CFP – Special Issue of IRCL: Children’s Engagement with the Political Process

Call for Papers – Special Issue of International Research in Children’s Literature: Children’s Engagement with the Political Process
Editors: Farah Mendlesohn and Blanka Grzegorczyk

Although there has been a great deal of critical material on dystopic children’s literature, there is a great deal less on children’s engagement with the organisation of the world around them. Children themselves have always been engaged with both domestic and transnational socio-political issues. The experience of achieving socio-political consciousness involves a recognition of the existence of unequal power relations, their consequences and the possibility of acting to change them.

We welcome articles on the topic of children’s engagement with political activity, and/ or which demand some critical reckoning from readers, inviting them to think their way into alternative political possibilities.

Possible topics might include:

  • The experience of young people growing up during periods of conflict/impasse
  • Texts committed to children and young people exploring the underlying causes of conflict
  • The experience of children and young people in school or community politics
  • Formal developments that reinvigorate the political function of texts for children

We particularly welcome explorations of politics outside the Anglo-American context.

Blanka Grzegorczyk is the author of Discourses of Postcolonialism in Contemporary British Children’s Literature (Routledge, 2015) and Terror and Counter-Terror in Contemporary British Children’s Literature (Routledge, 2019).

Farah Mendlesohn is the author of The Inter-Galactic Playground: Science Fiction for Children and Teens (McFarland, 2009) and (Re) Creating Memory: Children’s Literature and the English Civil War, (Palgrave Macmillan, 2019).

Abstracts should be no more than 300 words and should indicate texts and critical apparatus. Final essays are expected to be between 5000 and 7000 words. Images desirable but authors must secure permissions.

Abstracts due: 1 September 2019
Submission date: 1 April 2020
Publication in December 2020
Please submit abstracts to farah.sf@gmail.com

CFP – Theatrical Experiences and Ideologies: Conditions for the Emergence of Theatre for Young People in Europe

Call for Papers: Special Issue of Strenae
Theatrical Experiences and Ideologies: Conditions for the Emergence of Theatre for Young People in Europe

Theatre for young people has come into existence throughout the twentieth century, thanks to pioneering experiences that took place before a dramatic repertoire was properly established. In France, this repertoire has been part of youth literature since the early 2000s. Thus, we propose to look back at those pioneering experiences, through an aesthetic and historical approach. In particular, we will try to understand how twentieth century ideologies may have influenced or even encouraged the development of a theatre for young people in Europe.

The intention is to highlight the conditions for the emergence of theatre for young people from the interwar years to the 1950s, as this period has fostered the emergence of theatrical practices with and for children. In France, Léon Chancerel and Miguel Demuynck’s innovative experiences are generally contrasted with the commercial purposes of the Théâtre du Petit Monde: it is important, however, to paint a more nuanced picture. Other European cases could be explored in depth so as to become more aware of what was created at a time when societies were suddenly preoccupied with children’s leisure activities, and when some totalitarian states used theatre for young people to achieve ideological ends. The experiments which have been conducted in the USSR and in the “people’s democracies” with the advent of the Soviet regime deserve special attention, both for the magnitude of their political project and for their remarkable artistic achievements.

These are possible avenues for reflection:

  • First of all, it would be interesting to analyze the ideological foundations of this first theatre with and for young people: what refers, in its conception, to a democratic ideal; but also what it owes to the lyrical strength of certain totalitarian ideologies, like communism or fascism.
  • To establish a “European landscape” of this first theatre for young people, it would be useful to examine in some detail the theatrical aesthetics dedicated to young audiences that have developed from the interwar period to the 1950s. Some contributions may focus on particular cases, while others may draw comparisons on the scale of a country, or between European countries. One could also shed light on artistic enterprises which have stayed away from ideology and have defended other ways of dealing with young audiences.
  • Beyond dramatic creation itself, the enquiry can be broadened to the practices of dramatic play that have been initiated by artists towards young people. As a matter of fact, these practices may have enriched the poetic and theoretical imaginary of those who intended to build a theatre for young audiences.
  • The interwar period and the ensuing post-war years turn out to be a decisive starting point for the history of theatre for young people. According to Robert Abirached, Léon Chancerel was the “founding father” of this artistic sector in France ; another key reference at a European level is the path of Latvian director Asja Lacis, commented on by Walter Benjamin in the 1930s. Therefore, one could try to determine how this foundation period has influenced the utopia of a theatre for young people as it has been formulated in Europe in the post-1968 context.

