-Bonin, and the editorial committee of the journal. Authors will be informed of the acceptance or rejection of their proposal by February 4. The complete articles (30 000 characters spaces and notes included) will be submitted before September 15, 2019. The accepted languages are French and English. Articles will be published in the 17th issue of the journal, Spring 2020.

CFP – Verbal and Visual Strategies in Nonfiction Picturebooks

Verbal and Visual Strategies in Nonfiction Picturebooks
7th International conference European Network of Picturebook Research
PhD workshop September 25, 2019
International conference September 26 – 28, 2019
Western Norway University of Applied Sciences / Høgskulen på Vestlandet – Campus Bergen – Kronstad

Call for Papers

Nonfiction picturebooks have been published concurrently with fictional picturebooks for decades, if not centuries. Clearly recognized as an art form on a par with fiction picturebooks, nonfiction picturebooks have been honoured with their own category for awards at the prestigious Bologna Children’s Book Fair since 1995. In spite of this, the scholarly field of picturebooks and picturebook theory have paid comparatively little attention to nonfiction picturebooks.

Rather than dwelling on the reasons behind this lacuna within picturebook research, there is a need to bring together studies that attempt to remedy this deficiency, and to establish a theoretical framework or starting point for systematic and inventive approaches to various kinds of nonfiction picturebooks, both printed and digital. From pop-up books on urban development and big vehicles, to biographies about artists, adventurers, scientists, kings and queens, to graphic nonfiction on terrorism, the World Wars, and stem cells, to reference works such as atlases, encyclopaedias, ABC-books, and picture dictionaries, nonfiction picturebooks span a dizzying range of different themes, formats, and intended addressees. Central to the investigation of nonfiction picturebooks is the construction and validation of knowledge and the acknowledgement that the dissemination of knowledge in nonfiction picturebooks varies according to the context (time, place, function) in which the text was created. Questions for inquiry include the kind of knowledge that is examined and why, and the ways in which knowledge is presented and organized in the book.

The 7th International conference of the European Network of Picturebook Research aims at being a conference, where analytical perspectives, methods, and frameworks are examined, tested and developed.

We invite papers related to the overall theme of the conference. Possible areas for investigation include, but are not restricted to:

  • The utilization of verbal, visual, audial, tactile and other multimodal strategies in nonfiction picturebooks
  • The presentation of knowledge in nonfiction picturebooks
  • The implied reader in nonfiction picturebooks
  • Nonfiction picturebooks across time, cultures, and languages
  • Picture dictionaries, concept books, and alphabet books
  • Digital nonfiction picturebooks
  • The paratexts of nonfiction picturebooks
  • Nonfiction picturebook artists and artistic strategies

Submission
Please send an abstract of 300 words maximum and a short biography of 100 words as two attached Word documents to Nina Goga, ngo@hvl.no. E-mails should have the subject line: Conference nonfiction picturebooks.

Abstracts should include the following information:

  1. Author(s)
  2. Affiliation as you would like to appear in the programme
  3. E-mail address
  4. Title of proposal
  5. Text of proposal
  6. Selected bibliography with academic sources (3-5 references)
  7. Areas of interest
  8. Five keywords

All abstracts and papers accepted for and presented at the conference must be in English. Papers will be 30 minutes maximum followed by a 10 minutes discussion. All submissions are blind reviewed by the members of the Reading Committee.

Deadline for abstract submission: December 15, 2018
Notification of acceptance: March 15, 2019

Conference fee
Early registration fee (before May 15, 2019): € 60,00
Fee after May 15 (till July 31), 2019: € 95,00
Conference dinner: € 35,00 (drinks not included)

The European Network of Picturebook Research was established during the first picturebook conference in Barcelona in September 2007. The network was proposed by Bettina Kümmerling-Meibauer (University of Tübingen, Germany) who was a member of both the reading committee and co-organizer of the Barcelona-conference, and of the core group of picturebook researchers, which includes/d Evelyn Arizpe, Nina Christensen, Teresa Colomer, Elina Druker, Maria Nikolajeva, and Cecilia Silva-Díaz.

The aims of these conferences are
a. to foster international picturebook research
b. to promote young researchers who are focusing on the investigation of picturebooks
c. to publish selected papers presented at the conferences through international publishers or in peer-reviewed journals.