CFP: “Nevertheless, she persisted”: Girls, Literature for Girls, and the Politics of Persistence Studies

Special issue of Women’s Studies

In 2017, Mitch McConnell explained his silencing of Senator Elizabeth Warren by stating, “She had appeared to violate the rule. She was warned. She was given an explanation. Nevertheless, she persisted.”

“Nevertheless, she persisted” has become a feminist rallying cry, but literary girls have been expected to be persistent long before McConnell made this phrase famous. Indeed, persistence has been applied to innumerable heroines of girls’ literature, from Jo March to Anne Shirley, Cassie Logan, Starr Carter, and Katniss Everdeen. Characters such as these persevere in the face of hardship and oppression, accomplishing the impossible while challenging familial and societal norms. In so doing, they have created a specific narrative for readers: if a girl character persists, she can do anything, and thus, so can real life girls.

This special issue of Women’s Studies examines persistence in girls’ literature by questioning the narrative that girls are expected to persist. Are girls ever allowed to give up?  What emotional labour is associated with persistence? We seek papers from a global audience of scholars that draw on current Girlhood Studies and children’s literature scholarship to examine the ongoing theme of girlhood persistence. Topics may include:

  • girls’ persistence in lesser-known texts
  • persistence by Othered protagonists (including racialized girlhoods, sexualized girlhoods, trans or fluid girlhoods, and/or girls with disabilities)
  • the context of real-life girl readers and real-life girl writers
  • historical contextualization of persistent girls in children’s or young adult literature
  • persistent girls and political movements, such as civil rights, climate change, gender equity, LGBTQ2S+ rights, and disability rights among others
  • biographies of persistent girlhoods

Deadlines: Please submit abstracts of 500 words and a brief biography by June 1, 2021 to Amanda Allen (aallen36@emich.edu) and Miranda Green-Barteet (mgreenb6@uwo.ca). Articles of 6,500 words will be due on Nov. 1, 2021. This special issue of Women’s Studies is slated for publication in late-2022.

 

Book in Honour of June Cummins: “All-of-a-Kind”

Admired for her scholarship, mentorship and friendship, the collection of essays—and a poem by Katie Strode—assembled in June’s honour demonstrates how much she was loved, and how much she is missed. Based on a series of memorial talks organized by Joseph T. Thomas Jr.  at San Diego State University in the spring of 2019 (a little more than a year after June’s death at fifty-four from ALS in February 2018), the book also contains one of June’s lively, astute essays on Sydney Taylor’s All-of-a-Kind books. With its inspiriting cover art by Barbara Henry, All of a Kind: Remembering June Cummins keeps June present in our minds and hearts.

All-of-a-Kind: Remembering June Cummins, edited by Michael Joseph, Joseph T. Thomas, Jr. and Lissa Paul is now available on Amazon.

https://www.amazon.com/All-Kind-Remembering-June-Cummins/dp/B08KSDRD2K/ref=sr_1_1?dchild=1&keywords=june+cummins&qid=1602538567&sr=8-1

CFP Extended: International #YouthMediaLife 2021 Conference

March 29 – April 1, 2021
University of Vienna
Confirmed keynote speakers:
Susanne Baumgartner, Amsterdam University, The Netherlands
Rodney Jones, University of Reading, UK
Axel Krommer, University Erlangen-Nürnberg, Germany
Dafna Lemish, Rutgers, The State University of New Jersey, USA

In mediatised cultures, people are engaged in increasingly complex networks of digital and ana­logue media practices through which they construct, experience, and share their lifeworlds. In the interdisciplinary research platform #YouthMediaLife at the University of Vienna, scholars have been engaged with such mediatised lifeworlds, specifically of young people, since May 2018. #YouthMediaLife 2021 invites international experts from various fields to share their research and perspectives on young people’s mediatised lifeworlds.

The three-day conference at the University of Vienna has at its heart questions about young peo­ple’s communicative and media practices in a variety of contexts. This brings questions such as the following to the fore: What are the roles which mediated narratives play in establishing and managing young people’s social connections? How are identities (co-)constructed in and through social media? How can media practices contribute to the appropriation of knowledge and skills which are crucial for the formation of young people’s lifeworlds? How are mediality and specific media practices perceived and evaluated, and how do such media ideologies feed back on media practices? How are media and narratives connected to and determined by technological, discur­sive and psychological factors and how do these factors in turn shape young people’s lifeworlds? How do technology and technological change shape story-telling practices? What are the ethical challenges and the socio-political and power aspects in these contexts?