Bibliography:
ABIRACHED, Robert, « Une histoire », dans Théâtre aujourd’hui n°9 : Théâtre et enfance : l’émergence d’un répertoire, Paris, Scéren-CNDP, 2003.
BENEVENTI, Paolo, Introduzione alla storia del teatro-ragazzi, Firenze, La Casa Usher, 1994.
CHANCEREL, Léon, Le Théâtre et la Jeunesse, Paris, Bourrelier, 1941.
LACIS, Asja, Walter Benjamin et le théâtre pour enfants prolétariens, Strasbourg, Le Portique, 2007.
LESOURD, Sibylle, L’Enfant protagoniste : naissance, mouvances et paradoxes d’une figure clé du théâtre contemporain pour la jeunesse en France et en Italie, thèse Paris Sorbonne, 2016.
PAGE, Christiane, Pratiques théâtrales dans l’éducation en France au XXe siècle : aliénation ou émancipation ?, Arras, Artois Presses Université, 2010.
ROMAIN, Marilyne, Léon Chancerel : portrait d’un réformateur du théâtre français, Lausanne, L’Âge d’homme, 2005.
VAN DE WATER, Manon, Moscow theatres for young people : a cultural history of ideological coercion and artistic innovation, 1917-2000, New York, Palgrave Macmillan, 2006.
WINOCH, Michel, Le XXe siècle idéologique et politique, Paris, Perrin, 2009.
YENDT, Maurice, Les Ravisseurs d’enfants. Du théâtre et du jeune spectateur, Arles, Actes Sud-Papiers, 1989.

Proposals (500 words maximum), in English or French should be sent before 14 December 2018 to the journal Strenae: strenae@revues.org, along with a short biography and bibliography.

Proposals will be reviewed by the editor Sibylle Lesourd and the editorial board of the journal. Authors will be promptly notified of the acceptance or rejection of their proposal. Full articles (30,000 characters, including spaces, maximum) are to be submitted by 4 may 2019. Articles will be accepted in English or French.

Publication is scheduled for Fall 2019.

CFP – Special Issue of Humanities: Children’s Narratives as Transnational Cultural Heritage

CALL FOR CONTRIBUTIONS TO A SPECIAL ISSUE OF HUMANITIES, an international, peer reviewed, open access journal (http://www.mdpi.com/journal/humanities)
Children’s Narratives as Transnational Cultural Heritage

Children’s narratives have often been thought to sum up national character: Nils Holgersson as an introduction into Swedish landscapes and cultures, Heidi as the epitome of “Swissness,” Hansje Brinker as a prototypical Dutch hero, etc. It is important to realize, however, that they became national icons in the eyes of non-Swedish, –Swiss and – Dutch audiences, through transnational reception, adaptation and remediation: Heidi, for example, exemplified the Swiss way of life in the eyes of a German audience. Familiarizing children with and involving them in these ongoing processes of creative transnational appropriation may help them to deconstruct national stereotypes. Positively put, it may help them to feel at home in “a wider circle of we” that allows for the coexistence of local, national and transnational identifications. Contemporary citizens may well identify simultaneously as, for instance, Bavarians, Germans, and Europeans. Heritage narratives for children may facilitate the development of such a poly-local, multidimensional sense of belonging in today’s globalizing world. Young and adult readers also actively contribute to these processes of adaptation and remediation as co-creators of heritage by, for example, participating in fan cultures, as a significant dimension of their emergent citizenship.

The aim of this special issue is to explore the viability of childhood heritage for citizenship education of 8-12-year-olds in a globalizing, multi-ethnic Europe. It seeks to address issues such as: 1) How are children’s (non-)fictional narratives constructed as local, regional, national and/or transnational heritage through dynamic processes of adaptation and remediation? 2) How can childhood heritage institutions such as museums, archives and international advocacy organizations facilitate transnational appropriations of aesthetic and educative artefacts? 3) How can children be actively engaged in the process of heritage construction as a significant dimension of their emergent citizenship?

Papers may address topics such as:

  • the trope of home in children’s narratives: stories beyond the “home-away-home” plot described by Perry Nodelman in The Pleasures of Children’s Literature
  • children’s texts in an imagological perspective
  • transnational fan practices related to children’s narratives
  • transnational memory in children’s literature
  • children’s narratives as materials for citizenship education
  • children and/or young adults as active participants in heritage construction
  • children’s literature as national and transnational heritage in institutional contexts (museums, heritage libraries, etc.)
  • international organizations advocating children’s narratives as media for fostering international understanding

Length of the article: 6000-7000 words

Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging into this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Humanities is an international peer-reviewed open access quarterly journal published by MDPI.

The Article Processing Charges (APCs) of 350 CHF (Swiss Francs) per published paper are fully funded by institutions through the Knowledge Unlatched initiative, resulting in no direct charge to authors. Submitted papers should be well formatted and use good English. Authors may use MDPI’s English editing service prior to publication or during author revisions.

Keywords

  • children’s narratives
  • childhood heritage
  • citizenship education
  • poly-local citizenship

Guest Editors

Prof. Dr. Lies Wesseling

Faculty of Arts and Social Sciences, Centre for Gender and Diversity, Maastricht University Grote Gracht 80, 6211 SZ Maastricht, The Netherlands
Website | E-Mail
Interests: cultural construction of childhood in fiction and science; narrative models for forging kinship in global adoption; the selling, forgetting and remembering of child removal in the Dutch East Indies in the (post-)colonial Netherlands.

