NEWS: IRSCL Congress Aesthetic and Pedagogic Entanglements

We are happy to announce that registrations for the upcoming congress of our research society, Aesthetic and Pedagogic Entanglements, are now open.

Those of you who are IRSCL2021 delegates will receive an announcement similar to this one, but in this opportunity, we wished to reach out to IRSCL members who did not submit a proposal for the congress.

IRSCL2021 will take place virtually from October 19 to the 29th. The event will be powered by Whova, a virtual platform that specializes in participative gatherings with similar magnitudes to our congress. Whova will provide participants with access to the event’s schedule in their corresponding timezone, with the chance of adding presentations to their personal calendars, and also feature an array of social activities that go beyond zoom presentations (discussion forums and user-led events, among other features to be announced further on).

IRSCL members will be entitled to register as audience in the congress for free, but you do need to register: please visit our registration page, and fill in the registration form entering the discount code “IRSCLMEMBER21.”

The deadline for audience registrations is October 10th!

If you have any questions about the registration process, do not hesitate to contact Congress Coordinator Ja’nos Kovacs (jskovacs@uc.cl). He will be happy to assist you.

We are looking forward to seeing all of you in October!

CFP: Dimensions of Multiculturality in the Latest Works for Children and Young Adults

The challenges of the 21st-century related to the nature and dynamics of diverse intercultural relations are becoming increasingly evident, both in Poland and in the world. They are reflected, among others, in various works for children and young adults. Literary works, films, television series, comic books, theatrical performances, or video games presenting issues of multiculturality have the potential to raise awareness of the importance of specific social problems, occurring both locally and on a global scale.

By inviting you to reflect on contemporary strategies for constructing images of multiculturality in various media targeted at children and young adults, we suggest it to be considered broadly. This category, which in research on works for young audiences includes mainly reflections on the relationships of ethnic and ‘racial’ groups, is nowadays increasingly often based on a capacious definition of culture.

A decade ago, in 2011, Ambika Gopalakrishnan in the monograph Multicultural Children’s Literature: A Critical Issues Approach stated that multicultural children’s literature draws from the social and cultural experiences of groups that were previously underrepresented, and its aim is to show the significance of these experiences, resulting from differences not only in ‘racial’ and ethnic origin, but also in gender, psychosexual identity, class, age, economic status, (dis)ability, etc. Earlier, in 2009, Maria José Botelho and Masha Kabakow Rudman in Critical Multicultural Analysis of Children’s Literature: Mirrors, Windows, and Doors signalled that the category of ‘race’ cannot be viewed in isolation from the power relations resulting from class and gender inequalities, since any “cultural difference” is a historical and socio-political construct.

The category of multicultural children’s literature appeared as early as the 1960s, and research on it – which at that time focused mainly on ‘racial’ and ethnic diversity – began to develop rapidly in the last decade of the previous century. Mainly analysed was national literature, especially created in the USA, Canada, and Australia (Rudine Sims Bishop, John Stephens, Junko Yokota, and Hazel Rochman, and in the 21st century, for example, Sharyn Pearce and Miriam Verena Richter). Perhaps the most cited – so far – are monographs by Mingshui Cai (Multicultural Literature for Children and Young Adults: Reflections on Critical Issues from 2002) and by Botelho and Kabakow Rudman (cited above).

Over time, scholarly works published in English ceased to concern only English-language literature, but began to take into consideration, for example, Spanish (the research of Macarena García-González), Greek (Meni Kanatsouli, Theodor Tzoka), Portuguese (Ana Margarida Ramos), Scandinavian (Ingeborg Kongslien), and Chinese (Chengcheng You) literature, as well as films and TV shows (Sharon Bramlett-Solomon and Yvette Roeder, Erynn Masi Casanova, Karen Wells). So far, only one monograph devoted (though not entirely) to literary studies of multicultural children’s and youth literature, edited by Bernardeta Niesporek-Szamburska and Małgorzata Wójcik-Dudek, has been published in Poland; in the book, individual authors analyse various aspects of literary images of cultural diversity, among others, from the perspective of translation studies, postcolonialism, gender studies and queer studies, as well as taking into consideration the goals of multicultural and intercultural education.

