CFP – Walking in Other Worlds: Fantastical Journeys of Children’s Agency

Call for Papers
Walking in Other Worlds: Fantastical Journeys of Children’s Agency
Editors: Ingrid E. Castro and Jessica Clark

We are seeking completed submissions for an edited volume that interrogates representations of child and youth agency in fantasy. Our collection Walking in Other Worlds: Fantastical Journeys of Children’s Agency explores child and youth agency in the context of fantasy popular cultural forms. These sources of analyses may include television, cartoons, films, novels, toys, comic books/graphic novels, advertising, storytelling/folklore, fashion, art, video games, etc. An academic publisher is connected to this project.

Representations of children’s agency in fantasy can be analyzed from a variety of grounding points. For example, chapters might consider the intersection of agency and:

  • Friendships/Dating
  • Family/Intergenerational Relations
  • Pets/Animals/Nature
  • Age/Time
  • Material Culture: Permanent/Impermanent
  • Gender/Race/Ethnicity/Class
  • Bodies/Sexuality/Disability
  • Religion/Spirituality
  • Education/Work
  • Innocence/Knowledge
  • Space/Place/Location
  • Genre/Era

(This list is by no means exhaustive and we are happy to consider any work which places representation of children’s agency in fantasy at its center).

We will be including chapters by authors from a variety of disciplines, nationalities, and viewpoints, reflecting the contemporary study of and with children and childhood. In their submissions, authors are expected to engage with both their own discipline’s work on children/youth/agency as well as the interdisciplinary Childhood Studies work on children/youth/agency.

All accepted chapters must be written by PhD holders, as per publisher stipulation. Please submit to: representationsofagency@gmail.com

Due date for submission of completed drafts: October 15, 2018

Jargon-free drafts should be 7,000-9,000 words in length, Times New Roman 12 font, double spaced, Chicago Style in-text references. Please use endnotes, not footnotes, for any additional information or useful commentary when necessary.

CFP – Health Care in Children’s Literature

Edited Collection Call for Papers
Health Care in Children’s Literature
Edited by Naomi Lesley, Sarah Hardstaff, and Abbye E. Meyer

Recently, issues of health insurance access and cost have been a dominant political issue in the United States. However, questions about health care (beyond insurance) have surfaced in children’s literature from many nations, for many decades. This edited collection will consider how children’s literature and media can enrich our understanding about health care from many perspectives, through consideration of international comparisons; historical change; disparities based on gender, race, disability, class, and age; and attention to informal as well as formal systems of care.

Essays for this volume might address a variety of topics. The following is a partial list of pertinent topics, but proposals are welcomed on other issues of health care not mentioned below:

  • How children’s literature addresses (or does not address) the cost of care
  • Barriers to health care in children’s books, including barriers based on race, sexuality, class, gender, or disability
  • Differences in care based on visible vs. invisible disabilities
  • Questions of who gets sick and who stays healthy in literature
  • Health care broadly defined as access to food, shelter, and security, as well as care for acute sickness, chronic illness, mental health, and disability
  • How issues of health access are addressed in books pre-WWII (before health insurance in many nations), as well as in historical fiction written since
  • How children’s literature portrays children growing into caring professions (aspiring to be nurses, doctors, etc)
  • Child characters as caretakers and healers for family and community members

Scholars interested in contributing to this volume should submit a 300-500 word proposal by January 30, 2019. Please email proposals, and any questions, to Naomi Lesley (naomi.lesley@hcc.edu), Sarah Hardstaff (sflh2@cam.ac.uk), or Abbye Meyer (abbyemeyer@gmail.com).

CFP – Special Issue of The Black Scholar: Black Girls and Girlhood

Call for Papers for Special Issue of The Black Scholar
Beyond Borders: Black Girls and Girlhood

For its 50th anniversary, The Black Scholar is issuing a call for papers on Black girls and girlhood in the US, Africa, the Caribbean, Latin America, and other spaces in the diaspora, including where English is not the first language. This global reach should show the range of the lives of Black girls, including their racialized childhood. It may incorporate where their lives intersect with other girls of color, while also understanding that Black girls constitute a specific and distinct category within the broader definition of girls of color or non-white girls.