Dr. Justyna Deszcz-Tryhubczak

Institute of English Studies, Center for Young People’s Literature and Culture, University of Wrocław, ul. Kuźnicza 22,50-138 Wrocław, Poland
Website | E-Mail
Interests: contemporary children’s literature and culture; childhood studies; participatory research

Mr. Mateusz Marecki

Institute of English Studies, Center for Young People’s Literature and Culture, University of Wrocław, ul. Kuźnicza 22,50-138 Wrocław, Poland
Website | E-Mail
Interests: cognitive poetics; literary and musical emotions; contemporary children’s literature and culture; participatory research

2018 David Almond Fellowships for Research in Children’s Literature

Newcastle University’s School of English Literature, Language and Linguistics and Seven Stories, The National Centre for Children’s Books are pleased to announce that the application process for 2018 David Almond Fellowships is now open.

The awards recognise both David Almond’s contribution to children’s literature and his connections with these partner institutions: he is a patron of Seven Stories and an honorary graduate of Newcastle University.

The Fellowships aim to promote high-quality research in the Seven Stories collections that will call attention to their breadth and scholarly potential. The two awards of £300 each are to facilitate a research visit to the Seven Stories collections in Newcastle upon Tyne, UK of at least two days by a bona fide researcher working on a relevant project. Applications will be considered from candidates in any academic discipline. The successful applicants will have a clearly defined project that will benefit from having access to the Seven Stories collections (please see indicative information about the collections below). All applicants should consult the Seven Stories catalogue as part of preparing their applications: http://www.sevenstories.org.uk/collection/. A well-developed dissemination strategy will be an advantage. Priority will be given to the importance of the project and best use of the Seven Stories collections as judged by a senior member of the Children’s Literature Unit in the School of English Literature, Language and Linguistics at Newcastle University and a senior member of the Collections team at Seven Stories.

Some previous David Almond Fellows have gone on to take up fully-funded PhD studentships at Newcastle University, others have disseminated their research into the collection through book chapters, peer-reviewed journals and conference papers. One of our former Fellows said of her visit that it was “a wonderful opportunity to work in the archive of Seven Stories… it is undoubtedly an invaluable asset for researchers internationally, and something the city can be extremely proud of.”

Eligibility for the award
Applicants must hold a first degree or higher from a recognised institution of higher education.

Note: non-EEA applicants are reminded that to take up a Fellowship they must hold an appropriate visa. Neither Newcastle University nor Seven Stories can help with this process. Please see the UK visas website for more information: http://www.ukvisas.gov.uk/en/howtoapply

Responsibilities
Fellowships must be taken up before the end of December, 2018. Recipients are expected to spend at least two days in Newcastle and are encouraged to time their visits to enable them to participate in events organised jointly or separately by the Children’s Literature Unit and Seven Stories. (Please note: successful applicants must contact Seven Stories and agree a date for the visit prior to making travel arrangements; normally a minimum of two weeks’ notice is required before any research visit.) Acknowledgement of the Fellowships must accompany all dissemination activities arising from the research.

The Seven Stories Collection
Seven Stories is the only accredited museum specialising in children’s books in the UK. Its collections are a unique resource for original research, particularly insofar as they document aspects of the creation, publication and reception of books for children from the 1930s to the present day. The steadily growing archive contains material from over 250 authors, illustrators, editors, and others involved in the children’s publishing industry in Britain.

Researching the Seven Stories collection could enhance a number of research topics. Examples of research areas and relevant collections:

Makers of children’s literature: children’s book history 1750-2000
Children’s books have been under-represented in book history scholarship. Seven Stories’ holdings can be used to investigate the forces which have shaped the children’s book. Areas of interest include editing and publishing, education and bookselling, diversity and race and changing technologies. Key archival holdings include the David Fickling Collection, the Aidan and Nancy Chambers / Thimble Press Collection, and the Leila Berg Collection. The recently catalogued Noel Streatfeild Collection also provides fascinating insights into the life and times of a leading children’s author during the mid-twentieth century.

New adults: the growth of teenage literature
Seven Stories’ holdings represent the opportunity to investigate the development of teenage literature from a number of perspectives: holdings include detailed evidence of the process of composition from early draft to published text; evidence of socio-political contexts, and evidence of the publishing contexts. Key archival holdings include the Aidan and Nancy Chambers / Thimble Press Collection, the Diana Wynne Jones Collection, the Philip Pullman Collection, the Beverley Naidoo Collection, and the Geoffrey Trease Collection.

Inclusion and diversity
Seven Stories is particularly interested in supporting studies which explore themes of inclusion and diversity within our archives: race and heritage, disability, gender and gender identity, sexual orientation, age, socio-economic status, religion and culture. Projects in this research field might be cross-cutting, looking at a number of different archives within the Seven Stories Collection.

Children on stage: twentieth century children’s theatre
Seven Stories holds the complete archive of David Wood, one of the most prolific and influential playwrights for children in Britain. Projects based in this archive may approach the topic of children’s theatre from a number of perspectives, including theatre history and adaptation. Other relevant holdings include the Michael Morpurgo Collection and the recently acquired David Almond Collection.

