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: MLA 2022: Anima Mundi: Finding our Shared Ecological Experience in Non-environmental Children’s Literature

Heidi A. Lawrence, University of Glasgow

ChLA Non-Guaranteed Session
Anima Mundi: Finding our Shared Ecological Experience in Non-environmental Children’s Literature

In his landmark text, Radical Ecopsychology: Psychology in the Service of Life (2013 [2002]), Andy Fisher defines ecopsychology as a project through which humans may hopefully come to realize how our human psyche and the psyche the world around us, internally relate to “nature,” and how they are the “interior and the exterior of the same phenomenon” (Fisher 205) Theodore Roszak (1996) calls this shared anima mundi the “ecological unconscious” (320-21). For Fisher, this reunification of mind and environment is about “refusing all dualisms or splittings of reality (nonduality perhaps being ecopsychology’s main pivot), seeking integrations instead” (Fisher 205). This contrasts with Cheryll Glotfelty’s definition of ecocriticism as “the study of the relationship between literature and the physical environment” (1996: xvii). Instead, ecopsychology is the study of the relationship between human beings and their physical environment. The idea of a shared psyche (or soul) between humans and nonhumans, between the organic and inorganic, and between the occupants of Earth and the occupants of other planets and stars across the universe must, of course, be multicultural, or it will not succeed, argues activist Carl Anthony (Anthony 264). In order to understand how the human-nature relationship can be healing, ecopsychology must acknowledge and seek for healing for the many cultures and peoples who have been dispossessed environmentally (Anthony 267). The close relationship between humans and their ecosystems is present in many children’s and YA fantasy and highly imaginative novels. Elements of these relationships are also present in more realistic children’s and YA fiction spanning at least the last 150 years. And as the Anthropocene accelerates and is accompanied by increased climate-change denial, the question arises – how can those who resist the concept of climate change be reached in a personal way that might allow them to see past pain and shame and guilt to their shared experience with the tree in the local park, or with the clouds scudding past on a windy day? Reading, not with an eye for how literature and the environment are in relation, but with an eye for how humans and the environment are in relation, may provide insights into the multiplicity of experiences humans share with the world around them.
This non-guaranteed session will investigate the question of human embeddedness in the ecosystem in non-environmental children’s and YA literature, whether fantasy, highly imaginative, or strongly realistic. This may include picture books as well. Non-environmental texts are those without an obvious past, present, apocalyptic, or post-apocalyptic environmental agenda; such texts may more easily reach those who struggle to accept climate change through tapping into such things as childhood memories of outdoor experiences or favorite family stories of outdoor play.

Topics might include:

  • Non-traditional outdoor education in non-environmental children’s literature
  • Established kinship between children or adolescents and a particular part of their ecosystem.
  • Evidence of ecojustice in non-environmental children’s/YA literature.
  • Representations (or a lack of representations) of kinship between children and the ecosystem in marginalized communities.
  • Socially and culturally appropriate representations or issues of cultural (mis)appropriation in non-environmental children’s literature.
  • Multicultural non-environmental children’s books and representations of kinship with nature.
  • Children or adolescents empowered through kinship with any organic or inorganic figure/character/object
  • Imaginary friends derived from some aspect of the environment.
  • A life-sustaining psychological bond between a child or adolescent and some part of the environment.
  • Outdoor play as an established part of a childhood routine.
  • A sense of wonder implicit in the experience of the child or adolescent character
  • Healing or nurturing aspects of nature in the child’s life

By March 1, 2021: Please send 400-500-word paper proposals and a 250-word bio to Heidi A. Lawrence, Heidi.Lawrence@byu.edu
Please use the subject heading “MLA 2022: Anima Mundi CFP.” If possible, please use a valid academic email address or an email address that clearly contains your name and comes from an identifiable email service. These steps will help me verify that it is safe to open your email and attachments. Thank you very much.

CFP: Food and/in Children’s Culture

National, Internatinal and Transnational Perspectives
Università Ca’ Foscari, Venice, Italy
Department of Linguistic and Cultural Comparative Studies
Palazzo Cosulich – Zattere Dorsoduro, 1405, 30123 Venezia – Italy
6 – 9 April 2021

Food is a prominent element in children’s literature and culture. As Carolyn Daniel puts it, by reading about food children learn “what to eat and what not to eat or who eats whom” (2006, 4). In children’s narratives food can be, simultaneously, a mark of national identity, and a bridge between cultures, through which children can both learn about their own national culture and encounter other cultural identities and experiences. It can be a mark of kinship, but also a mark of difference and monstrosity, a symbol of desire, but also a vehicle of danger and death. Food scenes at times represent moments of intense pleasure for characters in movies, books, and different kinds of performances and, therefore, vicariously, for the reader/spectator, who becomes involved in what Gitanjali Shahani has called “food ekphrasis” (2018, 3) and consumes fictional banquets through vivid descriptions. At other times, these vivid descriptions may place before the reader/spectator/listener foods that are decidedly unappealing, at times monstrously so; and in some cases they may represent, equally vividly, scenes of hunger, poverty, and longing for unreachable food.