A better understanding of digital change in young people’s lifeworlds requires a productive com­bination of disciplinary and interdisciplinary work that helps us all make sense of some of the de­velopments we observe. We invite abstracts for papers on any of the following topics:

Communicative Action and Media Practices:

 

  • Communicative structures of media practices;
  • Analogue and digital co-dependencies;
  • Intergenerational issues in media use;
  • Economising our needs via the media;
  • Audience expectations towards (news) media;
  • (De-)mediatisation strategies;
  • Multilingualism and translanguaging;
  • English as a global media language.

Individual and Community:

  • Issues of identity formation;
  • Migrant communities and media practices;
  • Artificial intelligence and young people;
  • The digital and the body;
  • Media perception;
  • Perception of the body in space;
  • Forms of medial communitarisation.

Research Practices:

  • New Methods for researching media practices;
  • Field access and spatio-temporal structures of the field;
  • Practical and legal questions surrounding social media research.

Politics, Ideologies, and Ethics:

  • The ethics involved in media use;
  • Perception of, and discourses about, mediality and specific media practices;
  • Metrics and algorithms;
  • Ethical considerations of technology shaping identity;
  • Digital technologies and “the good life”;
  • The aesthetics of reception and production;
  • Cultural pessimism, digital determinism and other perspectives of technology and culture;
  • Power inequalities, hegemonies and democratisation processes.

Education and Personal Development:

  • Multilingualism, multiliteracies. and multmodalities;
  • “Englishisation” and (language) learning;
  • Learning through gamification;
  • Self-tracking and life-logging;
  • The implications of media change for education and personality development.

We invite abstracts for the following presentation formats:

  • Posters to be presented in dedicated poster sessions (200 words maximum);
  • Individual papers (20 minute speaking time + 10 minutes for discussion, 350 words maximum);
  • Organised panels/symposia of up to 90 minutes in total (350 words maximum for the frame abstract and 200 words maximum for each individual contribution; 3-5 contributions).

Deadline for abstracts: August 15, 2020
You will be notified of acceptance/rejection by October 30, 2020.

For submissions, please use this form. 

CFP: Detskie chtenia (Children’s Readings: Studies in Children’s Literature)

Issue no. 18 of the journal Detskie chtenia (Children’s Readings: Studies in Children’s Literature).
Detskie chtenia no. 18 is to be devoted to the study of poetry for children. The research focus will be the issues associated with the dynamics of the semantics and pragmatics of poetry for children:

  • How has the content of poetry addressed to children changed over time?
  • How have poets resolved aesthetic and educational issues?
  • What freedoms did children’s poets have, and what limitations did addressing children impose on their work?
  • What requirements for children’s poetry were put forward by pedagogues, and how did poets obey or evade these requirements?
  • What place and role does poetry for children have in the national history of literature and in intercultural dialogue?
  • In the oeuvre of a given author, how does the poetics of poetry for children differ from that of poetry intended for an adult audience?
  • How is adult poetry used in a children’s audience?

We propose reflecting on the following topics:

  • the development of children’s poetry and changes in literary styles;
  • genre and thematic preferences of poets who write for children;
  • children’s poetry in the service of ideology;
  • the historical poetics of poetry for children;
  • the rhythm, meter, and stanza structure of poetry for children;
  • linguistic aspects of the analysis of children’s verse;
  • translations of foreign language poetry for children;
  • discussions of verse for children in the history of Russian and foreign pedagogical and literary criticism;
  • the typology of the creative trajectories of children’s poets;
  • poetry genres for children, and the evolution thereof;
  • applied poetry for children: calendar poems, the poetry of children’s matinees, etc.;
  • the poetry-writing by children.

We invite you to participate, and ask that you please inform colleagues who may be interested in these issues.
In addition to articles on the issues listed above, we also welcome the submission of materials to the journal’s “Reviews” and “Conferences” sections.

To visit the magazine’s website, please click here.

For information on the formatting requirements for articles, please click here.