More information can be found on the Collection pages of the Seven Stories website – http://www.sevenstories.org.uk/collection. Most of the artwork and manuscript collections are fully catalogued, and the catalogues can be searched online via the link provided on the website. A list of many of the authors and illustrators represented in the collection can be found at: http://www.sevenstories.org.uk/collection/authors-and-illustrators. (NB this is not a complete list of the collections).

Please see also the Seven Stories Collection Blog: http://www.sevenstories.org.uk/news/collections-blog, containing a variety articles describing or inspired by the Collection.

Application process
Applicants are asked to submit the following items by 1 June 2018:

  • an application form
  • a curriculum vitae
  • a brief proposal (of 1,000 words maximum)
  • one confidential letter of recommendation (sealed and signed; confidential letters may be included in your application packet or recommenders may send them directly)

Applications may be submitted by email or post.

Email: Kim.Reynolds@ncl.ac.uk
Post: David Almond Fellowships, 73 Houndean Rise, Lewes, East Sussex BN7 1EH, UK

Call for Chapter Proposals – Girls in Global Development: Theoretical Contestations, Empirical Demands

Call for Chapter Proposals
Girls in Global Development: Theoretical Contestations, Empirical Demands

Over the last several years scholars from the range of disciplines associated with girlhood studies have critiqued neocolonial assumptions embedded in international development agendas that exceptionalize poor, racialized adolescent girls in the Global South as ideal sites for intervention based on regimes of truth which authorize their potential to multiply investment, interrupt intergenerational poverty, and predict economic growth. Scholars have also critiqued how girls in the Global North are problematically positioned as “empowered” relative to girls in the South through affective appeals to (post)feminist (neo)liberal sensibilities that reinforce the status quo rather than disrupt geopolitical relations of power. By attending to the cultural production of girlhood(s), this interdisciplinary literature sheds important light on the ideological operations that enable the “girl-powering” of development. According to these arguments, all girls in a global system are variously targeted by a complex web of institutional actors including multinational corporations, bilaterial aid agencies, multilateral financial institutions, and transnational non-governmental organizations with uneven effects. Girls and their girlhoods in the context of global development as a transnational process are now the subjects of inquiry across a range of empirical sites, theoretical frameworks, and institutional domains, indicating the “coalescing” of “Girls in Development” as a distinctive body of discourses.

The editors of the proposed collection take as our starting point the need to map this theoretical and empirical terrain. We propose GID (Girls in Development) as an emergent knowledge paradigm and category of analysis for thinking about the production of girlhoods and girls’ lives transnationally that overlaps with and also diverges from the enduring, and contested, conventional paradigms for thinking about women, gender and global development: WID (Women in Development) and GAD (Gender and Development). A primary goal of the collection is to develop a critical genealogy of GID, map its theoretical and empirical scope, and address its possible futures.

This collection will consider the impact and implications of GID in a variety of geo-political locations. Taken together, contributions will define, refine, and frame what GID means presently and speculate about its future(s). We look to bring together disparate readings of GID as an analytic framework, while simultaneously investigating how GID informs development work and activism involving girls across global systems of power. We encourage inter/transdisciplinarity approaches and seek contributions that decenter the Global North while acknowledging the powerful role Western nations play in shaping global development paradigms, policies, practices, discourses. Finally, this collection will take a critical transnational feminist approach to GID. We see this collection as an opportunity to complicate normative assumptions about girls and girlhoods in global development discourses and practices beyond the increasingly hegemonic edict to “invest in girls” as “smart economics.”

Against this backdrop, the editors seek abstracts for chapters that examine and engage broad, interrelated, and mutually informing foci:

1. Conceptual analyses that historicize and theorize what we are calling GID (Girls in Development), particularly as this paradigm relates to WID and GAD (and WAD), and related concepts such as empowerment, agency, race, mainstreaming, and so on, including theorizations of GID futures.

2. Visual and textual analyses of “girlhood” as a constructed category produced within and through international development processes.

3. Empirical studies of girls’ lives and experiences as a part of global development processes (e.g. education, health, microfinance, post-conflict reconstruction and so on) in any geopolitical location.

Chapters should engage the multifaceted and complex experiences of girls in development and/or the production of girlhood(s) in these processes across a range of sites including digital or social media, film and television, marketing or consumption practices, fundraising and awareness raising campaigns as well as through funding mechanisms and development projects (e.g. workshops, trainings, school curricula, girls’ clubs, sports, etc.), development policies and practices at multiple (and interrelated) scales (local, national, transnational), across development sectors (e.g. education, health, micro-finance, political participation, etc.), and in any geopolitical location.