Krystyna Kamińska (W stronę wielokulturowości w edukacji przedszkolnej, 2005) and Przemysław P. Grzybowski (among others: Edukacja europejska – od wielokulturowości ku międzykulturowości, 2009; Edukacja międzykulturowa – konteksty. Od tożsamości po język międzynarodowy, 2012; Inni, Obcy – ale Swoi. O edukacji międzykulturowej i wspólnocie w szkole integracyjnej, 2018 – work written with Grzegorz Idzikowski) devoted their monographs to the last issue. Polish researchers have also published a dozen or so scholarly articles – on multi- and interculturality understood as ethnic, national, and ‘racial’ diversity – from the perspective of literary studies (Katarzyna Smoter, Beata Gromadzka, Joanna Żygowska, Weronika Kostecka, Wójcik-Dudek, Krzysztof Rybak, Marta Jadwiga Pietrusińska, Ewelina Rąbkowska, Anna Fornalczyk-Lipska) and pedagogy (Lucyna Sadzikowska, Karolina Wawer, Anna Janus-Sitarz).

In the past two decades, works have also been published presenting the results of research on the texts for children and young adults that present constructions of: disability (in Poland – mainly by Alicja Fidowicz, and abroad – Tamma Berberi and Viktor Barberi, Tina Taylor Dyches and Mary Anne Prater, Zana Marie Luttfiya and Nancy Hansen, Debra L. Minarick, Martin F. Norden, and Patricia A. Dunn), non-heteronormativity and transgenderism (Dominik Borowski, Katarzyna Reszczyńska-Urban, Danielle Glassmeyer, Gwendolyn Limbach, Tison Pugh, Amanda Putnam, Michelle Ann Abate and Kenneth B. Kidd, Derritt Mason), gender (Grażyna Lasoń-Kochańska, Adrianna Zabrzewska, Gael Sweeney, Roberta Seelinger Trites, Tricia Clasen, and Holly Hassel), age (Vanessa Joosen).

Macarena García-González in the monograph Origin Narratives: The Stories We Tell Children About Immigration and International Adoptions (2017) rightly noticed that narratives not only reflect certain ideologies, but also constitute them. This is why we believe that it is important to carefully study the strategies used by authors of texts for children’s and young adult culture. Therefore, we invite you to submit scholarly articles on the following topics, taking into consideration the above-mentioned broad understanding of multiculturality:

  • The ego-centric category of ‘otherness’ versus the equality-driven notion of diversity – ways of conceptualizing and presenting cultural differences in the 21st-century cultural texts for children and young adults;
  • Strategies for sensitizing young audiences to cultural diversity – by blurring or emphasising differences between specific groups, presenting various models of intercultural relations, creating an internal or external perspective of a multicultural community, etc.;
  • Ideological messages and methods of shaping the diegetic world in cultural texts – how do they show social reality? What do they enhance and what do they marginalise? Who do they give the voice to – and on what terms? What patterns of thinking do they reproduce and perpetuate, and which ones do they question and transform?

We also encourage you to send texts not related to the topic of the issue to the Varia and Review Articles sections.

To read more about the journal, including our submission procedure, please visit our platform, http://www.journals.polon.uw.edu.pl/index.php/dlk (to change the language to English, please click the ‘globe’ button at the top of the page.) We use APA style, British English, and publish articles up to 45 000 spaced characters.

You can also find us on Facebook: http:www.facebook.com/dlkuw/

Deadline for submitting articles: December 31, 2021

 

 

CFP: Nature Writing

Biodiversity, climate change, and the relationships between humans and animals, plants, and landscapes have been central themes in children’s and young adult literature and media for some years. Stories about friendships between children and animals bring animal characteristics and agency to the fore; climate fiction for young adults modifies post-apocalyptic scenarios and fantastic novels engage with discourses about trees, roots and their networks; nonfiction (picture) books aim to raise awareness of the beauty and diversity of life in forests, in the depths of the sea and on the edges of cities, sometimes in aesthetically advanced ways – to mention just a few examples of the trend evident in all genres.. The theme, it must be noted, has long been profitable for publishers and one for which ever new publications are issued, albeit frequently devoid of any innovative emphasis in content.

A look at current and historical children’s and young adult literature nonetheless shows that the perspectives of neo-materialist theory, cultural animal and cultural plant studies as well as eco-critically oriented literature and media studies can produce new readings or re-readings. It could be postulated that children’s literature has demonstrated, since the Romantic era, a special connection between children and nonhuman creatures, with the latter characterised by unconventional agency. In this respect, it tells alternative stories of human–nature entanglements which are worth investigating.