Article length: up to 8 000 words
The deadline to submit articles is August 1, 2020.
The final version of the article, after passing a double review, should be submitted by October 1.
The issue will come out in December 2020.
Please submit articles proposed for publication to the editorial board’s e-mail address:
detskie.chtenia@gmail.com
We invite you to contribute.

CFP: Children’s Literature and Bildung Processes in the Age of Digitalization and Political Concern

Children’s Literature and Bildung Processes  in the Age of Digitalization and Political Concern

Nordic Journal of Childlit Aesthetics is an international open access journal. The aim of the journal is to develop cross-disciplinary discussions on children’s literature and its interaction with other art forms.

We are currently inviting contributions to a discussion on bildung processes.

This recurring research subject connects to changing views on the complex nature of the functions and aesthetics of literature for children and young adults. A renewed focus on bildung is called for by a multitude of new impulses, mainly the digital media development and recent demands on a political literary agenda.

Digitalization’s immense influence on children’s literature is visible in the increased visual and digital text forms with various demands on reader participation. Examples of the political agenda range from an outspoken critique of the lack of multicultural representation in children’s literature to ecocritical literary theory, which has recently inspired a vast number of literary analyses. The political trend is institutionalized at the governmental level in the white paper The Power of Culture Meld. St. 8 (2018–2019) Report to the Storting (Norwegian Parliament), which states that art and culture for children are expected to provide cultural formation and prepare children for participation in democratic, social and economic processes. Still, the value of children’s literature is measured through its aesthetic quality.

How do these mixed expectations influence the current understanding of what children’s literature should be and do? How are aesthetical, digital, ethical and political issues negotiated within the texts that they are constituted by?

Nordic Journal of Childlit Aesthetics are seeking articles on the following topics:

  • What tools characterize children’s literature in different media, and how do they affect the reader?
  • How and to what degree do bildung processes define children’s literature? What constitutes the bildung processes today? How do literary bildung structures relate to contemporary trends?
  • Whose experiences are presented in children’s literature? How? Who has a voice? How is reader and author identity formed? How do the identity processes relate to bildung processes?
  • (How) is the idea of literature’s bildung processes compatible with aesthetic quality and artistic freedom?

Articles exploring related topics may also be of interest.

Submit your article or your idea for an article as an email attachment to redaksjonblft@gmail.com by 1 May 2020.

Do not include any contact information in the article itself. Please send the title of the article and a brief presentation of the author in a separate file.

Nordic Journal of Childlit Aesthetics accepts articles in Norwegian, Danish, Swedish and English. The journal uses double-blind review and publishes articles continuously. The journal is designated scientific level 1 in NSD.

For more information, see https://www.idunn.no/blft?languageId=2#/authors

 

Editorial Assistant International Research in Children’s Literature (IRCL).

Editorial Assistant International Research in Children’s Literature (IRCL).

The International Research Society for Children’s Literature (IRSCL: http://www.irscl.com/) is seeking to appoint an assistant to the Senior Editor of the Society’s journal: (https://www.euppublishing.com/loi/ircl ). The unpaid position provides excellent opportunities to develop knowledge of the field, working alongside established scholars, learning the skills required in journal publishing and developing networks. IRCL is in the process of adopting an online submission system which will handle most of the tasks currently undertaken by the Editorial Assistant creating opportunities for involvement in the editorial process. There will be a period of 2 to 3 months working alongside the current Editorial Assistant, learning the duties and becoming familiar with the new system. While the work is not onerous or time-consuming (it currently takes the equivalent of one hour a day), it is vital to the successful running of the journal.

Primary duties (to be revised with the Senior editor after the online system is in place):

  • Receiving and acknowledging articles submitted to IRCL
  • Keeping track of correspondence from contributors and would-be contributors
  • Assisting the Senior Editor in selecting articles for publication
  • Conveying decisions to authors
  • Contacting peer reviewers and tracking the review process
  • Sending digested readers’ reports to authors
  • Keeping records on the submission-acceptance process.

Other duties:

  • Performing other tasks related to the journal which may come up from time to time
  • Working with the editorial team to ensure that articles and book reviews are published in a timely fashion
  • Helping to enlarge the readership and enhance the journal’s profile

Minimum academic qualification: MA in a relevant subject

Anyone interested in this position is invited to contact IRSCL President Evelyn Arizpe at evelyn.arizpe@glasgow.ac.uk to express interest or seek further information.