Possible topics for chapters include:

  • Historical research that attends to the legacies/reconstitution of colonialism in contemporary global development processes focused on girls and/or girlhoods.
  • Analyses of girlhood(s) in global development processes as constructed in film, television, and/or digital media.
  • Analyses of girlhood(s) as constructed in development policies, programs, etc. at any scale (local, national, transnational).
  • Examinations of adolescence as a gendered, racialized, and biosocial process in the context of global development policies and processes (e.g. constructions of “adolescence” in development discourse; examinations of how “adolescent” girls experience “adolescence”).
  • The intersections of specific social categories based on social location with girlhood(s) (e.g. class, caste, age, sexuality, dis/ability, ethnicity, linguistic community, nationality, indigeneity, religion, refugee or displaced person status, combatant, marital status, motherhood, migrant, etc.) in the context of global development processes.
  • Examinations of (in)visibilities produced by development discourses and processes (e.g. disabled girlhood; queer girlhood; transgirlhood; affluent/elite girlhood; pregnant schoolgirlhood; girl-motherhood).
  • Critical examinations of development discourses around girls’ rights, empowerment, leadership, agency, opportunity (e.g. Can these concepts be reclaimed for radical purposes?).
  • Critical examinations of the role of celebrity humanitarianism in girl-centered development agendas.
  • Critical examinations of girls’ activism and/or girl-driven social justice movements (e.g. “young feminism,” #youngfems) that focus on global development.
  • Analyses that attend to affect(s) in global development sites, processes, practices.
  • Elaborations of methodological innovations for researching girls, and girlhoods, in global development processes.

We welcome individual and co-authored abstracts and chapters from established and emerging scholars internationally, including graduate students and scholars outside traditional academic spaces.

Abstracts of 200-250 words (not including works cited) are due on April 30, 2018. We anticipate notifying selected contributions by May 15, 2018. Full length final chapter submissions of 6,000 – 8,000 words (including notes and references) are due on August 1, 2018.

Please submit chapter abstracts to the editors of the collection: Dr. Heather Switzer, Dr. Karishma Desai, and Dr. Emily Bent at girlsindevelopment2018@gmail.com with the subject line: Chapter Abstract.

This edited collection will be considered as part of a new blind peer-reviewed book series by Berghahn Press entitled, Transnational Girlhoods, edited by Claudia Mitchell (McGill University); Ann Smith (McGill University); Bodil Formark (Umea University); and Heather Switzer (Arizona State University).

Please find a link to this Call for Chapter Proposals here: https://files.acrobat.com/a/preview/4d83803a-4636-453f-93b9-c565e94ee020

Lecturer in Fantasy and Children’s Literature at University of Glasgow

Lecturer in Fantasy and Children’s Literature
University of Glasgow – School of Critical Studies
Salary: £42,418 to £49,149
Hours: Full-Time
Contract Type: Permanent
Closes: 7 May 2018
Job Ref: 020893

Job Purpose

To undertake high-quality research and research supervision in Fantasy and Children’s Literature within English Literature in the School of Critical Studies in the College of Arts to teaching at undergraduate and postgraduate level in English Literature and to undertake administration as requested by the Head of School.

Standard Terms & Conditions

The salary will be on the Research and Teaching Grade, level 7/8, £34,520 – £38,833 / £42,418 – £49,149 per annum, depending on experience.

The successful applicant will be eligible to join the Universities’ Superannuation Scheme. Further information regarding the scheme is available from the Superannuation Officer, who is also prepared to advise on questions relating to the transfer of Superannuation benefits.

All research and related activities, including grants, donations, clinical trials, contract research, consultancy and commercialisation are required to be managed through the University’s relevant processes (e.g. contractual and financial), in accordance with the University Court’s policies. Relocation assistance will be provided where appropriate.

Apply here.

CFP – Storytelling and Trauma: An Inclusive Interdisciplinary Conference

Storytelling and Trauma: An Inclusive Interdisciplinary Conference
6 to 7 October 2018
Budapest, Hungary

Storytelling is inextricably linked to the history of human beings in a bewildering variety of oral and visual formats. Storytelling is a fundamental tool in recording personal, familial, communal and national narratives. But it can also be linked to a process of expressing and working through trauma, of breaking silence, of finding a voice for suffering and pain as witnessed in the growth of “communal digital storytelling” embodied, for example, in the rise of shared storytellings of trauma such as #MeToo and #TimesUp. The ability to tell other people about what has happened to you brings into focus the uses of storytelling as narrative therapy for traumatic experiences from childhood to adulthood as well as from the personal to the collective.

Storytelling and Trauma seeks to explore both Storytelling and Trauma with particular focus on the inter-relatedness of the two. Stories and images of trauma surround us all the time, to the point of almost desensitising us to the suffering of others and the empathy and compassion we should naturally feel. Storytelling and trauma forces us to face, confront and resolve the suffering and pain of others—a process that involves the acknowledging of the trauma/traumatic event, bearing witness and a working through the trauma and the disruption caused to and in their lives. Thus the response to Storytelling and Trauma engages all levels of human living and thinking, individually and collectively, locally and globally.

Bringing the two together implies an interdisciplinary engagement with a spectrum of disciplines, art forms, geographical and historical contexts as well as multi-lingual and multi-cultural perspectives. Our first global gathering aims to examine the dynamics of Storytelling and Trauma in all its permutations. We welcome and encourage interdisciplinary proposals from all disciplines, professions, NGOs, voluntary sector, artists, scholars, workers, professionals, musicians, to name a few. It is the aim of the conference meeting to provide an interdisciplinary nexus which binds all these layers of theories and practices together in a safe and respectful sharing space.