There are indeed few elements so multifaceted, counterintuitive, and contradictory as food, and its role in children’s literature and culture usually bears heavy ideological, political, and/or cultural connotations. This conference invites broad, interdisciplinary interpretations of this theme encompassing, but not limited to:

  • Children as eaters and/or food
  • Medicine and science: diets, “clean vs un-clean” eating, nutrition
  • Food and gender
  • Picturebooks: picturing food and food fantasies/nightmares
  • Period-specific perspectives (Early Modern, Eighteenth Century, Victorian and Neo-Victorian, post-War, contemporary …)
  • Food and the child body: normalized, codified, modified, rejected/accepted
  • Trans/national perspectives
  • Images of food and intercultural dialogues/issues
  • The press (childcare, cooking and house management magazines, children’s periodicals)
  • Eating at home and abroad (in institutions [hospital, workhouse, school …], in different countries, picnics, the family meal, feasts and special occasions …)
  • Magical food
  • Food fantasies/nightmares
  • Children, food, and the environment: climate change, ecocriticism, access to food based on class/nationality …
  • Expressing concern about food: alcoholism and temperance, food disorders, poverty and hunger

Confirmed keynote speakers include:

Emeritus Professor Peter Hunt, Cardiff University (UK)
Professor Nicola Humble, University of Roehampton (UK)
Professor Björn Sundmark, Malmö University (Sweden)
Dr Zoe Jaques, University of Cambridge (UK)

Please send abstracts of 300-500 words for 20-minute papers and a 100-word biography to the Conference Organizers, Dr Anna Gasperini and Professor Laura Tosi, at foodchildrenculture2021@gmail.com by 30 November 2020.
For further information, please visit the website FED – Feeding, Educating, Dieting

Note: the conference is envisaged as an in-person event; should this not be possible, an on-line version will be organized. We will provide updates about this in due course.

Position Posting: Senior Lecturer/Lecturer in Children’s Literature and Literacy Studies

College of Social Science

Institution: University of Glasgow, School of Education
Position: Senior Lecturer/Lecturer in Children’s Literature and Literacy Studies
Contract type: Full Time Permanent
Salary: Grade, level 8/9, £44,045 – £51,034/£52,560 – £59,134 per annum

The School of Education invites applications for the position of Senior Lecturer/Lecturer in Children’s Literature and Literacy Studies on the Research and Teaching Track.

The School of Education is a large and dynamic unit which brings together researchers with expertise across all sectors of education: formal and non-formal, pre-school through to higher, adult and community education. It offers undergraduate, postgraduate and CPD courses and hosts the Robert Owen Centre for Educational Change (ROC); the Centre for Research and Development in Adult and Lifelong Learning (CRADALL) and the St. Andrew’s Foundation for Catholic Teacher Education.

The School prides itself on the effective integration of teaching, research, theory, policy and practice. The key feature of its research is its commitment to placing educational research as part of an interdisciplinary agenda to support the development of more equitable societies in the spirit of social justice. The School aims to contribute to producing better places locally, nationally and globally, providing a major source of research-informed evidence that contributes to positive economic and societal impact.

The School is situated within the College of Social Sciences (CoSS) and we welcome applications from candidates keen to contribute to interdisciplinary research, scholarship and knowledge exchange, working collaboratively in taking forward the CoSS interdisciplinary research themes which are: Addressing Inequalities; Challenges in Changing Cities; Digital Society and Economy; Justice, Insecurity and Fair Decision Making; and Sustainable Development.

This post aligns with these themes in addressing inequalities by supporting and extending equitable literacy practices through local and global texts and also aligns with the theme of digital society and economy through including media and digital literacies.

The successful candidate will hold a PhD or equivalent in a related discipline with an extensive and established reputation in research and significant teaching experience in Children’s Literature and Literacy Studies.

This position is open ended and full time.

Informal Enquiries should be directed to Professor Evelyn Arizpe, Director of Culture, Literacies, Inclusion and Pedagogies RTG, email address: evelyn.arizpe@glasgow.ac.uk

Visit our website for further information on The University of Glasgow School of Education: https://www.gla.ac.uk/schools/education/

Click here for the full posting.

Closing date: 03 August 2020. 

It is the University of Glasgow’s mission to foster an inclusive climate, which ensures equality in our working, learning, research and teaching environment.

We strongly endorse the principles of Athena SWAN, including a supportive and flexible working environment, with commitment from all levels of the organisation in promoting gender equity.

The University of Glasgow, charity number SC004401.

