CFP – New Directions in Children’s Film: Theory and Practice

Call for Proposals

Chapter proposals are requested for a proposed handbook, New Directions in Children’s Film: Theory and Practice, edited by Casie Hermansson and Janet Zepernick and under consideration with Palgrave Macmillan. While children’s film is as old as film itself, film scholarship is only recently beginning to catch up to the numerous innovations of this thriving genre. This collection aims to chart the new directions in 21st century children’s film (broadly defined), and in its study.

Initial proposals of approximately 300 words should clearly address any aspect of current children’s film, including but not limited to children in/on film; evolving genre definitions and borders; censorship and gatekeeping; influence of technologies; adaptation issues; current thematic and other preoccupations; construction and constructedness of childhood representations; pedagogical issues; the child star system; money and the children’s markets. Please also include a professional biography written in 3rd person of 100-200 words, noting credentials in this research area as relevant. Deadline for proposals: November 30, 2017, by email to: All submissions will be confirmed received by prompt email reply. Authors will be notified by December 15 about inclusion in the formal Prospectus and chapters of 6-8k words will be due in 2018. Please circulate and repost.

Dr. Casie Hermansson is a full professor of English at Pittsburg State University (KS), and a Fulbright Scholar. She is the author of Reading Feminist Intertextuality Through Bluebeard Stories (2002); Bluebeard: A Reader’s Guide to the English Tradition (2009); and A Study of Film Adaptation of James Barrie’s Story Peter Pan (2016). She is currently co-editing Where is Adaptation? (forthcoming in 2018), and completing a monograph on adaptations of children’s metafictions for Edinburgh University Press. For the K-12 education market, she is the author of How to Analyze the Films of Clint Eastwood (2012) and Parental Guidance Ratings (2013), as well as more than 20 fiction readers for Heinemann.

Dr. Janet Zepernick is associate professor of English at Pittsburg State University (KS) and has a PhD in English with an emphasis in rhetoric from the Pennsylvania State University, where she studied classical rhetoric and contemporary public discourse. She is co-editor of the collection Women and Rhetoric between the Wars (2013), and Where is Adaptation? (forthcoming in 2018). Her current work on the discursive creation and recreation of South Korea in the US public imaginary uses the idea of national “brand image” to explore the impact and consequences of various fictional adaptations of the historical and present-day realities of South Korea.

CFP – Childhood and Materiality

Call for Papers
Childhood and Materiality
VIII Conference on Childhood Studies
May 7- 9, 2018 at the University of Jyväskylä, Finland
Confirmed keynote speakers: – Leena Alanen (University of Jyväskylä), Ivar Frønes (University of Oslo), Nick Lee (Warwick University), Ida Wentzel Winther (University of Aarhus)

The theme of the 2018 conference, Childhood and Materiality, is deliberately wide-ranging and designed to invite scholars to explore materiality and childhood across a broad spectrum. We hope to inspire lively debates from different disciplinary and interdisciplinary perspectives about many aspects of childhood and materiality. For a more detailed CFP, see

Topics include but are not limited to:

  • Materialist methodologies, ontologies, ethics
  • Historical perspectives on materiality and childhood
  • Nature, animals, humans
  • Sustainable development, mobility, migration
  • Economies, consumption, wealth, poverty
  • Materiality in institutions
  • Policies and politics of materiality and childhood
  • Embodiment, expressive bodies, normativity, and child bodies
  • Material cultures in everyday life
  • Aesthetic matters, dis/orders of tastes and things
  • Materiality in play and imagination
  • Digital technologies and environments

Abstract submission opens on November 1, 2017 and closes on January 15, 2018. The conference is organized by the University of Jyväskylä, the Finnish Society for Childhood Studies, and the Nordic Child Culture Research network.
Follow us on @Childhood2018

CFP – Growing Scientists! Children’s Literature and the Sciences

Call for Papers
Growing Scientists! Children’s Literature and the Sciences
University of Antwerp, Belgium
7 March 2018

Starting with Orbis Sensualium Pictus (1658), children’s literature has shown a particular interest in the sciences: not only in non-fiction, but also in genres like science fiction and adventure stories, and in science-oriented characters and scripts – think of the mad scientist or the Frankenstein plot. Moreover, the study of children’s books also draws on the sciences. A growing body of cross-disciplinary research builds on findings from cognitive studies in particular to examine the narrative construction of storyworlds and the possible impact of children’s literature on young readers.

