CFP – Special Issue of Journal of Childhood Studies: Foregrounding Indigenous Worldviews in Early Childhood

Call for Papers – Foregrounding Indigenous Worldviews in Early Childhood
Guest Editor: Dr. Catherine Hamm (Victoria University, Australia)

A number of scholars have made the call for the field of early childhood to engage with political, intellectual and ethical responsibilities (Dahlberg, Moss & Pence, 2007; Lenz-Taguchi, 2010; Pacini-Ketchabaw et al, 2015) as a strategy to complexify taken-for-granted practices within Euro-Western education. Developmental psychology discourses of children and childhoods have long dominated pedagogical and curriculum practices. Immersed in colonial logic, these practices situate teaching and learning as an individual, linear process (Berk, 2012). This perspective leaves little room to consider everyday moments of learning and teaching as complex, unequal and complicated. In contrast, an Indigenous worldview positions teaching and learning as relational and situated in everyday experiences (Martin, 2007, 2016). In places of ongoing settler colonialism (such as Canada, Australia, New Zealand), Indigenous worldviews in early childhood education are often hidden within broader multicultural discourses (Pacini-Ketchabaw, Nxumalo, & Rowan, 2014) and can be reduced to tokenistic and “grandslam” approaches (Harrison & Greenfield, 2001) that homogenise Indigenous cultures. Non-Indigenous educator “anxiety” is often cited as a contributing factor for the absence of Indigenous worldviews in the everyday practices of early childhood programs.

Attending to the ways both Indigenous and non-Indigenous people are “entangled in the social and ecological legacies of colonization” (Pacini-Ketchabaw & Taylor, 2015, p. 1), Karen Martin’s (2016) “coming alongside” and Martin Nakata’s (2012) “cultural interface” are useful concepts for foregrounding Indigenous worldviews in teaching and learning. Both these concepts make room for educators to respectfully engage with, “refiguring” Indigenous presences in meaningful ways (Nxumalo, 2015). The practice of learning with, not about, Indigenous worldviews requires authentic, respectful connections to local Indigenous groups and a commitment to engage with the full range of historical, political and ethical contexts relevant to the situated places and spaces where education happens.

In considering settler accountabilities for the early childhood field, the following questions frame possibilities for activating political and ethical teaching and learning practices in places of ongoing settler colonialism;

How might everyday moments of teaching and learning “refigure” Indigenous presences on unceded lands and territories (Nxumalo, 2015)? How can the field of early childhood work to foreground Indigenous worldviews beyond tokenistic “grandslam” approaches (Harrison & Greenfield, 2001)? How does the field of early childhood enact ethical and political response-able (Haraway, 2008) practices in places of ongoing settler colonialism? What are our ethical and political accountabilities in places of unequal relations (both human and more-than-human)?

Building from these questions, this special issue invites submissions from Indigenous peoples, settlers, and those with other relationships to ongoing settler colonial flows. This issue aims to bring together childhoods and Indigenous worldviews that are not limited by, but respond to:

  • Postcolonial perspectives
  • Decolonising practices
  • Truth and Reconciliation
  • Embedding Indigenous worldviews in early childhood pedagogy and curriculum
  • Moving beyond tokenistic practices
  • Indigenous connection to place and early childhood curriculum
  • Practices that unsettle colonial discourses of early childhood education
  • Disrupting homogenous Indigenous stereotypes
  • Contexts of ongoing settler colonialism and childhoods

Submissions in multiple formats are welcome, for example;

  • research-based,
  • theoretical pieces,
  • arts-informed: visual, performative, poetic,
  • Ideas from Practice – contributions written by educators, pre-service teachers.

Submissions are due May 30, 2018. Please see the author guidelines for submission preparation instructions. Please contact Journal of Childhood Studies with any questions.


Dahlberg, G., Moss, P., and Pence, A. (2007) Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. United Kingdom: Taylor & Francis.
Haraway, D J. (2008) When Species Meet. Minneapolis: University of Minnesota Press.
Harrison, N & Greenfield, M. (2001) Relationship to Place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education. Vol. 52:1 pp 65-76.
Lenz-Taguchi, H. (2010) Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London and New York: Routledge.

