Category Archives: conferences

CFP: IRSCL 2021 Congress Aesthetics and Pedagogic Entanglements

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Call for Papers

The pedagogical and aesthetic aspects of children’s and young adults’ literature have often been pitted against each other. Yet, if we think of children’s literature as a participatory and mediated practice, the aesthetical and the pedagogical dimensions are no longer opposed to each other. In the last two decades, we have witnessed an ‘educational turn’ in contemporary arts practices, where the emphasis is no longer on the finished aesthetic object, but on the processes and relationships established with the audiences and communities which become part of the art project, a process also facilitated by digital fora. Speaking of children’s literature as a mediated practice questions art’s autonomy and the limits of ‘non-art’; it brings the ‘death of the author’ not only to praise the ‘birth of the reader’ but also to foreground and question the conventions that sustain the artistic.

Since we cannot take children’s cognitive and literacy skills for granted, books tend to be recommended according to specific age ranges, while teachers and other adult figures involved (such as librarians, parents, and other caretakers, the so-called ‘gate-keepers’) try to facilitate an interpretation of the author’s intention. But what if we take the death of the author seriously? Will we still talk about the importance of understanding the text? What if we make children mediators and authors of children’s literature? Who is the ideal child that writes and reads? How is age produced and sustained in these relationships?

Thinking about possible synergies between the pedagogical and the aesthetic in children’s literature brings back questions on reception and (affective) engagement. It also provides us with insights into the entanglements of the publishing industry, the readers/viewers/consumers/users, the authors/artists, the practices of reading/sharing/discussing/reversioning and the new technologies, and at the same time, prompting reflections on our own (biased) academic work in this field.

Delegates will be invited to reflect on the implications of considering children not as ‘adults in the making’, but rather as readers and makers in their own right.

In this conference, we aim to strengthen the ties between children’s literature scholars, literacy and media experts and arts scholars to explore the possibilities of combining and rethinking the hermeneutical methods of the humanities, the experimental and empirical approaches of social sciences and arts-based research, as well as the contemporary anthropological and educational research that questions the essentialized positions of the adult and the child in educational contexts.

In this vein we suggest the following topics, but we also invite other paper and panel topics inspired by the congress’ theme:

Active readers:

  • Creative and collaborative writing by youth and children
  • Intergenerational collaborations
  • The child as ‘prosumer’ of children’s media
  • Reading and writing as playing
  • Children reversioning stories
  • Booktubers, fan-fiction and web-based communities inside and outside the classroom
  • Initiatives in marginalized communities (refugee centers, jails, hospitals)

Research and Practice:

  • Child-led participatory research
  • New materialism approaches to encounters with books
  • New approaches to reader-response
  • Cognitive approaches to aesthetics and pedagogy
  • Intersectional approaches
  • Arts-based methodologies
  • Historical approaches to tensions between te pedagogic and the aesthetic

Ethics and Aesthetics:

  • Ethical-political role of authors in children’s and YA literature
  • Gate-keepers and the “mediator circle” in children’s literature and media
  • The aesthetic and/or pedagogic role of paratexts
  • Representations of children as authors and artists in children’s fiction and media.

See full call for papers for further details.

More information on the Congress, its modality, dates and its main theme is available on our website (https://www.irscl2021.com/). We are looking forward to hosting you in Santiago!

CFP: Assembling Common Worlds Conference

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Assembling Common Worlds:
An Interdisciplinary Conference on the Environment and Young People’s Literature and Culture
Vancouver Island University, June 11-13, 2021
Nanaimo, British Columbia, Canada

In the past year, we have witnessed continents burning, islands and coastal regions flooding, and increases in extinctions of flora and fauna. While concern over the human impact on the environment has existed for decades, there is a new sense of urgency demanding a cognitive shift to transform our understanding of our place in and impact on the physical world, as well as of our relationships with the other life forms cohabiting the earth. More broadly, Tom Oliver calls for rethinking concepts of identity and the individual (The Self Delusion, 2020). Similarly, Posthumanism provides ways of rethinking the boundaries of the human and nonhuman. Donna Haraway has provided language to understand naturecultures (2003) and emphasized the importance of “staying with the trouble” as we work at making kin with nonhuman others, resisting the Western hierarchical view that values human above other lives (2016). Of especial relevance, then, is openness to multiple ways of knowing the natural world, including Indigenous ways of knowing and Traditional Ecological Knowledge (TEK) (see Nelson and Shilling, eds. 2018).