In the last few years, we have seen an exciting movement to center Black girls in the US. From 2015 to 2016, the Collaborative to Advance Equity through Research was created by a national coalition of institutions of higher education, research, advocacy, and practice with a commitment to supporting and advancing research addressing the lives of women and girls of color. In March 2016, the Congressional Caucus on Black Women and Girls was announced, the first ever caucus devoted to advancing public policy that eliminates the specific disparities facing Black girls and women. And in 2017, Peter and Jennifer Buffet of the NoVo Foundation put out a call for letters of inquiry from community-based organizations working directly with girls of color to build sisterhood and connection and to address the structural barriers faced by girls of color. NoVo is investing an unprecedented $90 million over seven years.

This movement in the sphere of activism and public policy is matched by a growth in scholarly as well as cultural work surrounding Black girls and girlhood. Writings like Black Girlhood in the Nineteenth Century, by Nazera Sadiq Wright (US), Comme un million de papillons noirs (Like a Million Black Butterflies) by Laura Nsafou (France), Black Girls Magazine, edited by Annette Bazira-Okafor (Canada), and others have added to the growing global commitment to Black girlhood itself as well as using it as a lens through which to explicate relationships of experience, knowledge, intimacy, and power.

Submission may include but are not limited to the following questions:

  • What are some of the ways Black girls lack girlhood, or how is girlhood itself differently modulated in anti-black contexts?
  • What are some of the psychological and social implications for how Black mothers raise Black girls?
  • What is Black Girl Magic?
  • Is there a relationship between the movement for Black girls in the US and Black queer and/or trans and gender nonconforming?
  • What are some of the systemic and structural barriers facing Black girls?
  • What are some of the youth development practices that empower Black girls?
  • What are some of the challenges faced by grassroots organizations addressing the struggles and challenges of Black girls?
  • How is it different for Black girls living at the intersection of multiple identities such as race, language, a distinct culture and/or ethnicity, and sexuality?
  • Is there a need for Black girls to build solidarity with other girls of color?
  • How do Black girls fit into the Movement for Black Lives?
  • How can Black girls be taught to harness their political power so that they can wield it as Black women at the ballot box?

Submission consists of the following two parts:

First, a 200-word abstract must be submitted and is due no later than June 1, 2019. Authors will be notified by mid-June whether their abstract has been accepted. Please submit abstracts to Shireen Lewis at lewis@theblackscholar.org.

Second, once invited to submit a full article, the deadline is December 1, 2019. Full submission should range in length from 3,000-6,000 words. Word count must include notes and images (images count as 200 words each). Please format per Chicago Manual of Style—endnotes only, no works cited/bibliography. Because we strive for a public, Black/Africana Studies and interdisciplinary space of intellectual exchange, we discourage highly specialized or professional language and encourage open, argumentative work that is well written. Strive for an essayistic tone and target your submission to an engaged, informed but general audience. TBS’s submission guidelines can be found here. Any submission that does not adhere to the guidelines stated in this CFP and on TBS’s website will be sent back to the author and may be rejected.

If you are interested or would like to discuss the project in more depth, please feel free to contact Shireen Lewis at lewis@theblackscholar.org.

CFP – Special Issue of Jeunesse on Borders

Call for Papers
Special Issue of Jeunesse: Young People, Texts, Cultures: Borders

In an attempt to think about borders at a time when they appear so intractable, Jeunesse: Young People, Texts, Cultures invites abstracts on all matters pertaining to borders in relation to young people’s texts and cultures for a special issue that will be published in Winter 2019.