Martin, K. (2007) Ma(r)king tracks and reconceptualising Aboriginal early childhood education: an Aboriginal Australian perspective. In Childrenz Issues. Vol. 11:1 (pp.21-5).
Martin, K. (2016) Voices & Visions: Aboriginal Early Childhood education in Australia. New South Wales: Pademelon Press.
Nakata, M. (2002) Indigenous Knowledge and the Cultural Interface: underlying issues at the intersection of knowledge and information systems. International Federation of Library Associations Journal. Vol 28 (5-6 ) pp. 281-291.
Pacini-Ketchabaw, V., Nxumalo, F., Rowan, M.C. (2014) Researching Neoliberal and Neocolonial Assemblages in Early Childhood Education. International Review of Qualitative Research, Vol. 7, No. 1, Spring 2014, pp. 39–57.
Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., and Sanchez, A. (2015) Journeys: Reconceptualizing Early Childhood Practices through Pedagogical Narration. Canada: University of Toronto Press.
Pacini-Ketchabaw, V. & Taylor, A. (2015) (Eds) Unsettling the Colonial Places and Spaces of Early Childhood Education. NY & London: Routledge.

CFP – Slavic Worlds of Imagination 2: Borders of Tolerance

Slavic Worlds of Imagination 2: Borders of Tolerance
International Conference
Cracow, Poland, 24-25 September 2018

Central, Eastern, and South-Eastern Europe has been an area of crossing different cultures and worldviews for ages. Narratives about multicultural communities, minorities, and tolerance used to be popularized or removed depending on local governments. This problem seems to be more transparent in the context of literature for children and youth, fantasy, and science fiction. This conference, which is the continuation of “Slavic Worlds of Imagination,” will be the occasion to discuss the following topics (also in comparative perspective):

  • tolerance/intolerance in children’s and youth literatures of Central, Eastern, and South-Eastern Europe
  • tolerance of literary critics and pedagogues: controversial works for children and youth
  • “bad books” for children: borders of aesthetic and ethic tolerance
  • emigration, immigration, and refugees in children’s, youth, and fantasy literature
  • religious, ethnic, and sexual minorities in Slavic literatures for children and youth in Central, Eastern, and South-Eastern Europe
  • meetings of Slavic and non-Slavic characters in literature and another texts of culture
  • stereotypes in Slavic literatures for children and youth
  • child as the Other in literatures of Central, Eastern and South-Eastern Europe

Download the application form and please send us your proposals by 1 May 2018:

The conference fee is 400 PLN (100 EUR)/300 PLN (75 EUR) for PhD Students.


Organizing Committee

prof. dr hab. Anna Czabanowska-Wróbel
dr hab. Magdalena Dyras
dr Marlena Gruda
mgr Alicja Fidowicz

CFP – Children, Youth, and Performance Conference: Connecting Drama and Performance Research to Practice in the Lives of Young People

Children, Youth, and Performance Conference: Connecting Drama and Performance Research to Practice in the Lives of Young People

Young People’s Theatre invites proposals for our “Children, Youth, and Performance Conference,” which will be held in Toronto, Canada on Sunday, June 24, 2018.

Building on the Ada Slaight Education Centre’s strong focus on Theatre for Young Audiences and Drama-in-Education, the “Children, Youth, and Performance Conference” will bring together scholars, performers, and practitioners from different areas of the world. This conference is intended to be an exchange of knowledge, research innovations, and practical methods, examining the future applications and implications of performance work with, by, for, and about children and youth. This peer-reviewed conference will put performance research to work and discuss its effects on the lives of young people.