Specifically regarding children’s culture, Affrica Taylor has noted the importance of “common worlds (or common worlding) as dynamic collectives of humans and more-than-humans, full of unexpected partnerships and comings together, which bring differences to bear on the ways our lives are constituted and lived” (2013, p. 78). Too often those studying young people’s literature and culture work in isolation from those working in environmental humanities, childhood studies focused on children in the Anthropocene, and education for sustainability. Much of the most productive scholarship on these concepts and processes has been interdisciplinary. There is much to be gained in both methodology and understanding by communication and collaboration between literary scholars, educators, environmentalists, philosophers, and scholars of childhood and youth experiences and culture.

Conspicuously missing from this list are children and youth themselves. While there has been ongoing discussion in the Social Sciences and Health and Human Service fields on participatory research involving children and youth (Aldridge 2015; Dickens 2017) since Alderson first drew attention to the absence of their voices (1995), this is only recently emerging in literary studies and other humanities fields (Deszcz-Tryhubczak 2016, 2018, 2019). Since some of the leading ecological activists today are youth, such as Greta Thunberg (Sweden) and Autumn Peltier (Anishinabek Nation), and since children and youth will live the longest with the effects of environmental degradation, their voices must be part of the conversation.

Assembling Common Worlds intends not only to explore traditional disciplinary ways of understanding eco-literacy and eco-activism in children’s and youth literature and culture, but also to bring together scholars and practitioners from a range of fields to find productive opportunities for cooperation and collaboration in tackling the challenges of generating intergenerational dialogue on current environmental concerns. In addition to paper sessions, the conference will also feature a methodological workshop and involvement of child and youth participants.

Conference conveners welcome proposals for 20-minute papers or 90-minute panels on any of the following topics:

  • Making kin between human and non-human in children’s or youth’s literature and culture;
  • More-than-human worlds in children’s or youth’s literature and culture;
  • Eco-literacy in children’s or youth literature and culture;
  • Imagining the Post-Anthropocene;
  • The evolving capacity of eco-criticisms to address environmental change;
  • Indigenous knowledge or TEK in children’s or youth’s literature and culture;
  • Regeneration of connections between children or youth and nature;
  • The role of children or youth in food security;
  • Young people’s eco-citizenship and/or eco-activism;
  • Interdisciplinary theoretical frameworks for understanding children in and of nature;
  • Intergenerational creative and/or cultural projects addressing environmental issues;
  • Participatory research with children or youth on literary or cultural expressions of eco-literacy and/or eco-activism;
  • Children’s and youth’s creativity is/as response to the current environmental crisis.

Proposals of 250 words and brief biographies are due June 29, 2020. This early deadline is to facilitate applications for grant monies.

The conveners hope to offer some travel support for graduate students and under employed scholars.
The conveners also plan to publish an edited collection of selected papers from the conference.

Please send proposals and brief biographies to Terri Doughty (terri.doughty@viu.ca) and Janet Grafton (janet.grafton@viu.ca).

CFP: Rethinking Childhood

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International Scientific and Artistic Conference
Zadar, Croatia
September 24-26, 2020

Conference theme
Guided by modern scientific postulates that justify the scientific dialogue between different scientific fields, whilst striving for a more comprehensive approach to a particular scientific problem, the project is conceived as an interdisciplinary scientific dialogue between the fellow scholar participants, with the goal of merging various scientific, artistic and methodological perspectives in their studies of childhood. Postmodern paradigm shift in the perception of the child and the childhood, based on the change of the childhood image – from the child as a passive to an active member of the social community; from childhood as a developmental stage to the conception of childhood as a social construct – strongly influenced the social sciences and humanities, thus leading to the need for active reflection on the child and childhood. In postmodern scientific polyphony, it is justified to discuss the concept(s) of childhood as something structured upon different scientific discourses, as confirmed by the researchers and scientists from various scientific backgrounds that lately converge around the new paradigm of childhood studies.

Following the established framework, the conference will focus on the following general topics:

  • The institutional context of contemporary childhood
  • the familial context of contemporary childhood
  • the culture of childhood today
  • new literacy – the challenges of today

The presentation themes and abstracts are to be submitted via the official conference site: http://conference.unizd.hr/childhoodzd2020/ .

The abstract, which is to be submitted in both Croatian and English, ought to emphasize the main idea and the goals of the paper, to state the methodology used, present the results, include the most important postulates and conclusion. In addition to abstract (the length of which can range from 250 to 500 words), five keywords in Croatian and English need to be included.

Modes of participation: plenary session, presentations by sections, art exhibition.

Official languages of the conference: Croatian and English.

Important Dates:
April 1, 2020: abstract submission deadline
April 15, 2020: preliminary acceptance notice
June 1, 220: submission deadline
June 1, 2020: application deadline for artworks
June 15: second notice
September 1, 2020: registration fee deadline
September 1, 2020: submission deadline for artwork
September 24-26, 2020: conference duration

For more information on the conference and the CFP, please visit the website.