This one-day conference, hosted by the University of Antwerp, seeks to examine the representation of science in children’s literature, as well as innovative theoretical approaches that explore children’s literature from cross-disciplinary perspectives, such as cognitive studies, evolutionary criticism, geographies of children, and so forth. As such, it wants to contribute to the discussion about the “gap,” whether real or supposed, between the arts and the sciences, that has been on scholars’ agenda ever since C.P. Snow published Two Cultures in 1959.

Recent social developments make this reflection particularly urgent. The past decade has witnessed a rise in governmental and educational support for STEM literacy (Science Technology Engineering Mathematics), and some critics argue that this goes at the cost of the humanities. Some governmental agencies point out the difficulties in attracting a diverse group of students for STEM education, and develop campaigns to tackle the dominant image of the white, male, middle-class scientist that persists to date. Other political leaders have recently questioned the very role of science as the best way of understanding the world, and adapted their policies accordingly, provoking fear and outrage about the consequences for future generations.

Starting from the assumption that children’s literature contributes to the socialization of children, and reveals the values and attitudes adults want to pass on to the next generation, we explore how science is represented in children’s books. How are concepts of science constructed in children’s books? Do children’s books address science as fixed or dynamic? How are budding scientists characterised in terms of gender, race, class and age? How do scientists in children’s literature deal with risk and failure? What is the outcome of scientific activities in children’s literature? What ideas do children’s books offer to counter the idea that science and literature are mutually exclusive?

Confirmed keynote speakers are Maria Nikolajeva (University of Cambridge) and Daniel Feldman (Bar-Ilan University). Proposals are invited for 20-minute papers that explore aspects related to the conference theme. We particularly welcome submissions in the following areas:

Science in children’s literature

  • Scientific literature for children; children’s literature as science communication;
  • Agency and child characters as inventors or scientists;
  • Child geniuses and their scientific interests;
  • Science as related to citizenship in children’s books;
  • Scientist characters and diversity: gender, race, class, abilities;
  • Children’s non-fiction;
  • Children’s fiction as a source of images of science

Science and children’s literature

  • Children’s literature and STE(A)M education;
  • The place of children’s literature/ childhood studies within history of science;
  • Sciences informing research in children’s literature

Abstracts (300 words) and short biographies (50 words) should be sent to by 21 October 2017.

Conference location: University of Antwerp, Prinsstraat 13, 2000 Antwerp, Belgium.

For more information, contact Vanessa Joosen and Frauke Pauwels at

CFP – Friend or Fiend? The Frankenstein Story in Children’s and Young Adult Culture

Friend or Fiend? The Frankenstein Story in Children’s and Young Adult Culture
A Special Session of the Children’s and YA Literature and Culture Area of the Popular Culture Association
Sponsored by Frankenstein and the Fantastic, an outreach effort of the Fantastic (Fantasy, Horror, and Science Fiction) Area of the Northeast Popular Culture/American Culture Association
For the 2018 Annual Conference of the Popular Culture Association meeting in Indianapolis, Indiana, from 28-31 March 2018
Proposals no later than 1 October 2017

Mary Shelley’s Frankenstein celebrates its 200th anniversary in 2018. It is a work that has permeated popular culture, appearing in versions found across the globe, in all known media, and for all age groups. However, many aspects of this tradition remain underexplored by scholars. One of these is how the story and its characters have manifested in children’s and young adult culture.

Like Frankensteiniana for older audiences, versions of the story for young audiences offer interesting and important approaches to the novel and its textual progeny, and they deserve to be better known and analyzed, especially since, for many, works designed for the young represent their first encounters with Frankenstein and its characters.