Closing date: 16 March, 2020

CFP: Female Creations in Literary and Intercultural Education

Overview
The II CICELI faces the challenge of studying and making visible the creativity of women in formal, non-formal and informal education. Therefore, it focuses on the study of poets, playwrights or narrators whose work is included or can be included in the curricula of schools, high schools and universities, both in literature subjects as in others where the reading is presented transversally. Proposals addressing female filmmakers and artists are also accepted, as well as research on fictional characters through a gender studies approach, all of which should be relevant to either compulsory schooling, higher education or educational experiences outside of regulated models. Within these themes, there is room for comparative studies or research measuring the presence of female authors and artists in literary or intercultural education in any territory, not forgetting the pedagogical impact of didactic materials, textbooks or other creative publications, such as illustrated albums or animation productions, aimed at a growing, heterogeneous audience immersed in a process of constant learning. The meeting is aligned with the principles of the 2030 Agenda for Sustainable Development (UN), specifically with the Sustainable Development Goals belonging to the ‘people’ axis (SDGs 1-5), making “leave no one behind” our motto. Finally, we celebrate the thirtieth anniversary of Historia de una maestra (1990) with the opening of a topic dedicated to its author, Josefina Aldecoa (1926-2011), and including a performance, within the framework of the congress, of theatrical adaptation of this novel by Paula Llorens.
Keynotes
CICELI schedules plenary lectures by internationally renowned personalities such as Emmanuel Le Vagueresse (Université de Reims-Champagne Ardenne, France), Juan de Dios Villanueva Roa (Universidad de Granada, Spain), Genoveva Ponce Naranjo (Universidad Nacional de Chimborazo, Ecuador) o Teresa Fernández-Ulloa (University of California, Bakersfield, United States).
Women writers, illustrators, playwrights and actresses will be invited, including Mar Benegas, Rocío Araya or Paula Llorens. Furthermore, the novelist and scholar Inma Chacón has also confirmed her participation.
Suggested Topics
Researchers are invited to send proposals for presentations, posters and panels related to the Sustainable Development Goals 1-5 (‘people’ axis) in research or in teaching and related to the following topics:

  1. Literary genres and the development of literacy, intercultural or ecological competence from children’s to higher education, in formal or non-formal contexts.
  2. The role of the arts and literature in the promotion of educational co-education and equity or inclusion (cinema, TV series, transmedia narrative, comic, painting, sculpture…).
  3. Research on female writers and illustrators of children’s and youth literature.
  4. Equality between men and women in illustrated albums or animation productions.
  5. Studies on female protagonists or fictional characters that promote equality or that represent diversity in all its richness and complexity.
  6. Didactic proposals or experiences based on work created by women or other individuals marginalized because of disability, sexuality, race, religion, etc., from all time periods and areas.
  7. Environmental humanities and educational applications of ecocriticism and ecofeminism.
  8. Education as a literary, artistic or filmic topic from a social justice perspective.
  9. Comparative studies on equality, equity or social justice in the curriculum, in textbooks or other didactic materials.
  10. Female teachers, professors and researchers as creators of educational experiences (for children or young adults and in adult education).
  11. Approaches to the figure and work of Josefina Aldecoa.

Proposal Requirements and Deadline
Please submit the title and abstract of your proposal (around 250 words), and a short biography (one paragraph) through this online platform before March 8th, 2020. Acceptance will be notified two weeks after the deadline.

English, Spanish and Catalan are accepted languages for in-person presentations; in the case of special panels, posters and virtual presentations (*), all official EU languages are accepted. Please find more information on our website. Should you have any doubts, enquiries may be sent to ciceli@uv.es.

(*) The possibility of virtual participation is open: send now the title and summary of your contribution and specify your virtual or face-to-face participation once your proposal is accepted.

For more information about the conference and CFP, please visit www.ciceli.es.

CFP: Children’s Art in Times of Crisis

Editors: Monica Eileen Patterson (Carleton University) and Hannah Dyer (Brock University).