U.S. President Donald Trump’s immigration policy, played out most cruelly on the bodies of young migrants forcibly separated from their parents at the United States-Mexico border since April 2018, highlights the continued need to consider the often destructive role that borders play in the lives of young people. In this case, the border is national, the product of the social construction that is the nation, or what we might call, borrowing the words of Benedict Anderson, an imagined community. In other words, there is nothing natural about nations or their borders; rather, nations come into being when numerous strangers scattered across great distances begin to perceive themselves as belonging to a larger body politic. Anderson argues that print capitalism was instrumental to the formation of nations, since strangers could, as a result of learning about others in distant locations in their own vernacular, feel as though they had something in common with them. He explains that “all communities larger than primordial villages of face-to-face contact (and perhaps even these) are imagined,” and that they “are to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined” (6). Despite the fact that they are imagined political communities, nations have real and often devastating material effects, both on those within their borders, who may or may not experience a sense of belonging, and those attempting to cross their borders. For many migrants, for example, national borders can be a site of bodily intrusion. Even in their less physical form, national borders literally obstruct movement, since the movement of goods and capital within a grossly unequal playing field of world trade benefits some countries and decimates others. Such inequity helps to determine the movement of people as well. As many have been quick to point out since the beginning of Trump’s war on child arrivals, immigrants, refugees, visa-seekers, amnesty applicants and other vulnerable people, the U.S. is deeply complicit in migration patterns: Decades of U.S. foreign and economic policies have effectively made many other nations dangerous or unlivable. The current administration’s policy stance on immigration is both tone deaf and history-blind. It is tantamount to ethnic cleansing.

As the continuing war on refugees and immigrants in the U.S. and elsewhere demonstrate, young people are often caught at the border or, worse, killed in the borderlands. At the same time, young people themselves may contribute to attempts at policing borders. These borders need not be confined to national ones. Borders come in many forms, including frontiers, boundaries, edges, margins, perimeters, and peripheries. Imagined or not, borders can surround, enclose, encircle, flank, fringe, hem, or adjoin. As these contradictory meanings suggest, borders are infinitely messy and complex despite their pretensions to sieve-like hygienic purpose, cleanliness, simplicity, and even purity.

Topics may include, but are not limited to, the following:

  • Borders and refugee children
  • Childhood on the border; children and borderlands
  • Children and borders under UNCRC
  • Borders and carceral culture; incarcerated young people; representations of incarcerated young people
  • Characteristics of borders in the “global south/north” dynamic and the impact of colonization on First Nations and other indigenous young people
  • Socioeconomic borders and young people
  • Borders and racialization of young people; young people and racism
  • Borders between self and other, child and parent; borders of independent selfhood
  • Borders and personhood; the borders of personhood
  • Borders of childhood; the border separating child from adult
  • Young people and lost borders; imagined or remembered borders
  • Bodily borders and young people
  • Borders, sex, and gender; sex and gender in the borderland; children/young adults and transgender; transgender texts by, for, or about young people
  • Young people and the borders of risk/danger: young people’s negotiation of risk and danger, their negotiation or mapping of public spaces in terms of risk and danger; their performance or embodiment of safety, protection, and confidence in public spaces; their innovative negotiations of identity and morality in such spaces
  • Geographical borders and young people; attempts to police young people’s mobility in public spaces; borders between adult space and space designated as children’s space (e.g. playgrounds); borders between time and space
  • Borders between the “homed” and the “unhomed”; precariously housed young people; street-involved young people
  • Borders between the urban and the suburban and young people
  • Borders erected between nature and culture; attempts to keep children in nature-lands; young people’s negotiations of rural and urban environments
  • Architectural borders and young people; young people and design; the role that design plays in erecting or blurring borders between children and adults
  • Borders and disability; young people’s negotiations of ableist spaces
  • Formal and informal transgression and policing of borders of legality; young people’s interactions with authority/law enforcement; their negotiation of the borders of legality; the role that support workers play in providing assistance in shoring up borders of legality
  • Generational borders
  • Negotiating border control and regulation through youth activism; youth-led social and political movements and how these cross borders and boundaries
  • The negotiation and transgression of youth subcultural borders

Timeline

  • Abstracts are due October 15, 2018
  • Short-listed papers will be notified on or around November 5, 2018
  • Final papers due February 1, 2019
  • Peer-review: February-May 2019
  • Revisions: May-August 2019
  • Publication: Fall/Winter 2019

Inquiries may be directed to Lauren Bosc, Managing Editor: l.bosc@uwinnipeg.ca

Further information about submission guidelines is available at: http://jeunessejournal.ca/index.php/yptc/about/submissions#onlineSubmissions

Work Cited

Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso, 1983.