Criticism on these works remains limited; though a growing number of scholars (see the selected bibliography appended to this call) have begun to offer more in the way of critical analysis, as opposed to just seeing them as curiosities. It is our hope that this session will continue this trend and foster further discussion and debate on these texts.

In this session, we seek proposals that explore representations of Frankenstein, its story, and/or its characters in children’s and young adult culture. We are especially interested in how the Creature is received in these works, especially by children and young adult characters, but other approaches (and comments on other characters) are also valid.

Please submit paper proposals (100 to 200 words) and a short biographic statement into the PCA Database by 1 October 2017. The site is accessible at Do include your university affiliation if you have one, your email address, your telephone number, and your audio-visual needs.

Upon submission, be sure, also, to send your details to the organizers (Michael A. Torregrossa, Fantastic [Fantasy, Horror, and Science Fiction] Area Chair, and Amie Doughty, Children’s and YA Literature and Culture Area Chair) at, notifying them of your intentions to serve on the panel. Please use the subject “Frankenstein at PCA”.

Presentations at the conference will be limited to 15 to 20 minutes, depending on final panel size.

Do address any inquiries about the session to

Further details on the Frankenstein and the Fantastic project can be accessed at
Further details on the Children’s and YA Literature and Culture Area can be found at

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

Canadian Journal of Children’s Rights 2018: Children’s Rights and Environments
Call for Manuscripts
Deadline for Submission: April 1, 2018

The Editors welcome manuscripts in English and French from academics, researchers, community partners and young people that address the broad theme of Children’s Rights and Environments. The issue approaches the theme of environments broadly to include manuscripts addressing issues ranging from climate change and children’s rights to children’s right to play in public outdoor spaces. The Editors encourage a variety of contributions including scholarly essays, original research articles, comparative analyses, critical reviews, advocacy and policy articles as well as personal narratives, interviews, oral histories and poetry to each of the sections of the Journal: academic, open, student, and youth submissions. New this year is a section devoted to supporting graduate student scholarship. Each manuscript submission will undergo a masked peer review process: double masked review of scholarly articles and single masked review for submissions to the open section. The editors will review youth submissions to verify their appropriateness to CJCR‘s focus and scope.

Submissions to the Canadian Journal of Children’s Rights will make a contribution to exploring the theme of children’s rights and environments from a variety of disciplinary locations and approaches.

The deadline for submission of manuscripts (up to 8,000 words plus references for scholarly articles) for the 2018 Issue is April 1, 2018.

For more information including guide to authors and to submit manuscripts, please go to the journal page at or follow the Canadian Journal of Children’s Rights link on the site at:

Further inquiries to:
Dr. Virginia Caputo, Managing editor

CFP – Childhood Teleologies: Climates of Growth

Childhood Teleologies: Climates of Growth
Seminar for C19: The Conference of the Society for Nineteenth-Century Americanists
Albuquerque New Mexico, March 22-25, 2018
Seminar Leaders: Anna Mae Duane and Karen Sánchez-Eppler

Childhood is a place where national, racial and scientific arguments coalesce. In childhood, time unfolds as teleology–towards adulthood, towards power, and success. Though, of course, trajectories of development are invariably more fraught and precarious than such naturalizing progress narratives admit. The nineteenth century proved a particularly volatile period for understanding and organizing the individual life cycle. In the process, childhood adhered to new conceptions of the environment, of nation, race, gender, and of time itself. The temporal loops of childhood–recalling the past and projecting the future–express the survival anxieties of the Anthropocene.

For this seminar we seek essays that think about how childhood reframes our approaches to nineteenth-century American teleologies of individual, national, and global time. The seminar will explore tropes of childhood growth and survival, in order to deepen questions about the climate of linear development, as they play out in settler colonialism, as they are rejected in queer time, as they affect disability rights, and predict environmental degradation, to name a just a few possible topics.