This special issue of Global Studies of Childhood focuses on children’s art and its relation to social crises. Child Studies scholars, psychologists, educators, clinicians, and curators have long held that making art helps children process and socialize difficult experience. This special issue explores the affective, aesthetic, emotional, social, and political processes involved in the making and sharing of art, placing emphasis on the potential for art to offer insight into the circumstances, consequences, and urgencies of crisis. We aim to bring together articles that address children’s use of art to process, symbolize, and communicate their experiences and histories of migration, war, surveillance, social crises, political turmoil, and survival. David Marshall has written extensively about the relationship between trauma, aesthetic expression, and politics in Palestine. For Ruth Nicole Brown, “the desire to play with movement, sound, images, and words against the assumable or knowable figure of the Black girl is very much a part of her creative process”. Glynis Clacherty and Diane Welvering’s “The Suitcase Project” has used art therapy and storytelling to offer psychosocial support to refugee children in South Africa. In Lives Turned Upside Down: Homeless Children in Their Own Words and Photographs, Jim Hubbard archives images made by children ages nine to twelve, that reflect their experiences with homelessness and life in shelters. Taken together, this body of work demonstrates the power of arts-based approaches to working with children. Children’s art has been mobilized by a range of actors as testimony to racism, war, apartheid, abuse, resilience, and optimism, and when taken seriously, raises inquiry into its meaning, narrative, and interpretation.

We aim to solicit an interdisciplinary collection of articles produced from a range of fields that share an investment in bridging child studies, art/aesthetics, politics, and pedagogy. Children’s art harnesses considerable affective power and as a result is and has been historically mobilized and reproduced by non-profit and political organizations for fundraising purposes, PR maneuvers, and neo-liberal campaigns. Its affective capacities, though, can also galvanize its audiences towards new ethical feelings about and responses to injustice. In asking how making, curating, and witnessing children’s art helps to register children’s agency, we seek articles that open up new lines of inquiry for child studies. Because, as Robin Bernstein, Julian Gill-Peterson, Erica Meiners, Rebekah Sheldon, and Kathryn Bond Stockton have rightly shown, discourses of innocence can impact children’s subject formation, making art can remind others of their complexity. The editors encourage the submission of work that engages childhood in relation to race, citizenship, disability, ethnicity, gender, sexuality, and class.

Keywords and key topics:

  • Drawing, sculpture, painting, comics, crafts, and photography
  • Bio-politics and war, carceral states, and surveillance
  • Colonialism, genocide, and imperialism
  • Climate change and environmental disaster
  • Race, racism, and racialization
  • Homophobia or trans-exclusions
  • Internment and detention
  • Migration and border-crossing
  • Galleries, museums, bedrooms, kitchens, classrooms, and community centres

We welcome submissions adjacent (but not limited to) the following questions:

  • What new affective, epistemological, and political frameworks emerge out of children’s art during/after political crises? What new knowledge and insight might be gained by attending carefully to children’s art that responds to crises?
  • How is children’s art interpreted and received by those around them? How and for whom is it produced? How has it been mobilized for particular interests and agendas? How can it best be engaged and understood?
  • How is violence (material and symbolic) expressed in and understood through children’s art?
  • How does making art allow children to disrupt ahistorical and universalizing definitions of childhood?
  • What is the power of children’s art as a form of witness to the impact of injustice that demands or evokes affective response in its viewers?
  • How do children not interpolated by normative developmental theory express their needs and desires through art?

Expressions of interest:
Please email an abstract of 500-800 words (including key references) and a short bio of each author to guest editors by February 1, 2020 at artintimesofcrisis@gmail.com.

Timeline:
Invitations to submit full papers will be sent by February 28, 2020
Deadline for full papers of no more than 6000 words: June 20, 2020
Review process and revision: July 15-October 30, 2020
Deadline for final manuscripts: November 15, 2020
Anticipated publication date for the Special Issue: mid January 2021

Download the detailed CFP here.

CFP: Politics, Society, and the Economy: The Past and Today

The Childhood and Youth Network of the Social Science History Association invites you to participate in their annual meeting by submitting a session proposal or paper to the Childhood and Youth Network of the SSHA. The conference will take place in Washington, DC between November 19-22, 2020, at the Hyatt Regency Washington on Capitol Hill, only steps from the U.S. Capitol and a short walk from the Smithsonian Museums. For more information on the conference, please see the SSHA website. The deadline for full panel or individual paper proposals is February 16, 2020.