Unlike other conferences or gatherings, our Event proposes to step outside the traditional conference setting and offer opportunities for artists, photographers, practitioners, theorists, independent scholars, academics, performers, writers, and others to intermingle, providing platforms for interdisciplinary interactions that are fruitful and conducive to broadening horizons and sparking future projects, collaborations, and connections. We are excited to accept proposals for presentations, displays, exhibits, round tables, panels, interactive workshops and more. Below is an indicative but not exhaustive list of possible approaches, all of them residing at the point of connection between Storytelling and Trauma:

  • Oral / written / visual narratives of identity, belonging, im/migrations
  • Literary, artistic and filmic storytelling
  • Life writing genres (autobiography, memoirs, letters, ethnography, etc.)
  • Testimony as storytelling trauma: fiction vs. non-fiction, official history vs. reality
  • Truth and Reconciliation
  • Private and personal storytelling and trauma
  • Public, political, religious, activist storytelling and trauma
  • Social media: twitter, Facebook, Youtube
  • Trauma and memory
  • Writing trauma: healing and transformation
  • Healing: survival and resilience; forgiveness and reconciliation
  • Therapy
  • Abuse, bullying; the workplace
  • Dis/abilities
  • Sex and sexuality; rape, sex crimes, gender crimes
  • Empathy, allyship, solidarity, activism
  • Popular culture and media
  • Social justice and human rights: war, civil war, conflict
  • Violence, torture, and atrocity
  • Pedagogy, education, and social awareness
  • Digital spaces
  • Comics, graphic novels, animation
  • Young adult literature; children stories
  • Power, resistance, rebellion, revolution
  • Shame, taboo, and suffering
  • Wounding, loss, death, grief and mourning
  • Spectral spaces, haunted geographies, memorialization
  • Fake news

If you don’t see something here that you think belongs, please tell us! We are happy to entertain other ideas that examine the rich, generative and exciting space that these fields create.

What’s so Special About Progressive Connexions Events?
A fresh, friendly, dynamic, format – at Progressive Connexions we are dedicated to breaking away from the stuffy, old-fashion conference formats, where endless presentations are read aloud off Powerpoints. We work to bring you an interactive format, where exchange of experience and information is alternated with captivating workshops, engaging debates and roundtables, time set aside for getting to know each other and for discussing common future projects and initiatives, all in a warm, relaxed, egalitarian atmosphere.

A chance to network with international professionals – the beauty of our interdisciplinary events is that they bring together professionals from all over the world and from various fields of activity, all joined together by a shared passion. Not only will the exchange of experience, knowledge and stories be extremely valuable in itself, but we seek to create lasting, ever-growing communities around our projects, which will become a valuable resource for those belonging to them.

A chance to be part of constructing change – There is only one thing we love as much as promoting knowledge: promoting real, lasting social change by encouraging our participants to take collective action, under whichever form is most suited to their needs and expertise (policy proposals, measuring instruments, research projects, educational materials, etc.) We will support all such actions in the aftermath of the event as well, providing a platform for further discussions, advice from the experts on our Project Advisory Team and various other tools and intellectual resources, as needed.

An opportunity to discuss things that matter to you – Our events are not only about discussing how things work in the respective field, but also about how people work in that field – what are the struggles, problems and solutions professionals have found in their line of work, what are the areas where better communication among specialists is needed and how the interdisciplinary approach can help bridge those gaps and help provide answers to questions from specific areas of activity.

An unforgettable experience – When participating in a Progressive Connexions event, there is a good chance you will make some long-time friends. Our group sizes are intimate, our venues are comfortable and relaxing and our event locations are history-laden and suited to the event.

What to Send
The aim of this interdisciplinary conference and collaborative networking event is to bring together academics, professionals, practitioners, NGO’s, voluntary sector workers, in the context of a variety of formats: papers, seminars, workshops, panels, q&a’s, etc.

300 word reviews of your proposed contribution (paper abstracts, proposals for workshops, collaborative works or round tables, overviews of artistic projects or any other relevant forms of participation you are interested in) should be submitted by Friday, 11 May 2018.

All submissions will be minimally double reviewed, under anonymous (blind) conditions, by a global panel drawn from members of the Project Advisory 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, 25 May 2018.

If your submission is accepted for the conference, a full draft of your contribution should be submitted by Friday, 7 September 2018.

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: Storytelling and Trauma Submission

Where to Send
Abstracts should be submitted simultaneously to the Organising Chair and the Project Administrator:

Organising Chair: Cristina Santos: cristina@progressiveconnexions.net

Project Administrator: budapeststory@progressiveconnexions.net

Ethos
Progressive Connexions believes it is a mark of personal courtesy and professional respect to your colleagues that all delegates should attend for the full duration of the meeting. If you are unable to make this commitment, please do not submit an abstract or proposal for presentation.

Please note: Progressive Connexions is a not-for-profit network and we are not in a position to be able to assist with conference travel or subsistence, nor can we offer discounts off published rates and fees.