CFP: Female Creations in Literary and Intercultural Education

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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: Assembling Common Worlds: An Interdisciplinary Conference on the Environment and Young People’s Literature and Culture

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Assembling Common Worlds: An Interdisciplinary Conference on the Environment and Young People’s Literature and Culture

Vancouver Island University
Nanaimo, British Columbia, Canada
June 11-13, 2021

In the past year, we have witnessed continents burning, islands and coastal regions flooding, and increases in extinctions of flora and fauna. While concern over the human impact on the environment has existed for decades, there is a new sense of urgency demanding a cognitive shift to transform our understanding of our place in and impact on the physical world, as well as of our relationships with the other life forms cohabiting the earth. More broadly, Tom Oliver calls for rethinking concepts of identity and the individual (The Self Delusion, 2020). Similarly, Posthumanism provides ways of rethinking the boundaries of the human and nonhuman. Donna Haraway has provided language to understand naturecultures (2003) and emphasized the importance of “staying with the trouble” as we work at making kin with nonhuman others, resisting the Western hierarchical view that values human above other lives (2016). Of especial relevance, then, is openness to multiple ways of knowing the natural world, including Indigenous ways of knowing and Traditional Ecological Knowledge (TEK) (see Nelson and Shilling, eds. 2018).

Specifically regarding children’s culture, Affrica Taylor has noted the importance of “common worlds (or common worlding) as dynamic collectives of humans and more-than-humans, full of unexpected partnerships and comings together, which bring differences to bear on the ways our lives are constituted and lived” (2013, p. 78). Too often those studying young people’s literature and culture work in isolation from those working in environmental humanities, childhood studies focused on children in the Anthropocene, and education for sustainability. Much of the most productive scholarship on these concepts and processes has been interdisciplinary. There is much to be gained in both methodology and understanding by communication and collaboration between literary scholars, educators, environmentalists, philosophers, and scholars of childhood and youth experiences and culture.

Conspicuously missing from this list are children and youth themselves. While there has been ongoing discussion in the Social Sciences and Health and Human Service fields on participatory research involving children and youth (Aldridge 2015; Dickens 2017) since Alderson first drew attention to the absence of their voices (1995), this is only recently emerging in literary studies and other humanities fields (Deszcz-Tryhubczak 2016, 2018, 2019). Since some of the leading ecological activists today are youth, such as Greta Thunberg (Sweden) and Autumn Peltier (Anishinabek Nation), and since children and youth will live the longest with the effects of environmental degradation, their voices must be part of the conversation.

Assembling Common Worlds intends not only to explore traditional disciplinary ways of understanding eco-literacy and eco-activism in children’s and youth literature and culture, but also to bring together scholars and practitioners from a range of fields to find productive opportunities for cooperation and collaboration in tackling the challenges of generating intergenerational dialogue on current environmental concerns. In addition to paper sessions, the conference will also feature a methodological workshop and involvement of child and youth participants.

Conference conveners welcome proposals for 20-minute papers or 90-minute panels on any of the following topics:

  • Making kin between human and non-human in children’s or youth’s literature and culture
  • More-than-human worlds in children’s or youth’s literature and culture
  • Eco-literacy in children’s or youth literature and culture
  • Imagining the Post-Anthropocene
  • The evolving capacity of ecocriticism to address environmental change
  • Indigenous knowledge or TEK in children’s or youth’s literature and culture
  • Regeneration of connections between children or youth and nature
  • The role of children or youth in food security
  • Young people’s eco-citizenship and/or eco-activism
  • Interdisciplinary theoretical frameworks for understanding children in and of nature
  • Intergenerational creative and/or cultural projects addressing environmental issues
  • Participatory research with children or youth on literary or cultural expressions of eco-literacy and/or eco-activism
  • Children’s and youth’s creativity in/as response to the current environmental crisis

Proposals of 250 words and brief biographies are due June 29, 2020. This early deadline is to facilitate applications for grant monies.

The conveners hope to offer some travel support for graduate students and under-employed scholars.

The conveners also plan to publish an edited collection of selected papers from the conference.

Please send proposals and brief biographies to Terri Doughty (terri.doughty@viu.ca) and Janet Grafton (janet.grafton@viu.ca).

