CFP – Translation Studies and Children’s Literature: Current Topics and Future Perspectives

Since the publication of pioneering works by Göte Klingberg, Riitta Oittinen and Zohar Shavit in the 1970s and 1980s, the translation of children’s literature has attracted the attention of many scholars in various fields. On 19 and 20 October 2017, KU Leuven and the University of Antwerp (Belgium) will organise an interdisciplinary conference on Translation Studies and Children’s Literature that aims to investigate the intersection between translation studies and children’s literature studies, offer a state of the art of current trends in the study of children’s literature in translation, and consider future perspectives for this field. How can the concepts, methods and topics used to study children’s literature contribute to the field of Translation Studies? What research questions are opened up by studying children’s books from a Translation Studies perspective? And what potential avenues have only recently been opened up, or remain as yet uncovered? The conference will take place on the occasion of the academic retirement of Prof. dr. Jan Van Coillie (University of Leuven), a pioneer in this area of study.

We welcome proposals on topics relating to promising lines of research integrating Translation Studies and Children’s Literature Studies, including:

  • globalisation/localisation/glocalisation (including English as a lingua franca)
  • ideological shifts in the translation process
  • ethical aspects of translating children’s literature
  • the reception of translated children’s books
  • the role of institutions and mediators (translators, publishers, agents, critics etc.)
  • intermedial translation (including digital picturebooks)
  • the benefits of applying literary approaches such as digital humanities or cognitive sciences to the study of children’s literature in translation
  • new impulses from established approaches such as stylistics, memory studies, genetic criticism or reception studies

The conference will be held in Brussels (19 October 2017) and Antwerp (20 October 2017) and will be preceded by a master class on translating Children’s Literature (for Dutch-speaking students) on 18 October 2017 in Brussels. The working language of the conference will be English although simultaneous interpreting can be provided upon request (please indicate in your proposal).

Keynote speakers are:
Gillian Lathey (University of Roehampton London, UK)
Cecilia Alvstad (University of Oslo, Norway)
Emer O’Sullivan (University of Lüneburg, Germany)
Jan Van Coillie (University of Leuven, Belgium)

Please send your proposals (300 words) by March 15, 2017 to We will give notice by April 30, 2017.


CFP – Any Signs of Childness? Peter Hollindale’s Signs of Childness in Children’s Books (1997), 20 Years On

Any Signs of Childness? Peter Hollindale’s Signs of Childness in Children’s Books (1997), 20 Years On
Day Symposium, 05/05/2017
Department of Education, University of York (UK) – H/G21, The Eynns Room

I wish to argue here that childness is the distinguishing property of a text in children’s literature, setting it apart from other literature as a genre, and it is also the property that the child brings to the reading of a text.

Twenty years ago, Peter Hollindale coined the term “childness” to qualify, or rather evoke, the particular feel of those discourses which express with unique intensity something of the quality of being a child in a certain place and time. Childness, Hollindale argued, is not a static property; always situated, it occurs through reading events, and signals a successful exchange between text and young reader.

This compelling but also elusive concept, although very often mentioned in children’s literature studies, has arguably been underused; children’s literature theorists have not engaged with that text as much as with Hollindale’s other celebrated work, Ideology and the Children’s Book (1988). Yet the “I know it when I see it” dimension of childness continues to condense much of the seduction and frustration of children’s literature as an object of study. In this symposium, we welcome scholarly contributions that reread, update, reevaluate, rethink, or trace the legacy of, Hollindale’s concept in the light of two decades of children’s literature theory and criticism. Suggested topics include, but are not limited to:

  • Childness and contemporary children’s literature theory
  • Childness and exchange: “kinship” and “difference” models; generational gaps and “cultural time-gaps”; adult-child relationships; childness and “adultness”
  • The reading event: potential uses of “childness” in empirical work
  • Childness and sociological, political and intersectional approaches to children’s literature
  • Childness beyond children’s literature: childhood studies, education, sociology and philosophy of childhood; general literary theory
  • Childness beyond children’s books: multimedia, film, cultural and material productions