Enquiries: budapeststory@progressiveconnexions.net

For further details and information please visit the conference website: http://www.progressiveconnexions.net/interdisciplinary-projects/health-and-illness/storytelling-and-trauma/conference/

CFP – Home in Children’s and Young Adult Literature From the Alpl to the WWW

Call for Papers
Home in Children’s and Young Adult Literature: From the Alpl to the WWW
Conference venue: PH Steiermark / University College of Teacher Education Styria, Aula, Hasnerplatz 12, 8010 Graz
Conference date: Friday, November 23, from 14:00, to Saturday, November 24, 2018, 18:00

Home has always played an ambivalent part in children’s and young adult literature. In adventure stories, home can be a starting point and destination for a journey towards maturity and independence or a place to which young protagonists have to flee in order to make themselves a new home. In the English language, “home” is both a term to describe a location in which one feels “at home,” as well as the place from which one originates, whereas in the German language, the term “Heimat” has been subjected to racist and nationalist discourses that persist despite more recent attempts at reclaiming the concept.

In 2018, we commemorate the anniversaries of both birth and death of Austrian writer Peter Rosegger (1843-1918), whose work, set around the idyllic mountainous Alpl area of Styria, lends itself ideally for an analysis of the ideological connotations of the concept of home. Various positions can be found in and towards his work: a critical perceptiveness, a rejection of violence, a failure to distance himself from antisemitism, a rejection by the German nationals, and a posthumous appropriation by the national socialists. These coexisting discourses lend themselves for a critical analysis, as regards both Rosegger’s work for children and its role in learning contexts.

At this conference, we will set these critical results side by side with analyses of more recent texts for young readers that focus on constructions of home: realistic representations of topographical and social spaces that depict an oftentimes problematic home, the traumatic loss and imaginary recreation of old homes, or the difficulties of arriving and finding one’s place. While heroes and heroines of postapocalyptic dystopias create new homes to escape from oppressive regimes, fantasy protagonists fight dark powers that threaten the preindustrial landscapes they inhabit, and futuristic settings demonstrate how technology allows young people to build homes in virtual realities.

In order to analyse these and other facets of home in children’s and young adult literature and multimodal narratives, we would like to invite experts from the fields of children’s literature, history, cultural studies and literature education to submit proposals for 20-minute presentation or a poster.

Please submit 300-500 word abstracts for your presentation or poster in German or English by May 7, 2018. Please include a short bio of max. 100 words. Address both to oegkjlf@univie.ac.at with the subject line “Home conference 2018.” We will be in touch in early June; the programme will be made available towards the end of June 2018.

Organisers: German Academy of Literature for Children and Young Readers (Volkach, Germany), Department for Children’s and Young Adult Literature Research at the Goethe-University (Frankfurt/Main, Germany), KiJuLit-Centre for Research and Teaching of Children’s and Young Adult Literature at the PH Steiermark (Graz, Austria), and the Austrian Association for Research into Children’s and Young Adult Literature (Vienna, Austria)

Partners: Austrian Forum for Teaching Literature (Vienna, Austria)

CFP – Children, Youth, and International Television

This is a call for submissions to a collection critically examining children in international (i.e. non-American) television. Programs may include those targeted to children, or those targeted to adults but prominently featuring children. We invite submissions on programs from Canada, the UK, Continental Europe, Australasia, Africa, Asia, Central and South America, and the Middle East. These chapters will explore how international television has been a significant conduit for the public consumption of changing ideas about children and childhood, and will connect relevant events, attitudes, or anxieties within their respective countries of origin to an analysis of children or childhood in international programs. This volume will function as a companion to our collection Children, Youth, and American Television (Routledge, forthcoming). We welcome submissions from a range of disciplines and theoretical perspectives, including television studies, cultural studies, childhood studies, critical race studies, gender studies, sociology, and social history.

Please submit a 500 word abstract, current contact information along with a brief biography as attachments in Word to both Debbie Olson at debbieo@okstate.edu and Adrian Schober at beatles9@optusnet.com.au by 30 April 2018. The deadline for finished essays (which should not exceed 8,000 words, inclusive of references, using Chicago notes style) is 30 November 2018.

Debbie Olson has a PhD in English: Screen Studies from Oklahoma State University and is Assistant Professor of English at Missouri Valley College. She is the author of Black Children in Hollywood Cinema and has edited or co-edited several collections on children and media, including The Child in World Cinema (2018), Children in the Films of Steven Spielberg (2016), The Child in Post-Apocalyptic Cinema (2015) and Children, Youth, and American Television (Routledge, forthcoming). She is the founder/editor-in-chief of Red Feather: An International Journal of Children in Popular Culture and Series Editor for Lexington’s Children and Youth in Popular Culture Series.

Adrian Schober, who has a PhD in English from Monash University, Australia, has published widely on the child figure in cinema and literature. He is the author of Possessed Child Narratives in Literature and Film: Contrary States (Palgrave Macmillan, 2004) and co-editor (with Debbie Olson) of Children in the Films of Steven Spielberg (Lexington Books, 2016) and Children, Youth, and American Television (Routledge, forthcoming). He is also Senior Editor on the board of Red Feather: An International Journal of Children in Popular Culture and is on the advisory board for Lexington Books’ Children and Youth in Popular Culture Series.

