CFP – Climate Change in Children’s and Young Adult Fiction (MLA 2019)

Children’s Literature Association non-guaranteed session on children’s and young adult climate fiction (“cli-fi”)
Modern Language Association Conference
Chicago, 3-6 January 2019

Often abbreviated as “cli-fi,” climate fiction is a new—and booming—genre of Anglophone literature that addresses and thus compels its readers to think about anthropogenic climate change. Recent work by Adam Trexler, Amitav Ghosh, and others has ignited a lively conversation in environmental literary studies about the genre—especially cli-fi novels, which dominate it. Although more and more cli-fi novels are written for young audiences (including some of the genre’s better-known titles, like Paolo Bacigalupi’s Ship Breaker [2010]),environmental literary critics have not yet devoted sustained attention to children’s and YA cli-fi.

Given the growing number and popularity of children’s/YA climate novels, the time is ripe to analyze this significant subgenre of environmental literature.

We consequently invite proposals for presentations on children’s and/or YA cli-fi, especially those which help identify dominant characteristics of the genre, account for its emergence, analyze its significance, and outline areas of further research.

Possible topics include, but are certainly not limited to:

  • Children’s and YA cli-fi in the media
  • Children’s and YA cli-fi and climate change awareness/activism
  • Conventions and characteristics of the genre
  • Social and environmental justice in children’s and YA cli-fi
  • Corporate corruption in children’s and YA cli-fi
  • Depictions of altered geographies
  • Kinship/community in children’s and YA cli-fi
  • Resilience in children’s and YA cli-fi

Please submit a 500-word abstract and CV to Clare Echterling at by March 1, 2018.

CFP – Special Issue of IRCL: Curating National Histories

Paper Call for a Special Issue of IRCL: Curating National Histories

Canonical, national, classic: all these terms imply quality with regard to children’s literature, but too often these labels ignore the forces of privileging a dominant group’s work over all others. Because the reifying of children’s literature means longer shelf-life, sales, and interest, the public curation of a nation’s children’s literature matters. An increase in global migration (for both economic and political reasons), shifting international relationships, and isolationist and nationalist movements around the world suggest that now is a useful moment to focus on the question of the composition of national children’s literatures. How are such histories compiled, and who has a stake in the creation, promotion, and maintenance of the idea of a national history of children’s literature? What voices are left out? Are there ways that non-dominant groups can usefully intervene in the curation process ensuring that a national children’s literature represents the nation? Guest editors Dr. Lucy Pearson, Dr. Aishwarya Subramanian, and Professor Karen Sands-O’Connor invite abstracts for papers on the theme of the curation of national histories of children’s literature. We are particularly interested in papers that consider how or if non-majority groups within a nation find space/place within the national conversation about children’s literature, and how different stakeholders (publishing, education, award committees, museums and archives) play a role in the creation and marketing of alternative voices in the national children’s literature story.

Abstracts due: 1 March 2018; completed papers 1 September 2018, publication July 2019.

CFP – Inaugural Issue of Journal of Literary Education: Interdisciplinary Links between Children’s Literature and the Arts

Journal of Literary Education
Monographic Issue: Interdisciplinary Links between Children’s Literature and the Arts

The links between the different arts have always been very solid throughout history. The Renaissance Man is probably an archetype. Nevertheless, other examples like the tight relationship between artists during the avant-garde period show that the disconnection is very recent. This circumstance is probably related to the fact that arts have been included in scholarly studies, which has led to their specialisation. As a result, the different arts have been studied in isolated academic spaces without any relation among them. In addition, students have been very often deprived of seeing art as a whole. Many artistic manifestations have still included the interdisciplinary use of them as a main expressive resource. This is the case of opera, the so-called global art, but also cinema or animation are current examples of a combination of arts.

For specialised critics children’s literature has always been considered a privileged field of study since it includes many different indicators of artistic expression. Picture books are one of the most prominent ones, but then current multimedia devices have increased considerably the variety of supports, together with other resources linked to children’s literature that interact simultaneously.

The Journal of Literary Education will devote its first issue to this topic. Specific topics that we want to address include:

  • The relationship of music, fine arts and other kind of artistic expressions with children’s literature
  • Adaptations, intermediality, trans-mediality, cross-mediality
  • Animation and films for children and young adults
  • Opera, folktales and children’s literature
  • Fine arts and picture books
  • Ekphrasis in children’s books
  • New methodological approaches in the interdisciplinary use of arts in children’s literature

Should you prefer to deliver an article for the Miscellaneous section or Monopraphic section we recommend that you check our Author’s guidelines (

For submissions and further information, please visit our site:

The deadline for the first issue is 31 March 2018.

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 & 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 ( and Lydia Kokkola ( 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 – Fandom Spaces (MLA 2019)

Call for Papers
Modern Language Association Convention
Chicago, IL
January 3 – 6, 2019

Fandom Spaces

The history of fandom within children’s and young adult literature and media has grown exponentially in the last thirty years. The advent of the Internet created new avenues for fans to express their love for their favorite stories and characters as well as connect with other fans to discuss the pros and cons of certain elements of the plot.