Despite the conspicuous presence of nature themes, their analysis and reflection in children’s and young adult literature and media research remain a desideratum. Ecocritical approaches have so far been focused on the level of content and representation; beyond that, special attention has been paid to the development of didactic concepts in connection with a more sustainable lifestyle. But against the backdrop of New Materialism and the current animal turn and plant turn, a paradigm shift becomes apparent: New knowledge about the coexistence of humans and nonhuman beings is not simply represented in literature and media, but is produced descriptively and narratively or brought forth in visual, aural and audiovisual processes. “Writing nature” demands that we reflect upon hitherto circumventable anthropocentric positions of observation and narration. And while the discussion about climate change often remains abstract and oriented towards numbers, literature and media can find aesthetic means to model the changes in the natural environment and our shared world, to render the relations between humans and nonhuman beings narratable, and to make them tangibly experienceable. This kind of aesthetic work is of special interest here.

The sixth volume of the open-access, peer-reviewed Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung | GKJF (Yearbook of the German Children’s Literature Research Society) will address the contemporary as well as the historical dimensions of relationships to nature and landscape in children’s and young adult literature and media, especially the processes of writing nature.

Contributions should address the manifold implications of this complex topic from both theoretical and object-oriented perspectives in its various narrative and medial forms (novels, short prose, poetry, plays, picturebooks, nonfiction, comics, graphic novels, audio media, films, TV series, computer games).

Contributions 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 topics, aspects, approaches and focal points, each with reference to children’s and young adult literature or media, are:

  • Nature writing
  • Ecocritical approaches
  • Neomaterialist approaches
  • Narratology and knowledge
  • The interface between nature knowledge and esotericism
  • Utopia, dystopia
  • Fantasy and worldbuilding
  • Nature and horror / dark idylls / ecohorror / weird fiction
  • Human–nature relations and gender
  • Materiality

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

Please send a proposal of no more than 300 words for a contribution on the focus theme or for an open contribution by 15 September 2021. The proposal should provide a short summary of the questions being addressed, establish theoretical positions and name the main literature to which the contribution will refer.

Notices of acceptance and invitations to submit a full manuscript will be sent out, together with a style sheet, by 15 October 2021.

The contribution itself should not exceed 40,000 characters (including spaces, footnotes and bibliography), and should be submitted to the editors as a Word document by 01 March 2022.

We look forward to receiving your proposal. Please send it to: jahrbuch@gkjf.de.  The Yearbook 2022 will be published online in December 2022.

 

CFP: Questioning the Canon: Rethinking the Golden Age of Children’s Literature

The “Golden Age” of children’s literature, which features British and American texts produced during the mid-19th century into the early 20th century, introduced readers to enduring characters and situations that are firmly established in our cultural imagination. However, canonical Golden Age children’s books reveal a context that was rife with conflict and exclusion.

Indeed, calls for diversity in children’s literature have drawn attention to the tendency to revisit the same famous texts when teaching and writing about the Golden Age, but these texts are only a small sample of the literature available featuring and written for children during this era. As scholars from Michelle H. Martin to Kate Capshaw and Anna Mae Duane have shown, children’s literature during this time period was not exclusively white-centric. Additionally, many contemporary revisions and adaptations now seek to provide new perspectives on Golden Age texts, addressing or amplifying voices that are missing in the source text.

This special issue, then, will interrogate and seek alternatives to canonical Golden Age children’s literature. We welcome submissions that question what lies beyond the canonical. Whose voices are missing from texts like Alice in WonderlandThe Wind in the Willows, or What Katy Did, and where can we find these voices? How can we reconsider the canon of the Golden Age? Moreover, how useful is the term “canon” in an era when recuperative work and revision challenge prevailing perceptions of well-known texts?

Possible questions to explore include but are not limited to: 

  • What we call “the Golden Age of children’s literature” is really “the Golden Age of Anglophone children’s literature.” How might literature for children written outside the United States, Canada, Great Britain, or Ireland challenge and/or affirm hegemonic perceptions of the Golden Age canon?
  • Similarly, how does the circulation of texts by Indigenous people and people of color during the Golden Age time period affect a hegemonic conception of 19th-century childhood?
  • In what ways do 19th-century texts resist the valorization of the Romantic child?
  • How do we best teach what is missing from canonical texts? Do we need to teach the source texts in order to teach the revisions?
  • How do the characteristics usually associated with the Golden Age appear in noncanonical texts?
  • How do contemporary revisions of canonical texts revise problems with the source material?
  • What is the role of digital spaces and fan engagement in revising Golden Age texts?
  • What makes these texts worthy of being deemed part of a “Golden Age,” and who gets to make that determination?
  • What does the term “canon” mean for contemporary and future children’s literature scholarship?