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 2020 conference is “Politics, Society, and the Economy: The Past and Today” 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 as political agents
  • Youth activism
  • Ideologies of childhood
  • Child migrants and refugees in literature and film
  • Childhood and the environment
  • Children’s literature of atrocity
  • Archive stories and questions of silence
  • Children on the move
  • The politics of schooling
  • Children as political subjects
  • Teaching childhood and youth
  • Toys, play, and material culture
  • Child policies in the United States
  • Children, youth and political movements

Proposals can be submitted by means of a web conference management system at http://ssha2020.ssha.org/. 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:
Elizabeth Dillenburg: eadillenburg@gmail.com
Mateusz Świetlicki: mateusz.swietlicki@uwr.edu.pl
Kristine Alexander: kristine.alexander@uleth.ca
Brigitte Søland: soland.1@osu.edu

For full details, download the CFP.

CFP – Children, Youth and Performance Conference

The Children, Youth, and Performance Conference is accepting proposals for our third annual conference, held at the Young People’s Theatre in partnership with York University. The conference will take place in Toronto, Canada on June 6th and 7th, 2020.

This peer-reviewed conference is an exchange of knowledge between researchers, performers, educators, practitioners and community organizers, from across the country and abroad, putting performance research to work and examining its affects on the lives of young people. Through a range of informative and interactive sessions, participants discuss the future applications and implications of performance work with, by, for, and about children and youth.

Our conference is open to a variety of presentation topics and styles focusing on Children, Youth, and Performance. The Young People’s Theatre has focused their 2019-2020 season on the seven ancestral teachings rooted deep within Anishinaabek culture (respect, humility, bravery, honesty, love, wisdom and truth), and we welcome proposals that touch on these teachings, as well as ways of incorporating and discussing indigeneity and decolonization in our field. We invite presenters from a variety of disciplines and sectors, including, but not limited to child and youth studies, performing arts, indigenous studies, social sciences, humanities, education, human rights, and public policy. Following the conference, accepted presenters will be invited to submit articles for a peer-reviewed, open-access special issue of the LEARNing Landscapes journal, focusing on the conference themes.

Proposals
We welcome proposals based on cutting-edge research, theories, and practices which focus on any of these five themes:
1. Youth Performance for Social and Environmental Justice
2. Performative Research Methods
3. Innovations in Experiential and/or Digital Drama
4. Power and Privilege in Children’s Theatre
5. Drama, Health, and Wellness

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 (10-15 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.

Interactive 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 (25 or 45 minutes, depending on panel size): We welcome panel proposals of three or more participants, showcasing initiatives and projects relevant to one of the above conference themes. 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): We welcome short performances, derived from research projects or advocacy initiatives, addressing one of the conference themes. Within the allotted timeframe, each presentation should include a short performance (such as a monologue or scene) followed by a brief talk-back. We strongly encourage proposals that include child and youth presenters. All presentations of this type must fit within the allotted timeframe (including all required set-up and/or take-down). Performances should be flexible for a variety of potential spaces (such as a classroom or studio) and should indicate specific resource needs (chairs, music stands, etc.).

How to Submit Proposals
Your proposal should be submitted as a 1-2 page word document, including a succinct presentation title (10 words max.), all presenter name(s), affiliations, contact information, and bio(s) (100 words max. for each bio), the appropriate conference theme, the presentation format (workshop, panel etc.), and a presentation summary (300 words max.). Proposals must be sent directly to Abigail Shabtay, Conference Chair, at ashabtay@yorku.ca no later than January 10th, 2020. Those who require early acceptance for travel / funding applications should submit proposals by December 20th, 2019. Inquiries about facilities/accessibility can be directed to Karen Gilodo, Associate Artistic Director of the Young People’s Theatre, at kgilodo@youngpeoplestheatre.ca. Accepted presenters must register and confirm attendance by the registration deadline to be included in the program schedule (registration details will follow letters of acceptance).

About Young People’s Theatre
YOUNG PEOPLE’S THEATRE (YPT) is the oldest professional theatre company in Toronto and is a national producer and presenter of theatre for young audiences – the first and largest of its kind in Canada. Over the past 54 years YPT has staged many of the most important plays that form the canon of work for youth in our country, as well as providing enriched learning experiences and opportunities for young people, as part of YPT’s Education & Participation Department.