 

 

CFP: Yearbook of the German Children’s Literature Society 2021

Children’s and young adult literature and media offer a symphony or polyphony of sounds. The word “sounds” evokes a whole concert of related associations. The term relates to a spectrum of auditory phenomena that encompasses the complex areas of tone/sound, word/language and music as well as noises of all kinds. It also leads to questions of sensory perception(s) as well as to sound art, be it in classical, experimental or popular culture forms. Literary sounds range from the multifarious aspects of the lyrical (poems, lyrics, etc.) to questions of intermedial references in texts; specific sounds and soundtracks are also audible in children’s and young adult media.

But it doesn’t just thrum and throb in young adult novels; sounds are also audible in picturebooks, for example, and political and ideological messages can be transmitted in all medial forms via sound. Narratological aspects are showcased when the voice of the narrator, the childlike tone or the fast beat of a novel are alluded to. Sounds can be interwoven with speech melodies, introduced with foreign-language quotations or underlaid with montaged and collaged noises. The chirping and rustling of nature is depicted via sounds, the (literary, composed) symphony of the big city sets a sound monument to metropolises.

In media contexts, too – both in the field of acoustics and in visual media – sounds are of central importance. Hence the relevance of probing the connections between sound and media development as mirrored in all media products and practices for children and young adults.

The open access, peer-reviewed Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung | GKJF (Yearbook of the German Children’s Literature Research Society) 2021 will focus on the theme of Sounds, examining the historical and contemporary dimensions of this complex subject. Contributions to this fifth volume of the Yearbook should address implications of the topic in its various medial forms (narratives, picturebooks, comics, graphic novels, films, television, computer games and apps) from both a theoretical and material perspective.

Contributions may be in German or English. While contributions on German children’s literature and media are particularly welcome, the editors also welcome proposals on other cultural and linguistic areas.

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

  • Linguistic forms, narrative forms, narratives;
  • Intermediality and materiality;
  • Visual media (especially picturebooks, graphic novels);
  • Interdisciplinary aspects of the sound arts;
  • Acoustic media;
  • Audiovisual media: films, series;
  • Sensory perception, emotional research;
  • Music and singing;
  • Political aspects, ideological implications (e.g. “right-wing rock”);
  • Anthropological issues.

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

Formalities:

Please submit a proposal of no more than 300 words for a contribution on the focus theme or for an open contribution by 15 September 2020. 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. 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 2021.

Please send your proposal to: jahrbuch@gkjf.de

We look forward to receiving your proposal. A style sheet will be sent once your proposal has been accepted. The Yearbook 2021 will be published online in December 2021.

 Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung | GKJF     
Editors

Prof. Gabriele von Glasenapp, Universität zu Köln
Prof. Emer O’Sullivan, Leuphana Universität Lüneburg
Prof. Caroline Roeder, PH Ludwigsburg
Prof. Ingrid Tomkowiak, Universität Zürich

http://www.gkjf.de/ 

 

CFP: Non-Fiction Renaissance Due to the Climate Crisis?

 

Non-fiction renaissance due to the climate crisis?

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

We are currently inviting contributions to a discussion on the status and development of non-fiction for children and young adults.

The UN’s focus on the 17 sustainable development goals that all countries should achieve within 2030 has encouraged a vast range of activities. International climate conferences are inspiring local ones. Children are eager to participate. School strikes have spread worldwide. Thus, the interest in knowledge about the global climate and global ecosystems has reached a new level. Non-fiction for children ought to be a suitable source for such information, hence the questions: Has the climate crisis given rise to an increased production of non-fiction texts for children and young adults? What are the aesthetics of texts aimed to meet children’s need for knowledge?

In non-fiction books, the readers are often encouraged to perform learning activities. Digital media may offer interactive opportunities for participation. Thus, another question: Does a potential non-fiction renaissance take place in paper books or in digital media, such as enriched e-books, computer and application games, rather than in paper books? If so, how does the change of media influence the aesthetics?

Nordic Journal of Childlit Aesthetics is seeking articles discussing these questions.

We hereby invite submission of articles on themes related to non-fiction, such as, but not limited to, the following:

  • How, and to what degree, do non-fiction texts pay heed to the current political situation? What is the pedagogical approach in such texts?
  • Non-fiction for children today is venturing at a definition. What is it, what does it aim to do, and how?
  • Is children’s increased political activity and interest influencing non-fiction publications in number and form?
  • Non-fiction’s subjects: Are they new, or a slight twist on the old? Has the scientific level, target group and literary form developed accordingly?
  • Visual and verbal presentation styles: Do they adapt to traditional children’s literature, or to the documentary, or are they indebted to other influences? What are non-fiction aesthetics today?
  • In what media is non-fiction developing? In paper book, comics, picturebook, enriched e-books, literary computer games, picturebook applications, etc.

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

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

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

The journal is designated scientific level 1 in NSD (Norway and Sweden), the Danish Ministry of Higher Education and Science’s Authorization list for serials (Denmark), and in Publication Forum (Finland).

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