We welcome abstracts of 300 words from researchers and postgraduates before February 5, 2017. To submit an abstract or for any questions, please email

CFP – Special Issue of Children’s Readings: The 1917 Revolution and Children’s Literature

Call for Papers
Children’s Readings 12
1917 год и детская литература – The 1917 Revolution and Children’s Literature
Issue Publication: October 2017
Issue Editors: Sara Pankenier Weld and Svetlana Maslinskaia
Journal website:

We propose to dedicate issue 12 of Children’s Readings [Detskie chteniia] to the centennial of the 1917 Revolution.

Samuil Marshak formulated the widely accepted conception of Soviet children’s literature: “One cannot live only on one’s legacy, however great it might have been. We must ourselves create our present and future – a new literature, which fully reflects our time and even glimpses further into the future.” Marshak repeatedly spoke about new authors, new themes, new protagonists – about the new “big literature for the young.” Such a contrast-based history of children’s literature, clearly divided into a “then and now” demarcated by the events of the year 1917, has been reproduced uncritically during the course of the entire Soviet (and post-Soviet) period in domestic and foreign research and textbooks for higher education.

A “pre-revolutionary” and “post-revolutionary” periodization proves typical in the structure of histories of Russian children’s literature in the 20th century: the 1918 article by Kormchy styles itself as a Rubicon between old and new literatures and the post-revolutionary body of “progressive” children’s writers is construed as a team of like-minded confederates: “Gorky + Chukovsky + Marshak’s editorship.” On the whole, literary production for children in the second half of the 1910s-1920s is described in terms of an opposition to tradition, the overcoming of old themes and genres, a rupture in individual artistic practice, and so on.

In our view, this view demands further scrutiny. Of course, it is impossible to deny the fact that, after the revolution, the set of authors changed, publishers and editions appeared and disappeared, some works were forbidden, while each year some were reissued, new illustrators arrived, the range of literary themes and plots was renewed, new types of protagonists emerged, and so on. However, it is not clear in which ways and when there occurred (and if there did really occur?) a break between pre-Soviet and Soviet periods in the historical development of children’s literature. Did it primarily pertain to the organization of the literary process or did it alter the very character of literary texts? Is it possible to speak of stages in the development of Russian children’s literature or does a stage-based approach simplify the historical picture of its development?

We invite you to consider the following questions:

  1. Did a rupture in literary tradition occur in the year 1917? If it did occur, then how was it manifest and in what way did it proceed? Is it possible to propose a model not based on conflict for the changes occurring in children’s literature in the 1910s and 1920s?
  2. What did critics of the 1920s mean when they spoke of pre-revolutionary traditions in children’s literature? What, in your view, might be considered innovative in children’s literature of the 1920s and 1930s, and what might appear to be a development of the pre-revolutionary period?
  3. Did any forgotten experiments in children’s literature from the beginning of the 1910s reappear under new historical circumstances? Was it, in fact, principally new forms that were being put forward?
  4. How did modernism and the avant-garde figure in children’s literature of the 1910s-1920s? Was the revolution a reason for the gradual crowding out of modernism in the 1920s? What were the reasons for the fate of the avant-garde in Soviet children’s literature?
  5. Is it possible to consider the period of the 1920s-1930s a time of degradation/launching of children’s literature?
  6. What were the historical trajectories of work by children’s writers and illustrators beginning in the pre-revolutionary period and then continuing “under the Soviets” or in the “emigration”?
  7. How has children’s literature developed in other countries with similar historical situations of revolutionary upheaval? Is it possible to identify some common patterns?

Formatting guidelines for articles:
The proposed length of the articles is between 6,000 and 8,000 words including the bibliography.
Language of your submission: English or Russian.
The deadline for submission is June 1, 2017.