CFP – Intersectional Approaches to Activism and Social Equity in Children’s and Young Adult Literature

Call for Papers: 2019 ChLA Diversity Committee’s Annual Sponsored Panel
Intersectional Approaches to Activism and Social Equity in Children’s and Young Adult Literature
Children’s Literature Association Conference
June 13-15, 2019
Indianapolis, Indiana

To what extent can children’s and young adult literature push readers to acknowledge and advocate for more democratic and egalitarian ways of existing in the world? Do these literatures reflect various, overlapping forms of oppression, and do they consider intersecting domains of identity including (but not limited to) gender, sexuality, race, ethnicity, ability, and class? What voices are included or excluded in this call for advocacy and acknowledgement?

ChLA’s Diversity Committee welcomes paper proposals that focus on intersectional approaches to activism and social equity in children’s and young adult literature. Pioneering scholars such as Kimberlé Williams Crenshaw have argued that people and bodies suffer multiple and simultaneous forms of discrimination—these forms of discrimination converge, leading to different, visceral expressions and experiences of oppression. An intersectional approach to oppression and identity therefore takes into consideration the “combined effects of practices which discriminate on the basis of race, and on the basis of sex” and other domains of identity. We are interested in papers that rigorously examine texts that: a) promote and foster different forms of empathy, collectivity, and political engagement; and b) that provide a rich, complex, intersectional approach towards identity and oppression that considers multiple forms of experience and being. We expect papers in this panel to highlight the groundbreaking work that is being accomplished by both traditional/cutting-edge texts and expose areas where this literature needs improvement. Furthermore, we hope that panelists will explore the aesthetic, narrative, visual, poetic, and/or literary techniques that texts implement when representing activism and social equity through an intersectional lens.

For questions or queries, please contact Angel Daniel Matos (amatos@sdsu.edu) or Lara Saguisag (Lara.Saguisag@csi.cuny.edu). Email a 350-500-word abstract and a 2-page abbreviated CV to Angel by September 15, 2018. Notification of the selected proposals will take place by October 1, 2018. Scholars whose proposals are not selected will be able to resubmit their abstracts to ChLA’s general Call for Papers (deadline is October 15, 2018).

CFP – 2019 Yearbook of the German Children’s Literature Research Society: Fact, Fake and Fiction

Call for Papers for the Yearbook of the German Children’s Literature Research Society (Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung|GKJF) 2019
Topic: Fact, Fake and Fiction

Since Donald Trump made the microblogging service Twitter the central communication medium of his policy, there is a constant talk of “fake news” and “alternative facts”. Whether we actually live in a “post-truth age” today is an open question, but there is no doubt that playing with fact and fiction has reached a new level of staging and stylisation in the media public sphere.

The case is somewhat different for literature, as a fictional text is precisely defined by the feature that it does not claim to be verifiable in extra-linguistic reality. Samuel Taylor Coleridge famously declared in 1817 that “a willing suspension of disbelief” was the prerequisite for reading and understanding a literary text. But what can the fictional contract between author and reader be if, for example, the histoire of a narrative contains explicit or implicit falsehoods, or an unreliable narrative instance exists on the level of the discourse? How do recipients deal with literary and medial illusions and lies?

The question of the relation between fact and fiction is equally relevant relevant for information books, as each view of the world and the things in it is selective and from a specific perspective. Where are the boundaries between truth and invention, between the factual and the fictional? How far can the reduction of complexity in information books for children go before the simplification becomes a distortion, a deception?