From the fanzines that published Star Trek fanfiction in the late 60s and early 70s to the creation of web-based archives such as and, fanfiction has been a central facet of fandom from the beginning. The growth of fandom has resulted in a great number of new opportunities for writers, including Wattpad and Amazon’s Kindle Worlds publishing service. It could also be argued that fanfiction influenced the rise of eBooks in the 21st century due to the prevalence of online reading material.

The fandoms of media produced for children and young adults are vast. The Harry Potter fandom, for instance, has more than 781,000 fanfictions published on alone. Although a great deal of scholarship has looked at the Harry Potter fandom, much less has focused on LCYA as a whole or on the ways that fans interact with texts through videos, LARPing, or costume creation in addition to writing their own versions of the story.

This guaranteed panel session examines the multitude of spaces created by fandom within literature and other media for children and young adults. How and why do fans create spaces for expressing their own desires for the plot, characterization, and setting of their favorite stories? What happens when the lines between fan creations and authorial creations are blurred? What kind of influence do “viral” fanfictions and videos have on the rest of the fandom? What happens when a fan author crosses the line into plagiarism or gets their fanfiction published by changing the character names? What socio-cultural and historical connections can be made between fandom and the creation of literature for children and young adults?

Possible topics include but are not limited to:

  • fandom as a space for adults to enjoy “childish” things
  • racial diversity and fandom
  • dysfunctional or elitist fandom spaces
  • the history of fandom and fanfiction
  • social media as a fandom space
  • YouTube/Vine/Snapchat/Instagram creation of a visual fandom space
  • cosplaying and comic conventions
  • the politics of fanfiction websites; the rise of AO3
  • the spaces formed within texts by fandom creators
  • the blurring of fanon and canon
  • interactions between authors and fandoms
  • the trend of fanfiction being published as original fiction; the same trend with doujinshi in Japan helping aspiring manga-ka break into the market
  • the power of fandom over content creation; the power of authors over their fans

Send 500-word paper proposals by March 1, 2018 to Susan M. Strayer, Accepted panelists must become members of MLA by April 1, 2018.

CFP – Histories of Disadvantage: Meanings, Mechanisms, and Politics

We invite you to participate in the annual meeting of the Social Science History Association by submitting a session proposal or paper to the Childhood and Youth Network of the SSHA. The conference will take place in Phoenix on November 8-11, 2018. For more information on the conference as well as the general call for proposals, please see the SSHA website: The deadline for full panel or individual paper proposals is February 16, 2018.

The association particularly emphasizes interdisciplinary and transnational research, and the annual meeting provides a very supportive environment in which to present new work. The theme of the 2018 conference is “Histories of Disadvantage: Meanings, Mechanisms, and Politics” though papers on any other aspects of the history of children and childhood are also certainly welcome. Some possible topics include (but are not limited to):

  • Children, Youth, and Political Movements 

  • Youth Empowerment, Resistance, and Activism 

  • Children and Conflict 

  • Child Rights and Governance 

  • Indigenous Childhoods and Children 

  • Children and Globalization 

  • Child Migrants and Refugees 

  • Children and the Environment 

  • Children and the Media 

  • Turning Points in Childhood History 

  • Youth and Commodification 

  • Spaces of Childhood
  • Children and Familial Relationships
  • Child Labor
  • Institutions/Institutionalization of Childhood
  • Schooling and Education

We especially encourage complete panels, which should include at least 4 papers and presenters from more than one academic institution and discipline. Other formats, including roundtable discussions and book sessions, are also possible. Please do get in touch with the network chairs if you have an idea for a session but need help gathering presenters.

Proposals can be submitted by means of a web conference management system
 at If you haven’t used the system previously you will need to create an account, which is a very simple process. Graduate students presenting at the conference may apply for a travel grant from the SSHA (

If you have any questions, please contact the Children and Childhood network co-chairs:

Emily Bruce:
Elizabeth Dillenburg:
Mateusz Świetlicki:

CFP – Children in Space, Place and Time

Contemporary Childhood Conference
6 – 7 September 2018

Children in Space, Place and Time

The School of Education at the University of Strathclyde, Glasgow, is pleased to announce its third Contemporary Childhood Conference. The theme of the conference is: Children in Space, Place and Time.

Children exist in their own social worlds while inhabiting a range of spaces and places in and over time. The question of how they are situated in the world we inhabit together is an important one, significantly in how they are portrayed through the likes of history, art, architecture, literature, philosophy, education, law, health, geography and politics.

We invite proposals for academic papers/symposia from across disciplines and nations to address the conference theme. We welcome both empirical and conceptual papers.

Abstracts of up to 200 words should be submitted electronically by the deadline of Friday, 13 April 2018. Abstracts should also note the author, the author’s affiliated institution, the paper’s title and up to five key words. Invitations to present will be sent by May 23.

To upload your proposal, please go to:

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

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

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

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

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

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

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

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

Submissions in multiple formats are welcome, for example;

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

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


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

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

CFP – Slavic Worlds of Imagination 2: Borders of Tolerance

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

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

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

Download the application form and please send us your proposals by 1 May 2018:

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


Organizing Committee

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

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

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

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

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


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

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

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

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

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

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

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

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