Your inquiries and submissions should be directed to the following address:

CFP – National Latino Children’s Literature Conference

The University of Alabama School of Library and Information Studies and The University of Texas at San Antonio is pleased to announce the 2017 National Latino Children’s Literature Conference to be held in San Antonio, TX on March 23-25, 2017. The National Latino Children’s Literature Conference was created for the purpose of promoting high-quality children’s and young adult books about the Latino cultures and to offer a forum for librarians, educators, researchers, and students to openly discuss strategies for meeting the informational, educational, and literacy needs of Latino children and their families (Naidoo, 2014).

Request for Proposals: In keeping with the recurring conference theme “Connecting Cultures & Celebrating Cuentos,” we invite program proposals that contribute to and extend existing knowledge in the following areas: Latino children’s and young adult literature, literacy development within bilingual education, Latino family literacy, Latino cultural literacy, library services to Latino children and their families, literacy programs utilizing Latino children’s literature, educational needs of Latino children, educational opportunities and collaborations, Latino children’s responses to culturally-responsive literature, social influences of children’s media on Latino youth, extra-curricular biliteracy programs in schools and libraries, and critical perspectives on children’s literature for and about Latinos.

Presentations may be empirical or provide a demonstration of practical applications of Latino children’s literature for current or pre-service librarians and educators. The National Latino Children’s Literature Conference is both a research and practitioner conference and all proposals go through a peer review process. There are two options for presentations.

(A) Program Proposals (Paper presentations, hands-on, workshop ideas): To submit your program proposal, please provide the following information in the following order:

  1. The title of your paper/workshop/presentation;
  2. 250 word (maximum) abstract of your presentation along with the program title;
  3. Indicate the language [English or Spanish]
  4. The name of the program organizer;
  5. The names of all presenters and their affiliations along with their preferred contact phone, email, and address;
  6. Your preferred presentation day (Thursday, Friday, Saturday or Either)
  7. Please email this information to conference co-chair Dr. Howard L. Smith at
  8. Please write “Program Proposal” in your subject heading.

(B) Poster Proposals: Posters can be a presentation of research  or  practical suggestions for teachers, librarians, and other educators. To submit your poster proposal, please provide the following information in the following order:

  1. The title of your poster;
  2. Indicate the language of your poster discussion [English or Spanish]
  3. A 200 word (maximum) abstract of your poster;
  4. The subject of your poster (e.g., Literature/Media Studies, Programs & Services in Libraries, Educational & Literacy Strategies, Exemplary Programs
  5. Your name and affiliation; your preferred contact phone, email, and address;
  6. Your preferred presentation day (Thursday, Friday, Saturday or Either)
  7. Please email this information to conference co-chair Dr. Howard L. Smith at
  8. Please write “Program Proposal” in your subject heading.
  9. Easels will be provided for posters and additional information about poster size will be provided with the acceptance letters.

The deadline for proposal submissions is midnight January 15, 2017  with notification of acceptance on or before January 31, 2017.

Need more information on the conference? Contact Conference Co-Chair Dr. Howard L. Smith at (Please write “Conference” in the Subject Line).

CFP – Pedagogies of Images II: Depicting Communism for Children

Call for Papers for Junior Scholars
Pedagogy of Images II: Depicting Communism for Children
Princeton University,
March 31 – April 1, 2017

The Pedagogy of Images project started in 2015 with an exploratory symposium that mapped out approaches to studying the process of amalgamation of text and image within the boundaries of the illustrated book for young Soviet readers. As a part of the general desire to translate Communism into idioms and images accessible to children, these books visualized ideological norms and goals in a way that guaranteed easy legibility, without sacrificing the political appeal of the message.

Using a corpus of Soviet-era illustrated books for children from the collections of the Cotsen Children’s Library at Princeton University, the participants of the first meeting focused on the dual verbal-visual representation of the Communist imaginary and sensibility in early Soviet books. The initial symposium also had a second purpose: to achieve a more nuanced awareness of the ways in which digitization of these works can facilitate more exhaustive mining of the information contained in these rich graphic and verbal artifacts. An edited volume growing out of the work of this first symposium is currently in production.