C19 seminars emphasize conversation and interactive dialogue as an alternative to traditional paper and roundtable formats by providing participants the opportunity to have a collaborative conversation around a particular topic. Seminars will be convened for two hours during the C19 conference and capped at 15 participants. Each participant will submit a five-page position paper before the conference to be read in advance by the other participants so that seminar time can be reserved for discussion. Seminar participants will be listed in the program. For more information about the C19 conference visit

The submission deadline for seminar applications is September 15, 2017.

Anna Mae Duane is Associate Professor of English at the University of Connecticut. She is the author of Suffering Childhood in Early America: Violence, Race and the Making of the Child Victim (U Georgia, 2010); the editor of The Children’s Table: Childhood Studies and the Humanities (U Georgia, 2013); Child Slavery Before and After Emancipation: An Argument for Child-Centered Slavery Studies (Cambridge 2016), and the co-editor of Who Writes for Black Children?: African American Children’s Literature Before 1900 (University of Minnesota Press, 2016). She is also the co-editor of Common-place: The Journal of Early American Life.

Karen Sánchez-Eppler is L. Stanton Williams 1941 Professor of American Studies and English at Amherst College. She received her PhD from The Johns Hopkins University in 1990. The author of Touching Liberty: Abolition, Feminism and the Politics of the Body (1993) and Dependent States: The Child’s Part in Nineteenth-Century American Culture (2005), she is currently working on two book projects The Unpublished Republic: Manuscript Cultures of the Mid-Nineteenth Century US and In the Archives of Childhood: Playing with the Past. Her scholarship has been supported by grants from the NEH, ACLS, the Newberry Library, the Winterthur Library, the Stanford Humanities Center, and the Fulbright Foundation. She is one of the founding co-editors of The Journal of the History of Childhood and Youth and past President of C19: The Society of Nineteenth-Century Americanists.

CFP – Intergenerational Solidarity in Children’s Literature

Call for submissions
Intergenerational Solidarity in Children’s Literature
Justyna Deszcz-Tryhubczak and Zoe Jaques (eds.)

Children’s literature criticism usually approaches books for young readers as reflecting aetonormativity, that is, real-life structures of adult domination over younger generations (Nikolajeva 2009). Therefore, depictions of child autonomy or child-rule—a common motif in children’s literature (Kelen and Sundmark 2017)—belie the reality: children may have power over adults as they own the future (Beauvais 2015), but, as is also frequently claimed in children’s literature studies, adult domination inevitably perpetuates itself as children grow up to turn into oppressors themselves (Nodelman 1997, Nikolajeva, 2010). Yet, the dynamically developing field of childhood studies provides evidence that children and adults co-construct society as they engage in intergenerational relations in various contexts. In The Politics of Childhood Real and Imagined: Volume 2 (2016), Priscilla Anderson argues for revising the founding narrative of the discontinuity between childhood and adulthood into a framework of interage connectivity in which “[s]upposed dichotomies of the rational adult and the unreliable child are challenged when children are able to show how competent they can be in more equal relationships” (154). The significance of intergenerational alliance, dialog, and collaboration is reflected in the development of the concepts of intergenerational solidarity and justice and by the formation of numerous movements and campaigns promoting and fostering intergenerational partnerships (e.g. Make It Ageless, AGE Platform Europe, Linking Generations Norther Ireland).

The necessity for a fundamental change of the binary, and rather reductive, paradigm of adult superiority and children’s dependence has also been acknowledged by children’s literature scholars (Coats, 2001; Melrose, 2011; Gubar, 2011, Bernstein, 2011). Marah Gubar, for instance, proposes the kinship model of childhood resting on the relatedness, similarity and connection between children and adults. Yet the collection will be the first one to explore children’s books that envision constructive interdependencies benefiting both parties at the edges of the age divide. Contributions are welcomed from a range of fields, such as literature, education, memory, and childhood studies and may be focused on such areas of investigation as:

  • intergenerational justice and ethics in children’s literature
  • representations of children’s participation in public and political decision-making
  • visions of intergenerational solidarity in families and communities
  • multigenerational living in children’s books
  • images of children as cultural and language brokers
  • children’s literature as intergenerational remembering
  • children’s literature as intergenerational communication
  • children’s literature research as intergenerational practice

An abstract of the proposal, maximum 300 words, with a brief CV of the author(s), maximum 40 words, should be submitted to Justyna Deszcz-Tryhubczak ( and Zoe Jaques ( by 31 October 2017. We will aim to reply to authors by 20 November 2017.