Papers should conform to the usual style of the ChLAQ and be between 6,000 and 10,000 words in length. Please send questions and completed essays to Jill Coste (jill.coste@gmail.com) with “ChLAQ Essay” in the subject line. Essays must be submitted by June 1, 2022, and the selected essays will appear in the Children’s Literature Association Quarterly 48.2 (Summer 2023) issue. High-quality submissions that are not included in the special issue can be considered for future issues of the Children’s Literature Association Quarterly.

CFP: Latin American Children’s Literature and Culture

The development of research about children’s and young adult literature in Latin America and the Caribbean has transpired in close relationship to reflections on pedagogical praxis and enquiries around how to foster, encourage and mediate literary reading practises. This seems to be a distinctive feature of research in the field of children’s and young adult literature both in Spanish and Portuguese speaking geographies, and one that has intersected with two other fields of study: literature didactics and the social exercise of literacy promotion. Within the realm of the didactics of literature, and under the premise that good children’s books teach their readers “how to read”, research showed that an increasingly thorough description of works of literature for children would allow a deeper understanding of the repertoire of literary teachings they may offer.

From this perspective, book analysis has been carried out in constant dialog with reflections on the educational potentialities these cultural objects may tender when used in school contexts. In the praxis and theorisation of literacy promotion, on the other hand, research has oriented itself towards how the use of children’s and young adult literature in diverse social contexts could contribute to citizenship participation and to sustained grapplings with exclusion mechanisms that frequently and pervasively haunt and ballast Latin American countries. In this field, reflection on books seems to accompany reflections on the mobilisation of reading in contexts marked by the participation of children and young people, markedly those defined by crisis.

In tandem with the progressive consolidation of studies about children’s and young adult literature in Latin America in these two fields, the last few years have witnessed a hatching of critical texts that review works meant for children and young adults from the frameworks of literary studies, aesthetics and cultural studies. This has resulted, at least in part, in the publication of a significant number of works on the aesthetic and literary trademarks of children’s literature, an intellectual production that has been particularly prolific around picturebooks. In parallel, the attested presence of researchers contributing from cultural studies has summoned and drawn upon fields of knowledge such as history, philosophy and sociology, emphasising the (re)production of ideologies in works of art, and bringing into focus the ways and modes in which children’s and young adult literature engages with diverse social phenomena. An array of studies has also delved into historical revisions in which questionings that go after childhood imaginaries and its intersections with discourses the concepts of nation and future seem particularly relevant.

This Call for Papers springs from the team convening the 25th biennial congress of the International Society for Children’s Literature (IRSCL), titled “Aesthetic and Pedagogic Entanglements”, to be held virtually in October, and anchored geographically in Santiago de Chile. This will be the first IRSCL Congress to be held in Latin America, and it extends an invitation to review the magnitudes, emphases and languages of research being carried out in our region, which for the purposes of this CFP encompasses Latin America and the Caribbean. We invite contributions that expand the possible approaches and engagements with literature produced in the continent, understanding its close relationship with wider cultural fields, the expansive array of fictions for children and young adults, such as audiovisual narratives, theatre, music and video games, amongst many others.

Moreover, the present Call for Papers arises in times of social and political reconfigurations, marked by an increasing demand for regional epistemologies that as a result of their geographical and cultural anchoring allow for the valuation of localised and territorialised cultural productions. It is thus that we encourage contributions sustained on and in dialog with critical theories produced both in and about the region (decolonial and anticolonial studies, subaltern studies, Caribbean studies, Indigenous epistemologies, among others).

This Call for Papers invites researchers from all over the world to contribute to the study of children and young adult’s literature and culture in Latin America and the Caribbean.