Contact Info:
Debbie Olson, debbieo@okstate.edu
Adrian Schober, beatles9@optusnet.com.au

CFP – 2019 SHCY Conference: Encounters and Exchanges

SHCY 2019 Conference CFP: 26-28 June, Australian Catholic University, Sydney, Australia
Conference Theme: “Encounters and Exchanges”
Proposal Submission Deadline: Wednesday, 30 May 2018

The Society for the History of Children and Youth invites proposals for panels, roundtables, workshops or papers that explore histories of children and youth from any place and in any era. We particularly encourage proposals for complete sessions, rather than individual papers, and we are particularly interested in proposals which explore a theme or idea across diverse chronological or geographical settings. We also strongly encourage panels, workshops and roundtables which propose innovative presentation styles, particularly those which show that they will promote discussion and interactive exchanges of ideas.

We also invite all proposals to consider how their work might build on the 2019 conference theme: “Encounters and Exchanges.” The theme invites reflection on the many ways in which relational interactions shape the experience and understandings of childhood and youth. Given the conference’s location, proposals might consider the significance of geography, nation, culture or place, but they could also conceptualise the theme more broadly. How do we understand personal relationships with parents, siblings and friends? How do states, schools and religious institutions interact with children and young people? How do larger forces like colonialism and empire shape the opportunities for encounters and exchanges between children across time and place? How do we encounter our own memories of childhood? How do particular theoretical frameworks or interdisciplinary studies invite deeper exploration of the conference theme?

Proposals which consider the potential of scholars of children and youth to make impactful exchanges beyond academia are also encouraged. What role can history play in developing government policy? How have/do historical experts approach the court room? What is the future of digital history, and other innovations which seek to present history in new ways and make it accessible to wider audiences? How can academic studies impact the school classroom—and vice versa? How do we write children and youth into national histories? How does history place itself in conversation with art, film and literature? What are the other exchanges and encounters you see as critical for the future of the history of children and youth?

The SHCY 2019 biannual international conference is especially focused on enabling the participation of people from across the globe, and is therefore mindful of keeping the conference costs very modest. Australian Catholic University is supporting the conference by funding some travel bursaries to assist students undertaking research degrees to attend the conference. These will be awarded based on merit and need. Please see the submission guidelines for further details.

Submission Guidelines

We will give priority to submissions of complete sessions (panels, workshops, roundtables etc.), and we encourage sessions with diverse national representation. Individual papers will also be considered, but we urge you to recruit members for complete sessions and to make use of the many networks in the history of childhood and youth, for example, H-Childhood.

Sessions will last approximately 90 minutes and, in line with the conference theme, “Encounters and Exchanges”, we particularly encourage ample discussion time. As a minimum, fifteen minutes should be reserved for audience discussion. In lieu of formal discussants, the Program Committee suggests that complete panel session organizers identify Chairs who can facilitate engagement with the session audience.

Complete Session Proposals:

In order to be considered for the program, proposals must be received no later than Wednesday, 30 May, 2018. They should include the following information:

1. Session title and 100-word session summary
2. The session organizer’s name, department, institution, address, and e-mail address
3. The following information for all participants:
–Names and roles (eg. paper-presenter and/or Chair)
–department and institution
–address and e-mail address
4. 250-word abstract for each paper (or summary of each presenter’s contribution where the session is not structured around formal individual papers)
5. 1 page CV for each participant
6. Clearly identify any participants who wish to be considered for a student travel bursary, and for those people also supply:
–The title the degree you are completing
–The institution where you are enrolled
–Any other funds available to support your conference attendance (e.g. from your institution or other travel scholarships)
–An estimate of the cost of airfares between your home city and Sydney.
7. Please state what, if any, audio-visual technology will be required for your session.

Individual Paper Proposals:

In order to be considered for the program, individual paper proposals must be received no later than Wednesday, 30 May, 2018. They should include the following information:

1. Name of presenter, institutional affiliation, address and email.
2. Title of individual paper
3. 250-word abstract of paper
4. 1 page CV for presenter
5. Clearly identify if you wish to be considered for a student travel bursary, and if so supply:
–The title the degree you are completing
–The institution where you are enrolled
–Any other funds available to support your conference attendance (e.g. from your institution or other travel scholarships)
–An estimate of the cost of airfares between your home city and Sydney.
5. Please state what, if any, audio-visual technology will be required for your paper.

Proposals should be gathered into one MS Word document and sent as an email attachment to SHCYconference@acu.edu.au.

The Program Committee will finalize decisions no later than Wednesday, 15 August 2018 – at which time we will notify the delegates. The program schedule will be available in early 2019.

Direct queries to the Co-chairs of the program committee:
Shurlee Swain shurlee.swain@acu.edu.au
Nell Musgrove nell.musgrove@acu.edu.au
Tamara Myers tam410@lehigh.edu
Kristine Moruzi kristine.moruzi@deakin.edu.au