CFP – Barriers, Borders, and Bridges

Call for Papers: 2018 ChLA Diversity Committee’s Annual Sponsored Panel
Children’s Literature Association Conference 2018
June 28-30, 2018
San Antonio, Texas

Barriers, Borders, and Bridges

Borders can be set to separate and demarcate; or, borders can demonstrate a limited boundary that distinguishes one thing or place from another; the margins of a particular location. Within these spaces, individuals and communities define and complicate notions of identity as they relate to these borders, often challenging real and assumed barriers. Bridges are structures designed to connect, typically over obstacles such as bodies of water that would otherwise hinder extending beyond. How does children’s literature extend borders or help readers cross borders and build bridges – of understanding, experiences, perspectives, and ways of knowing, thinking, and acting in the world?

The Diversity Committee welcomes paper proposals on all forms of borders and bridges, including but not limited to those that relate to the theme of water, in children’s literature. Our special interest in the theme of water is tied to the general ChLA conference theme of “Refreshing Waters: Springs, Rivers, and Literary Oases.” Water is symbolic in many ways related to breaking barriers, extending borders, and building bridges. Books such as Long Walk to Water (Park), Inside Out and Back Again (Thanhha Lai), Ninth Ward (Rhodes), and The Water Seeker (Holt) explore the (literal and metaphoric) relationships between barriers, borders, bridges and water. Even in Out of My Mind, Draper explores the main character’s cerebral palsy as it makes her feel like “a fish out of water” compared to her classmates, and could be read as an example of breaking intellectual barriers.

Other suggested topics include but are not limited to the following:

  • Barriers or borders that impede the “flow” of communities
  • Folklore and folkloric figures of the borderlands
  • Rights of access and entry
  • Shifting or eroding borders or bridges
  • Emotional, social, or psychological borders
  • Race and racism in borderlands
  • Transnational or transoceanic bridging narratives
  • Racial geographies
  • Brokering or bridging languages
  • Xenophobia and immigration bias

For queries, please contact Domino Perez ( or Mary Henderson ( Email a 500-word abstract and a 2-page CV to Domino Perez ( by September 15, 2017. Authors of proposals selected for the panel will be notified by September 30, 2017. Scholars whose proposals are not selected will have the opportunity to submit their abstracts to the Children’s Literature Association’s general Call for Papers, which has a deadline of October 15, 2017.

CFP – Playing with Childhood in the Twenty-First Century

Call for Papers
Playing with Childhood in the Twenty-First Century
University of Pittsburgh
April 6-7, 2018

The past decade has witnessed an array of new forms of public and global interest in marginalized children, whether the incredible rise in the visibility of lesbian, gay, and transgender children, the international migrations of refugee children from Latin America and the Syrian conflict, or the over-incarceration and detention in the United States of undocumented and African American children. In a moment when the marginality of childhood and the child’s function as a signal of futurity are being refigured by these global and historical events, this conference seeks papers that reach across the many disciplines that study children to produce new ways of thinking that make sense of and respond to the complexity of their lives.

This two-day conference hosted by the Gender, Sexuality, and Women’s Studies Program, the Children’s Literature and Childhood Studies Program, and the Humanities Center at the University of Pittsburgh will explore how to conceptualize, theorize, and approach research on children and childhood in the rapidly changing context of the twenty-first century. Affirming a conceptual and methodological “play” across fields, a mode of intellectual curiosity and unsettling of boundaries, we invite participants to reimagine the place of the child and childhood in their home discipline, and to reimagine their home discipline through the figure of the child and childhood. There will also be several meet the author book panels featuring scholars with recent monographs on children and childhood.