In this vein, we invite contributions focusing on, yet not limited to:

  • Tensions and dialogs between the Eurocentric canon and Latin American traditions
  • Texts written (or promoted) by children and young adults
  • Journals, magazines, cartonera publishing houses, zines and other forms of independent publishing.
  • Migrations, displacements and in-transit identities
  • Problematization of ethnic imaginaries: whiteness, blackness, territorial resistances and visibilities of Indigenous epistemologies
  • Post-extractivism and post-Anthropocene imaginaries
  • Ecopoetry and ecocritical approaches
  • Regional literary epistemes: oral traditions and other cultural expressions in native languages and Creole linguistic variants in the continent.
  • Editorial rescues and novel repertoires for childhood.
  • Poetry, theatre, visual narrative and other contested fields of culture for children and adolescents.
  • Adaptations and translations

Please send your manuscript to the guest editors (mgarciay@uc.cl, felipe.munita@uc.cl, isabel.ibaceta@uoh.cl) and the journal editor, Roxanne Harde (rharde@ualberta.ca) by the 30th June 2022. Email subject: “IRCL Special Issue Latin American Children’s Literature and Culture.” The submission should include an abstract of no more than 300 words, a brief bio (c. 100 words) and 3-5 key words. Please follow the IRCL style guide.

CFP: Streetwise: Children’s Literature and Culture in the Modern City

CFP: for a MLA 2022 (Washington D.C.) Allied Organization Non-Guaranteed Panel

Co-sponsored by ChLA (Children’s Literature Association) and MSA (Modernist Studies Association)
Organizer: Kristin Bluemel, Monmouth University
Deadline for proposals: March 1, 2021

Streetwise: Children’s Literature and Culture in the Modern City

Over ten years ago Karin Westman bemoaned the “lack of discussion between the two terms children’s literature and modernism” in her editor’s introduction to a Children’s Literature Association Quarterly special issue on “Children’s Literature and Modernism: The Space Between” (283). Acknowledging the significance of Juliet Dusinberre’s “landmark” contribution Alice to the Lighthouse (1987) and Kimberley Reynolds’s Radical Children’s Literature (2007), she maintained that “even when individual authors connected to children’s literature read through a modernist critical lens, these contributions often get absorbed into existing critical conversations about children’s literature or existing critical conversations about modernism” (284-85). Returning to this argument in 2013 in “Beyond Periodization: Children’s Literature, Genre, and Remediating Literary History,” Westman cites the same exemplary models –Dusinberre, Reynolds — as she calls for “children’s literature [to become] an organizing principle for literary history” (464). This proposed MLA ChLA-sponsored special session, co-sponsored by the Modernist Studies Association, assumes that opportunity, not defeat, lies in Westman’s largely unanswered call. Navigating the streets of the modern city through children’s literature and culture, it does indeed promise to reorganize modernist literary history. It seeks to inspire critical conversations about original research that draws from and contributes to the fields of children’s literature and modernist studies; generate excitement about collaborative projects between ChLA scholars and scholars in the Modernist Studies Organization; provide session participants with a clearer sense of how our research on children’s texts and urban spaces can enrich theorizations of modernism and modernity; and guide next steps towards institutionalizing our work.

This “Streetwise” special session engages with the following questions: How did children’s literature of the late-nineteenth through early- to mid-twentieth centuries respond to and shape the modern city? How did the metropolitan materials and practices of adults – their books, places, and movements – shape the institutions, representations, and objects of childhood? The goal of this panel is to bring together scholars working at the intersection of children’s literary/cultural studies and modernist studies in order to answer these questions and open up new subjects, methods, traditions, and affiliations for future research.

Proposals for papers that treat diverse writers and voices, both within and outside of the canons of modern children’s and modernist literature, are especially encouraged. Possible topics for investigation include relations between the forces and forms of ideology (e.g., race, class, gender, region), space (e.g., pavements, playgrounds, parks), genre (e.g., jump rope rhymes, illustrated novels, picture books), period (e.g., pre-World War I, Depression era, wartime), aesthetics (e.g., middlebrow, avant-garde, commercial), literary history (e.g., of diverse nations, sexes, ethnic groups), media (e.g., print, radio, films), and institutions (e.g., urban schools, Theatre for Young Audiences, Girl Scouts) associated with or impinging upon children’s literature and urban culture.

Please send 400-500 word abstracts by March 1, 2021 to Kristin Bluemel at kbluemel@monmouth.edu. Inquiries welcome.

CFP: IRSCL 2021 Congress Aesthetics and Pedagogic Entanglements

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!