We welcome proposals based on cutting-edge research, theories, and practices which focus on any of these five streams:

  1. Drama, Justice, and Advocacy
  2. Theatre by and for Young People
  3. Global Perspectives on Children, Youth, and Performance
  4. New Directions for Drama-in-Education
  5. Youth Performance Across Disciplines

Each proposal should outline the presentation’s purpose, method, findings (for case studies and panels), and what will take place during the session. Please clearly indicate which conference stream your proposal best fits into, and which of the following formats your presentation will take:

Case Studies (15 minutes): These presentations should discuss case studies and projects relevant to one of the above conference themes. We welcome interactive, innovative presentation approaches, veering away from traditional “lecture-style” paper presentations.

“On-Your-Feet” Workshops (45 minutes): Workshops should be directly relevant to one of the conference themes, and welcoming to participants with varying levels of performance or research experience. Please ensure your workshop carefully adheres to the allotted timeframe (including all required set-up and/or take-down), as sessions will be back-to-back. Workshop presenters are responsible for their own materials and set-up. Please clearly indicate space needs (empty room, chairs, tables, etc.), and the specific activities that will take place.

Panels (30 minutes): We welcome panel proposals of three to five participants, showcasing initiatives and projects relevant to one of the above conference streams. Panels may include any combination of researchers, practitioners, performers, and/or young people, in a collaborative, discussion-style format.

Original Performance Pieces (up to 15 minutes): All proposed performances must fit within the allotted timeframe (including all required set-up and/or take-down). These pieces or excerpts should be original works created with, by, for, or about children and/or youth. Performances should be flexible for a variety of potential spaces (such as a classroom or studio) and should indicate specific resource needs (chairs, tables, etc.).

Your proposal should be no longer than one page, clearly stating the presentation title (20 words max.), presenter name(s) and bio(s) (100 words max.), the appropriate conference stream, the presentation format (workshop, panel etc.), and summary (250 words max.). Proposals must be sent directly to Abigail Shabtay, Conference Chair at no later than . Inquiries about facilities/accessibility can be directed to Karen Gilodo, Associate Artistic Director, at Accepted presenters must register and confirm attendance by the registration deadline to be included in the program schedule (registration details will follow letters of acceptance).

In Memoriam Anne de Vries


Anne de Vries was a Dutch curator, in charge of the children’s books collection of the Royal Dutch Library in The Hague, and a senior lecturer on children’s literature at the Free University of Amsterdam. De Vries was particularly interested in the criteria academics and professional reviewers used to evaluate children’s books. This resulted in his dissertation Wat heten goede kinderboeken? De theoretische opvattingen over kinderliteratuur en de praktijk van boekbeoordeling in Nederland, 1880-1980 (1989) (What is Considered to be Good Children’s Literature? Theories of Children’s literature and Reviewing Practices in the Netherlands, 1880-1980). While de Vries applauded the emancipation of children’s literature from moralizing and didactic agenda’s, he also belabored the point that children’s authors should always make themselves understood, however high their literary aspirations may be. This view was expounded in a much-discussed article with the title “Het verdwijnende kinderboek: Opvattingen over jeugdliteratuur na 1980” (1990, The Disappearance of Children’s Literature: Perspectives on Children’s Literature after 1980). Following the disappearance of childhood, children’s literature is also in the process of disappearing, de Vries argued, to be replaced by a relatively new phenomenon towards the end of the century: children’s literature for adults. This might well leave children without a literature of their own, a development which de Vries deeply regretted. Anne de Vries was remarkably knowledgeable about the history of Dutch children’s literature and published on time-honored genres such as ABC books and nursery rhymes. His book Van Alphen tot Zonderland (2010), a survey of Dutch children’s poetry from 1624 to the present, quickly established itself as a standard reference work on the topic. At the same time, he did not shy away from intervening in debates about contemporary children’s literature in public media.

Anne de Vries was not only a fine scholar, but also an effective organizer. In his position of curator, he played a crucial role in the foundation of the Kinderboekenmuseum (Children’s Books Museum) in 1994. He was a board member of the Dutch scholarly journal on children’s literature, Literatuur zonder leeftijd (Ageless Literature). He was also an active member of the IRSCL and served on its executive board as treasurer from 2001 to 2007, always on top of things, extremely kind to those who needed discrete support, unfailingly willing to go the extra mile to retain members and full of schemes to make IRSCL bigger and better.