Cultural Representation of Transnational Childhoods: European-Australian-American Perspectives

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Cultural Representation of Transnational Childhoods: European-Australian-American Perspectives
Symposium, Saturday, 13 May 2017, 9am – 6pm
Institute of English Studies, University of Wrocław
Room 212, ul. Kuznicza 22
Wrocław, Poland

Convenors
Dr Justyna Deszcz-Tryhubczak, University of Wrocław
Dr Dorota Kołodziejczyk, University of Wrocław
Dr Katarzyna Kwapisz Williams, The Australian National University

It is assumed in Western culture that children have a natural need for a stable and safe domestic and familial environment (Holloway & Valentine 2000). Yet research reveals that the number of children whose everyday lives have been marked by mobility and the risks it entails is increasing substantially (Ní Laoire et al. 2010). Child-centered migration studies show that children often become actors in the immigration process as they negotiate identifications with places and cultures. Acknowledging and understanding children’s agency and their active participation in the mobility of their families, e.g. as language and cultural brokers, requires a transnational literacy (Spivak 1992, Brydon 2003, Lee 2011) and reliance on child-centered critical and pedagogical methodologies aimed at examining the influence of transnationalism on children’s lives (Spivak 1992, Brydon 2003, Lee 2011). While much attention has been given to these phenomena in sociological studies of childhood, children’s movement across geopolitical borders also needs to be analysed from a cultural perspective. This symposium will explore past and contemporary representations of transnational childhoods in literature, film and other media that foreground the mobile nature of children’s lives, encouraging reflection on children’s experience of mobility as an essential factor in their cognitive and emotional development.

Chasing Mythical Beasts: The Reception of Creatures from Graeco-Roman Mythology in Children’s and Young Adults’ Culture as a Transformation Marker

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Chasing Mythical Beasts…The Reception of Creatures from Graeco-Roman Mythology in Children’s & Young Adults’ Culture as a Transformation Marker
International Conference, Warsaw, 12–15 May, 2016
http://mythicalbeasts.obta.al.uw.edu.pl/

The project Chasing Mythical Beasts…The Reception of Creatures from Graeco-Roman Mythology in Children’s & Young Adults’ Culture as a Transformation Marker explores how mythical creatures change when incorporated into the evolving youth culture. It is supported by the Humboldt Alumni Award for Innovative Networking Initiatives given by the German Alexander von Humboldt Foundation to its Alumni across the world. The Award is designed for all disciplines, in order to promote pioneering formats for multilateral academic cooperation and to enhance understanding between individual countries or cultures (see website for more information).

We are meeting on May 12-15, 2016, for an international conference under the Honorary Patronage of the Polish Young Academy, to present and discuss our research results.

A special exhibition of illustrations and photos at the University of Warsaw’s Gallery will accompany the conference.

CFP – The Child and the Book Conference: Children’s Literature and Play

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THE CHILD AND THE BOOK
INTERNATIONAL CONFERENCE
CHILDREN’S LITERATURE AND PLAY
FACULTY OF PHILOLOGY
UNIVERSITY OF WROCŁAW, POLAND
19-21 MAY 2016

The cultural determinants of play — free participation, separation and closure within a defined spacetime, uncertainty, unproductiveness, conformity to norms or fictionality — center on the following vital elements: agon (competition), alea (destiny), mimicra (imitation), and linx (stupefaction). Are these elements reflected in children’s play and its literary renderings? According to Swiss psychologist Édouard Claparède (1873-1940), the child exists to play. To paraphrase this statement, does the child exist to read or to be read to? Does literature addressed to children fulfil their ludic expectations? Does it compete with toys, computer games and other kinds of entertainment that do not demand fluent reading skills or the ability to interpret texts? How does it function within the economies and consumption of children’s culture?

The conference will be organized by the Faculty of Philology, the University of Wrocław, under the auspices of the Department of Polish Studies. It will be closely related to the celebration of the 100th anniversary of the birth of Professor Jerzy Cieślikowski (1916-1977), a longtime employee of the Department of Polish Studies at the University of Wrocław. Jerzy Cieślikowski was the most distinguished Polish scholar in the field of children’s literature and the author of The Great Play: Children’s Folklore (1985). According to Cieślikowski, “play is the purpose of all the best things that children have taken from adults, what adults invent for them, what children create themselves, and what adults write for them. This is the seminal project encompassing children’s play, i.e. their creative efforts and re-creative endeavors, as well as their fascination and play with the word as such.” We invite papers related to the overall theme of the conference. Of particular interest are:

  • the child’s imagination and children’s folklore as sources of children’s literature
  • ludic adaptations and paraphrases of children’s literature classics
  • play in literacy education
  • play in bibliotherapy
  • play in picture books and toy books
  • reading as a pastime
  • linguistic playfulness as a stylistic device in children’s literature
  • case studies of children’s play with literature
  • reading as play in the new media environment