IRSCL Statement on Racial Injustice and Plan for Accountable Action

From the IRSCL Executive Board and the IRSCL Equity and Diversity Committee

In line with the 2017 IRSCL Statement of Principles and its commitment to advocate for the inclusion of underrepresented voices, languages, and cultures, the International Research Society for Children’s Literature (IRSCL) shares the collective and international grief and anger over the death of countless victims of racism and state-sanctioned violence around the world. The conjunction of long-standing economic and racial inequality, national and international histories of racism and violence, and current political tendencies in multiple regions around the world threaten the multicultural values we uphold. The IRSCL affirms its solidarity with scholars, students, writers, and all children, around the world, who are affected by racism, and expresses its support for the millions of protesters in the world who are working to change entrenched systems of inequality. Beyond words of solidarity, we also must translate our commitment to diversity, equity, and inclusion into concrete actions and policies.

As an organization the IRSCL commits to a plan of accountable action that includes but is not limited to the following measures:

  • Promote work by scholars of underrepresented groups while continuing to question power dynamics and privileges present in our academic field.
  • Include an IRSCL Equity and Diversity Committee Highlighted Panel at each IRSCL Congress
  • Ensure the inclusion of issues of equity and diversity in IRSCL Congress keynotes
  • Promote children’s writers and children’s literature reflecting diversity and/or addressing inequalities at the IRSCL Congress
  • Consider and address issues of equity, diversity, and inclusion through the IRSCL Mentoring Program
  • Consider equity and diversity and the value of scholarship on this subject as a significant factor in determining recipients of Awards and Grants
  • Support and promote the work of the IRSCL Equity and Diversity Committee and its stated aims:
  • To recognize and respect the differences that IRSCL members bring to the organization;
  • To create an environment in which all members feel a sense of belonging and acceptance within the IRSCL, especially early career scholars, and where everyone feels safe;
  • To advocate for the inclusion of underrepresented voices, languages and cultures in IRSCL meetings and congress presentations;
  • To promote and expand the study of children’s texts from across the globe;
  • To acknowledge the existence of diverse ways of knowing, being and presenting research.

As a multicultural, multilingual, and multiethnic research society, we are resolved to stand with so many others in our scholarly community who work daily to ensure that children’s literature research and children’s literature embody our shared commitment to diversity, equity, and social justice, while giving special attention to its impact on children.

As researchers and educators, we are committed to dialogue, reflection, and public engagement. We call upon our members to use their expertise both in the classroom and in public forums to engage in discussions on inequalities and racial justice. Teaching, scholarship, and creative work can be powerful tools in the struggle against racism and the present day calls upon us to use them in this way. It has never been more important to support and expand Black and Africana studies, Postcolonial and Decolonial studies, and Indigenous studies and to teach the literatures born of struggle against racism. We affirm that the IRSCL will redouble its efforts to create a safe, equitable and just community in every place where we live, study, teach and work, beginning in our own organization and field.

Endorsed by:

Executive Board of the International Research Society for Children’s Literature (IRSCL)

Evelyn Arizpe (University of Glasgow, Scotland), IRSCL President

Åsa Warnqvist (Swedish Institute for Children’s Books, Sweden), IRSCL Vice-President and Treasurer

Justyna Deszcz-Tryhubczak (University of Wroclaw, Poland), IRSCL Board, Mentoring Coordinator

Debra Dudek (Edith Cowan University, Australia), IRSCL Board, Membership and Recording Secretary

Macarena García González (Pontificia Universidad Católica de Chile), IRSCL Board, 2021 Congress Convenor

Sara Pankenier Weld (University of California, Santa Barbara, USA), IRSCL Board, Awards and Grants Coordinator

Lies Wesseling (University of Maastricht, the Netherlands), IRSCL Past President, Archivist

Emily Keijzer (University of Winnipeg), IRSCL Administrator

Equity and Diversity Committee of the IRSCL

Vivian Yenika-Agbaw (Pennsylvania State University, USA), Equity and Diversity Committee Chair

Laretta Henderson (University of Wisconsin, Milwaukee, USA), Equity and Diversity Committee Member

Sabeur Mdallel (Institut Supérieur des Sciences Humaines de Tunis, Tunisia), Equity and Diversity Committee Member

Xiaofei Shi (Soochow University, China), Equity and Diversity Committee Member

New issues of IRCL: 13.1 (July 2020) and the Congress special number

Message from IRCL:

Dear members,

We have two new issues of IRCL to share with you: 13.1 (July 2020) and the special number based on the Stockholm Congress theme of Silence and Silencing. Both are available at https://www.euppublishing.com/loi/ircl (tables of contents below). You will no doubt find much of interest in these issues and we encourage you to share the articles and reviews widely with students and colleagues.