After an early retirement, he devoted most of his time to writing the biography of his father, Anne de Vries sr. (1904-1964) a highly prolific and widely read author of regional novels, children’s novels, readings methods for primary school education, and, last but not least, a Bible adaptation for young children. Several generations of Dutch protestant youth have grown up with these books. De Vries jr. regretted that the high popularity and widespread use of de Vries sr.’s works had somehow always impeded the acknowledgement and appreciation of its literary qualities. The biography Een zondagskind: Biografie van mijn vader (2010, Fortune’s Favourite: A Biography of my Father) is an admirable balancing act between his own personal entanglement with his father and the scholarly meticulousness that is typical of all his publications. It was well received, and de Vries did quite a bit of interviewing and lecturing in the wake of its publication. His last intellectual achievements were two books about nursery rhymes which were published in 2015 by Amsterdam University Press.

We gratefully acknowledge his heavy investment in scholarly collaboration, his wide-ranging knowledge of Dutch children’s literature and his deep commitment to its proper appreciation.

Vanessa Joosen – Helma van Lierop – Lies Wesseling

Yearbook of the German Children’s Literature Research Society Now Online

The inaugural issue of the new Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung (Yearbook of the German Children’s Literature Research Society [GKJF]) is now online: It succeeds the print annual journal Kinder- und Jugendliteraturforschung (1995-2015) in a fundamentally revised form. As the GKJF’s response to the rapid development of digital culture(s) and reflecting its open, democratic attitude towards use of knowledge resources, the Yearbook is now published as an online, open-access, peer-reviewed journal.

Each issue has a different thematic focus. This inaugural issue addresses flight and migration in children’s and youth media in their historical and current dimensions. Contributions on the thematic focus are augmented by ones with a theoretical or historical focal point. Articles are published in German or English. An Advisory Board of 18 experts, closely involved in the peer-review process, ensure the maintenance of the highest standards of research and transparency.

Book reviews make up a large proportion of the Yearbook. The (German) Bibliography of Children’s and Young Adult Literature Research, compiled by the Bibliothek für Jugendbuchforschung at the Goethe University Frankfurt and previously published in the print journal, is now available online at

The editors of the Yearbook are elected every two years at the GKJF’s annual general meeting. Prof. Ute Dettmar (Goethe-University Frankfurt/M.), Prof. Gabriele von Glasenapp (Cologne University), Prof. Emer O’Sullivan (Leuphana University Lüneburg), Prof. Caroline Roeder (PH Ludwigsburg) and Prof. Ingrid Tomkowiak (Zürich University) were responsible for the redesign and relaunch the Yearbook, and for the first two issues (2017 and 2018).

CFP – Lewis Carroll and George MacDonald: An Influential Friendship

Call for Papers – Lewis Carroll and George MacDonald: An Influential Friendship
Sussex Centre for Folklore, Fairy Tales and Fantasy
University of Chichester
Saturday, 1 September 2018
Deadline: Friday, 30 March 2018

The works of the Scottish author, poet and minister George MacDonald and the English polymath Charles Dodgson (Lewis Carroll) have been among the strongest of influences on writers of fantasy for the past 150 years. The relationship between these two Victorians is both deep and fascinating and a close examination of that friendship reveals the significant influence they had on each other’s work.

This one-day symposium will examine the life and works of the two writers with particular reference to that friendship, which began in Hastings, and their interests in folklore, fairy tales and fantasy.

We invite proposals for 20-minute presentations on topics including, but not restricted to:

  • The authors’ shared views on folklore, fairy tales and fantasy
  • Overlapping themes and sources in their literature
  • Hastings / Sussex influences and connections
  • Lewis Carroll’s photographs of the MacDonald family
  • Connections and collaborations with other artists (Alexander Munro, Arthur Hughes, etc.)
  • The influence of both authors on other writers, e.g., C.S. Lewis, Tolkien

Please submit an abstract of approximately 200 words, together with a biographical note (up to 100 words) by 30 March 2018 to Posted in calls for papers