SUBMISSIONS
Please send an abstract of 300 words maximum and a short biography of 60 words to: childandthebookwroclaw2016@gmail.com (please use this email for further inquiries). Papers will be 20 minutes long maximum.
Deadline for abstract submission: 18 October 2015
Notification of acceptance will be sent by 20 December 2015
More information will be available before 31 December 2015

CONFERENCE FEE
For participants from abroad: EUR 90
For participants from Poland: PLN 360
Conference dinner: EUR 30 (to be confirmed)

CONFIRMED KEYNOTE SPEAKERS
Hans-Heino Ewers (University of Frankfurt/M., Germany)
Kim Reynolds (Newcastle University, England)
Björn Sundmark (University of Malmö, Sweden)
William Teale (University of Illinois at Chicago, USA)
Emilya Ohar (Publishing and Printing Academy in Lviv, Ukraine)
Krystyna Zabawa (Academy of Ignatianum in Kraków, Poland)

ORGANIZING COMMITTEE
Convenor: Dorota Michułka (University of Wrocław, Poland)
Secretary: Justyna Deszcz-Tryhubczak (University of Wrocław, Poland)
Secretary: Katarzyna Biernacka-Licznar (University of Wrocław, Poland)
Bogumiła Staniów (University of Wrocław, Poland)
Barbara Kalla (University of Wrocław, Poland)
Natalia Paprocka (University of Wrocław, Poland)
Elżbieta Stolarska-Jamróz (University of Wrocław, Poland)

ADVISORY BOARD
Vanessa Joosen (University of Antwerp, Belgium)
Ǻse Marie Ommundsen (University of Oslo, Norway)
Marnie Campagnaro (University of Padua, Italy)
Georgia Kalogirou (National and Kapodistrian University of Athens, Greece)
Ana Margarida Ramos (University of Aveiro, Portugal)

CONFERENCE IN WROCLAW
The Child and the Book conference annually attracts delegates from all round the world and offers a unique opportunity for postgraduate students to present their work and discuss it with established scholars. The 2016 conference will be organized in Wrocław, a multicultural city with a rich history, which will hold the title of the European Capital of Culture 2016. It has also been named the World Book Capital for 2016 by UNESCO. The Child and the Book conference will be a major contribution to the wide-ranging programme of cultural and scientific events related to these projects. As the conference dates coincide with the annual children’s book fair “Good Pages,” the conference programme will be flexible enough to enable the presenters to participate in this event.

Picturebooks, Democracy and Social Change Conference

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Picturebooks, Democracy and Social Change
International Conference at the University of Gdańsk, Poland
17-18 September 2015
(in combination with a PhD-Workshop on 16 September 2015)

Picturebooks as multimedial art forms have always been used to convey political, social, and cultural ideas on different levels. Even more so, when societies are rapidly changing and political events influence cultural and social movements in a national or even international context. It might be asked, then, how these issues not only impact on the content, but also on the visual, narrative, and formal properties of picturebooks.

The topic of the fifth biannual picturebook conference is inspired by the location of the conference venue, Gdańsk – a specific historical place, where the social changes of new democratic countries in Europe emerged in 1989. Gdańsk is also an important place considering contemporary East European history and culture, as well as because of the political and social attitudes of these countries towards freedom and democracy. The conference will take place in the Faculty of Social Sciences at the University of Gdansk, which is distinguished for its research tradition that investigates social change and resistance, education policy, and social exclusion in education, including such issues as gender, cultural minorities, disability, and the educational construction of differentiation.

The purpose of this conference is to bring together scholars from different countries and different fields, (i.e. children’s literature research, picturebook theory, cognitive and aesthetic features of picturebooks, social sciences, history of art, linguistics, book history, and pedagogy), who explore various aspects of this newly developed field and who are interested in the conference’s main topic.

The draft programme is available here.

Conference organization:
Małgorzata Cackowska
caca@univ.gda.pl
Uniwersytet Gdański
Instytut Pedagogiki, Zaklad Filozofii Wychowania i Studiow Kulturowych
Bazynskiego 4

For registration as a listener and discussant please write an e-mail to conference organization and transfer the fee: 100 € (or 400 PLN) to the following bank account:

Uniwersytet Gdanski
Bank: Bank Pekao IV o/Gdańsk ul Kolobrzeska 43
IBAN: PL 59 1240 1271 1111 0010 4368 2415
SWIFT: PKO PPL PW

Paying within Poland:
Bank: Bank Pekao IV o/Gdańsk ul Kołobrzeska 43
59 1240 1271 1111 0010 4368 2415

Important! Along with the name and surname of participant, please provide the following number in the message field on the transfer sheet: K792-15