Contributions for the third volume of the open access, peer-reviewed Yearbook of the German Children’s Literature Research Society (Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung|GKJF), should address implications of the topic of “Fact, Fake and Fiction” in its various medial forms (narratives, picture books, comics, graphic novels, films, television, computer games and apps) from both a theoretical and material perspective. Articles may be in German or English, and while articles on German children’s literature and media are particularly welcome, the editors also welcome proposals on other cultural and linguistic areas.

Possible themes and approaches with reference to children’s or young adults’ literature or media are:

  • The boundary between the novel and non-fiction, and hybrid forms in between
  • The boundary between feature film and documentary, and hybrid forms in between
  • The motifs of deception, lie, masquerade, topsy-turvy world
  • The figure of the con man
  • The genres of the tall tale, the Munchenhausen-like cock-and-bull story, the picaresque novel, tales of Cockaigne, alternate history, scripted reality
  • Unreliable narration
  • Narrating with contrapuntal image-text combinations
  • Pseudotranslations between fake and fiction
  • Fictional authors, fictional editors

Beyond the focus theme, the Yearbook will publish up to three open contributions on questions of children’s literature and media from a historical or theoretical perspective; proposals for these open contributions are also welcome.

Formalities:

Please submit an abstract of no more than 300 words for an article on the focus theme or for an open contribution by 10.10.2018. The abstract should provide a short summary with reference to theoretical positions, and name the main literature to which the article will refer.

The article itself should not exceed 40,000 characters (including spaces, footnotes and bibliography), and should be submitted to the editors as a Word document no later than 01.03.2019.

Please send your abstracts to:
g.glasenapp@uni-koeln.de
emer.osullivan@uni.leuphana.de
caroline.roeder@t-online.de
michael.staiger@uni-koeln.de
ingrid.tomkowiak@uzh.ch

We look forward to receiving your proposals. A style sheet will be sent once the abstract has been accepted. The Yearbook of the German Children’s Literature Research Society (Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung|GKJF) 2019 will be published online in December 2019.

CFP – Special Issue of Bookbird: Negotiating Agency, Voice and Identity through Literature

Negotiating Agency, Voice and Identity through Literature

Bookbird: A Journal of International Children’s Literature seeks contributions for a themed issue on agency, voice and identity. In a fast-changing world, where power is becoming more and more oppressive and undemocratic, agency, voice and identity are the very life elements that can sustain us. Our sense of agency—our ability to assert our identity, exert our voice and make a difference in the world—is closely related to our drive to live, act and hope. Citizens who contribute to, and receive from, their local and global communities, strive to have a voice in issues that matter and to be part of decision-making processes that are of importance. Such empowerment comes from developing a strong sense of identity.

Borrowing from Moje and Lewis’ definition of agency (2007), we perceive people with agency as being empowered to make their identity, ideals, perceptions, and beliefs visible and actively tapped to enhance personal, cultural, and social aspects of their life experiences. One important way in which people do this, is by sharing their stories. Experiencing acts of agency through reading offers powerful ways to learn about other members of our local and global communities as well as consider the potential for our own agency. When it comes to conceptions of child agency, we espouse Marah Gubar’s “kinship model” (2016). Instead of regarding adults’ agency as the norm and then thinking of how children’s agency is different or lacking, the kinship model starts with the assumption that all people, young and old, are akin in their never-ending negotiations of agency and power.

We seek manuscripts that address the notion of agency as perceived and nurtured across various countries and cultures, both within literature and through the sharing of literature. In doing so, we invite a broad spectrum of possible connections through themes that address: (1) Personal agency, a strong sense of self and the potential of one’s own voice and actions; (2) Social agency, taking a stand for and/or with friends and community members; or (3) Cultural agency, speaking up and taking action in support of one’s culture (Mathis, 2016). The following subthemes are offered as suggestions in addition to ones you may have in mind:

  • Critical questioning of children’s and young adult literature, in terms of who and to what extend has a voice and is able to exert agency
  • Finding voice and identity in and through poetry, biographical texts, historical fiction, science fiction, or other genres
  • Literary demonstrations of children having a strong voice and/or taking a stand in social issues
  • Examples of sharing books with readers that promote a strong sense of identity, agency and voice and/or engaging young readers in critical discussions around such issues
  • Analysis of textual and visual representations of young characters who negotiate their gender, ethnic, cultural, linguistic, religious, or racial identities
  • LGBTQ characters’ voice, agency and identity in children’s and young adult literature
  • Children developing identity through interpretive and imaginative play and interactions around literature
  • Children as problem detectors and problem solvers in books, and/or children being inspired by literature to address problems
  • The power of story in light of developing identity, voice and agency
  • Conflicts within literary works that focus on voice and identity
  • Focus on a particular author or illustrator in revealing books that build identity and agency
  • “Voice” as an author’s craft and its relation to identity and agency
  • Comparative approaches to agency, voice and identity across literary works from different cultures
  • Translation, transfer and reception issues that pertain to agency, voice and identity
  • Controversial, challenged or banned texts in relation to agency, voice and identity

Full papers should be submitted to the editors, Petros Panaou (ppanaou@uga.edu) and Janelle Mathis (janelle.mathis@unt.edu) by August 1, 2018.

Bookbird submission guidelines can be found here.

CFP – ChLA International Committee Focus Panel Session on BAME British Children’s Literature

Children’s Literature Association Call for Papers:
International Committee Focus Panel Session on BAME British Children’s Literature
Deadline: September 15, 2018

46th Annual Children’s Literature Association Conference
Hosted by IUPUI & IU East
June 13 – 15, 2019
Indianapolis, Indiana

The International Committee of the Children’s Literature Association is planning a special focus panel on Black, Asian and Minority Ethnic (BAME) literature from the United Kingdom, to be presented at the 46th Children’s Literature Association Conference. This conference will be held in Indianapolis, Indiana, and hosted by Indiana University – Purdue University Indianapolis and Indiana University East from June 13 through 15, 2019.

The committee invites paper proposals that focus on the writing, editing and publishing of children’s literature from the United Kingdom by Black, Asian and Minority Ethnic authors and illustrators. The Committee is particularly interested in proposals that relate these books to the conference theme of “Activism and Empathy.” (Please see the definition of the conference theme at http://www.childlitassn.org/2019). We encourage scholars of color to apply.

Two abstracts will be selected, and the authors will receive “The ChLA International Honor Award,” which includes a grant of $500 each to cover expenses related to the conference (such as the membership and registration fees). Those papers selected for the International Focus panel will accompany a presentation by the Distinguished Scholar who will be invited by the Committee to present at the conference.

Please send 500-word abstracts accompanied by up to 250-word bios to the International Committee, Children’s Literature Association, at vanessa.joosen@uantwerpen.be with the subject line “International Committee Paper Submission.” The deadline for submissions is September 15, 2018.

Authors of proposals selected for the panel will be notified by October 1, 2018. The International Committee encourages those scholars who are not selected for the International Focus panel to submit an abstract through the general Call for Proposals so that BAME children’s literature will become part of other panels at the conference. The call deadline for the 2019 ChLA conference is October 15, 2018.

CFP – Becoming Latin American: Children, Education and Citizenship

Call for Papers
Becoming Latin American: Children, Education and Citizenship
University of Reading, Thursday, 13 September 2018
www.becominglatinamerican.wordpress.com
Deadline for proposals: 31 July 2018

Organiser: Dr Catriona McAllister (c.mcallister@reading.ac.uk)
Keynote Speaker: Dr Lauren Rea, University of Sheffield

Papers are invited for a one-day symposium exploring how children are educated as members of Latin American nations. Through interdisciplinary conversations, we aim to examine how specific ideas of the nation and citizenship are communicated to children in both formal and informal settings across the region. The term ‘education’ will therefore be understood in a broad sense, encompassing (but not limited to) the school system, cultural institutions, children’s literature and popular/mass cultural forms. Above all, the symposium will explore cultural and political interventions that seek to educate children in the behaviours and values of their nation-states and societies. The symposium will be structured around three principal themes: Children and Nation-building; Culture and Education; and Citizenship and Society.