Confirmed keynote speakers:

  • C.J. Pascoe (University of Oregon), author of Dude, You’re a Fag: Masculinity and Sexuality in High School (2007)
  • Lauren Silver (Rutgers University), author of System Kids: Adolescent Mothers and the Politics of Regulation (2015)
  • Rebekah Sheldon (Indiana University, Bloomington), author of The Child to Come: Life After the Human Catastrophe (2016)

Proposals are invited for papers on a wide range of interdisciplinary work at the crossroads of childhood studies, children’s literature, and gender, sexuality, and race. We particularly welcome submissions in the following areas:

  • The racialization of childhood
  • Queer childhood studies
  • The transgender child
  • The digital and children’s use of new media
  • Girlhood and boyhood studies
  • Children as legible and/or invisible political agents
  • The medicalization of children
  • Blackness and futurity
  • Refugee, immigrant, and undocumented children
  • Segregation and inequity in education

Abstracts of no more than 350 words should be sent to by September 15, 2017.

Conference location: The Humanities Center at the Cathedral of Learning, University of Pittsburgh, Pennsylvania. Thanks to the generous support of the Dietrich School of Arts and Sciences and the Humanities center, there is no registration fee.

For more information, contact conference chair Julian Gill-Peterson at

CFP – Houses of Learning: Education in Children’s Literature and Children’s Literature as Education

“Houses of Learning: Education in Children’s Literature and Children’s Literature as Education”
The 2018 Biennial Conference of the Australasian Children’s Literature Association for Research (ACLAR)
Victoria University of Wellington, New Zealand, 12-14 July 2018

Confirmed Keynote Speakers: Associate Professor Marah Gubar (MIT, author of Artful Dodgers: Reconceiving the Golden Age of Children’s Literature), Kate de Goldi (author of The 10pm Question, From the Cutting Room of Barney Kettle, and other books), Miranda Harcourt and Stuart McKenzie (co-directors of the screen adaptation of The Changeover)

Events will include a reception hosted by the Friends of the historic Dorothy Neal White Collection of children’s books at the National Library.

Children’s literature has been both praised and derided for its educational function. The 2018 conference aims to explore the overlapping ways in which children’s literature may be related to education. Children’s literature may be about education (school stories realistic and fantastic, tales about learning and Bildungsroman); it may aim to be educational (readers and textbooks, moral tales and didactic fictions); and, as we are all well aware, it may be the subject of education in itself, as an academic discipline. We welcome critically reflective papers from a variety of perspectives, as indicated but not confined to the strands below.

Presenters are invited to submit abstracts exploring aspects of the conference theme: “Houses of Learning: Education in Children’s Literature and Children’s Literature as Education.” Such explorations may address one of the following strands:

  • School stories (realistic and fantastic)
  • Didacticism in/of children’s literature
  • Education for national and world citizenship
  • Construction of childhoods (multiculturalism, ethnic identity)
  • Down with Skool: the subversiveness of children’s literature
  • Education and Diversity: Gender, Race and Power
  • Sexuality: boys and girls come out
  • Educational books and textbooks, School Journals, learning to read
  • Reader response, “the book and the child”
  • Animal stories and education
  • Children’s literature as an academic discipline, critical perspectives
  • Visual education: graphic novels and related modes, films, illustrators

Applicants are also welcome to submit abstracts exploring alternative strands that relate to the overall conference theme.


  • Should address the conference theme and should identify specific texts and/or critical approaches to be discussed.
  • For an individual, 20-minute paper, abstracts should be no more than 250 words.
  • Groups wishing to collaborate on the presentation of 90-minute panels (three 20-minute papers and time for questions) should submit an abstract of up to 500 words, detailing how the overall presentation will fit into the conference theme, the individual critical approaches taken by each speaker, and the envisaged structure for the session. All panel sessions should include time for Q&A with each speaker and with the entire panel.

Papers can address both critical and/or practice-led approaches to the study of children’s literature.

Select papers will have the opportunity to be developed for publication in the ACLAR journal Papers: Explorations into Children’s Literature.

Submission Information
Abstracts should be submitted to with the heading “ACLAR abstract.”
Submission close: 20 NOVEMBER 2017

For more information on ACLAR, visit