We know that for many members life has been thrown into confusion by the coronavirus but perhaps that gives you more opportunities to read these special numbers and in that way stay in touch with colleagues and the discipline. Everyone on the IRCL team sends best wishes and we look forward to a time when we can gather at meetings and conferences face-to-face.

Warmly,

The IRCL team

 

13.1 TOC 

Editorial: From the Senior Editor
Kimberley Reynolds

Imagining Colonial Environments: Fire in Australian Children’s
Literature, 1841–1910
Michelle J. Smith

Laundering Treasure in Stevenson’s Treasure Island
Suk Koo Rhee

Gaining Harmony: Glocal Subjectivity in Two Indonesian films for Children
Nia Nafisah

New Materialist Openings to Children’s Literature Studies
Macarena García-González and Justyna Deszcz-Tryhubczak

Streams of Consciousness: The Downriver Narrative in Young Adult Fiction
Ada Bieber and Richard Gooding

Representing Turks in Greek Children’s and Young Adult Fiction
Lissi Athanasiou-Krikelis

The Men Who Drew for Boys (and Girls): 101 Forgotten Illustrators of
Children’s Books 1844–1970. Robert J. Kirkpatrick
Dennis Butts

Staging Fairyland: Folklore, Children’s Entertainment, and
Nineteenth-Century Pantomime. Jennifer Schacker
Jennifer Duggan

The Embodied Child: Reading in Children’s Literature and Culture. Eds
Roxanne Harde and Lydia Kokkola
Deborah Thacker

Levi’s eerste kerstfeest. Jeugdverhalen over jodenbekering, 1792–2015.
[Levi’s first Christmas celebration. Children’s stories on Jewish
conversion, 1792–2015.] Ewoud Sanders
Charlotte van Bergen

Literary Studies Deconstructed: A Polemic. Catherine Butler
Gabriel Duckels

Przemiany współczesnej książki popularnonaukowej dla dzieci i
młodzieży (na przykładzie francuskiej oferty wydawniczej). [The
Transformation of the Contemporary Popular Science Book for Children
and Youth (Exemplified by French Publishing Offer)]. Agnieszka Wandel
Natalia Paprocka

Serce Pinokia: Włoska literatura dla dzieci i młodzieży w Polsce w
latach 1945–1989. [Pinocchio’s heart: Italian literature for children
and young adults in Poland, 1945–1989]. Katarzyna Biernacka-Licznar
Ewa Nicewicz-Staszowska

The Courage to Imagine: The Child Hero in Children’s Literature. Roni Natov
Krystyna Zabawa

 

Congress number TOC

Editorial: Silence and Silencing in Children’s Literature
Elina Druker

Just Listen? Silence, Silencing, and Voice in the Aesthetics, Reception, and Study of Children’s Literature
Vanessa Joosen

Line Breaks, Page Turns, and Gutters: Formal Moments of Silence in Children’s Texts
Karen Coats

‘Unsilencing’ Chinese Indonesians through Children’s Literature
Herdiana Hakim

The Silencing of Children’s Literature Publishing in Hong Kong
Faye Dorcas Yung

The Acoustics of Nonsense in Lewis Carroll’s Alice Tales
Anna Kérchy

‘As Long as I Can Do, I Will Do for Children’: Sindiwe Magona’s Children’s Literature
Renée Schatteman

Israeli Children’s Literature about People with Disabilities
Yaakova Sacerdoti

Children’s Literature and Imaginative Geography. Edited by Aïda Hudson
Nina Goga

The Fabulous Journeys of Alice and Pinocchio: Exploring Their Parallel Worlds. Laura Tosi with Peter Hunt
Fabiana Loparco

Żywioły w literaturze dziecięcej. Ziemia [Elements in children’s literature: earth]. Eds Anna Czabanowska-Wróbel and Krystyna Zabawa
Krzysztof Rybak

Maps and Mapping in Children’s Literature: Landscapes, Seascapes and Cityscapes. Eds Nina Goga and Bettina Kümmerling-Meibauer
Josh Simpson

Wolność i wyobraźnia w literaturze dziecięcej [Freedom and imagination in children’s literature]. Eds Anna Czabanowska-Wróbel and Marta Kotkowska
Karolina Stępień

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

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

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

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

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

Other duties:

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

Minimum academic qualification: MA in a relevant subject

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

Closing date: 16 March, 2020