Papers are welcome from any discipline and both contemporary and historical perspectives on the theme are encouraged. Key questions include (but are not limited to) the following:

  • How has the child been constructed as (proto)citizen in Latin America?
  • How have evolving national, regional and local identity narratives influenced children’s education?
  • What concepts of citizenship are taught to Latin American children, both formally and informally?
  • How does children’s literature seek to shape Latin American children as citizens?
  • How do mass and popular cultural forms seek to intervene in this landscape?
  • How do cultural institutions (such as museums) contribute to the education of children as members of the nation?
  • How have children been framed in different state-driven nation-building projects, and how does this relate to political discourse on the family?
  • What alternative projects challenge ‘official’ narratives?

Abstracts are invited for papers of 15 minutes (in English or Spanish). To submit a proposal, please email an abstract of up to 250 words to c.mcallister@reading.ac.uk by Tuesday, July 31. Informal enquiries are also welcome.

A limited number of travel/accommodation bursaries for postgraduate students will be offered. These will be awarded to the best proposals from those who have limited or no funding available. If you would like to be considered, please include details of your expected travel costs and your access to other sources of funding with your abstract.

This event is sponsored by the Institute of Latin American Studies and the Institute of Modern Languages Research.

CFP- Special Issue of Research on Diversity in Youth Literature: Queer Futurities in Youth Literature

Call for Papers: Research on Diversity in Youth Literature 2.1 – Special Issue on Queer Futurities in Youth Literature

RDYL 2.1 will be guest edited by Dr. Angel Daniel Matos (San Diego State University) and Dr. Jon Michael Wargo (Boston College). RYDL is a peer-reviewed, online, open-access journal hosted by St. Catherine University’s Master of Library and Information Science Program and University Library.

Despite recent institutional changes that have altered the legal and socioeconomic status queer people in the United States (i.e. United States v. Windsor in 2013 and Obergefell v. Hodges in 2015), individuals in these communities continue to encounter discrimination, violence, and death based on their gender and/or sexual orientation. The 2016 Orlando Pulse nightclub shooting and the stark rise in murders of trans people of color, for instance, are just a few of the events that have disrupted this misguided sense of utopia instilled by institutional change. Furthermore, these and other events have brought into question whether it is possible for queerness to link to notions of futurity.

In considering this climate of violence and prejudice, this call for papers asks: What is the role of queer futurity in contemporary children’s and young adult literature, especially since many texts in these fields are written with a utopic, future-oriented sensibility? How does youth literature, inclusive of queer themes, frame and enable readings of the future? Are these future-oriented texts politically and affectively viable, or are they normative and misguided in their approach? We seek articles that examine how recent children’s and young adult texts approach, problematize, or justify the link between queerness and futurity. Furthermore, we are interested in articles that examine both the present and future of queer representations in children’s and young adult literature, media, and culture.

Article manuscripts may approach this linkage through various approaches, including but not limited to: queer, narrative, temporal, pedagogical, critical youth studies, and affective methodologies. This issue seeks to both nuance and complicate how queer children’s and young adult texts present different stakes in terms of their alignment with/or against futurity. Furthermore, we expect all articles to examine how children’s and young adult literature either sustain or complicate approaches to queer futurities and temporalities prominent in the field of queer theory/studies (i.e. Muñoz, Ahmed, Edelman, Freeman, Halberstam, etc.). Submissions that center on intersectional approaches towards queerness, temporality, and futurity in youth literature are particularly welcome.

Submit complete essays at https://sophia.stkate.edu/rdyl/ by December 1, 2018. Essays must be between 4,000-6,000 words, including footnotes and Works Cited. All citations must be documented according to MLA 8. Questions should be addressed to Angel Daniel Matos (amatos@sdsu.edu) and Jon Michael Wargo (wargoj@bc.edu).