The goal of the second symposium is to expand the generational boundaries of scholars working on early Soviet children’s books. We invite advanced Ph.D. students and recent Ph.D. graduates from a range of disciplines and backgrounds to submit their proposals for participating in a two-day symposium that will take place at Princeton University on March 31- April 1, 2017.

The proposals should focus on the expanded corpus of digitized materials from the Cotsen collections, which consists currently of more than 160 titles. In the interest of increasing the scope of disciplinary approaches to the visual language of the Soviet children’s book (and to avoid thematic duplications), we ask potential participants to consult the list of the contributions already included in the edited volume.

Please, send a short CV and a 500-word proposal, describing your choice of children’s books, methods, and arguments, which you would like to develop for your presentation at the symposium to by December 30, 2016.

Finalists will be notified by January 15, 2017. Final papers should be submitted by March 15, 2017. During the symposium, participants will be paired with leading senior experts in the field, who would provide critique of the contribution and guidance for its future development.

The symposium will be held at Princeton University in Princeton, New Jersey. Every effort will be made to offer assistance with travel and accommodation expenses to selected candidates.

CFP – Conceptualizing Children and Youth

October 12-14, 2017
Brock University, St. Catharines, ON, Canada

The Department of Child and Youth Studies at Brock University invites you to attend “Conceptualizing Children and Youth,” a multi- and trans-disciplinary conference fostering dialogue on young people among and across all disciplines. A special issue of a journal is being negotiated for dissemination.

The conference will include keynote speakers, paper sessions, a special evening event, networking opportunities, and graduate student workshops. Topics include but are not limited to: mental and physical health, bodies and sports, exceptionalities, (dis)abilities, developmental psychological approaches, criminal justice, socio-cultural approaches, race, gender, class, sexuality, age, nationhood, educational contexts, Indigeneity, methodological and ethical dilemmas, social issues, peer contexts, play, work, popular culture, global contexts, and other related topics.

To submit please complete the abstract submission form by January 13, 2017. Submissions may take the form of posters, individual papers, symposiums, or workshops. Notification of results will be communicated by April 10, 2017.

Any questions please contact:

CFP – Translation, Adaptation and Double Addressee in Children’s Literature: Reflections Converging in the City of the Alhambra

27th, 28th and 29th September 2017, University of Granada, Spain
“Translation, Adaptation and Double Addressee in Children’s Literature: Reflections Converging in the City of the Alhambra”
27, 28 and 29 September 2017
University of Granada

The Spanish National Research Association on Children’s Literature (ANILIJ) will hold its eleventh conference in September 2017 in the city of Granada. Once again, we have the pleasure to invite you to take part in the conference, which, on this occasion, will focus on translation, adaptation and double addressee in children’s literature—issues of great interest which affect both the type of literature written for children and its reception.

We have already confirmed the attendance of two of the most renowned professors and researchers in the field of translation worldwide: Riitta Oittinen, University of Tampere (Finland), and Zohar Shavit, University of Tel Aviv (Israel). Besides, we are organising other complementary activities, of a cultural and recreational nature, to complete your experience in the city of Granada during the days of the conference: round-table discussions (authors, translators and editors), readings, writing and story workshops, visit to the Alhambra, gala dinner, tastings, etc. We will keep you regularly updated about these activities on our blog as they day of the conference gets closer. As mentioned, and as done in the previous edition, we have created a blog specially focused on the event where you can consult and get to know all the details of the conference, such as the procedure for the submission of abstracts and papers, information on the keynote speakers, the members of the committees, etc. In these months, we will be updating different details on this platform, such as the final programme, recommended accommodation, scheduled activities, registration process related issues and all that information you may be interested in to make the XI ANILIJ International Conference in Granada an unforgettable experience.


The scientific aims of the conference are as follows:

  1. To gather together international and national researchers in children’s literature and the members of ANILJ/ELOS (the Galician and Portuguese association) in order to consolidate contact networks and assess teaching and research within this field in Spanish, European and overseas universities.
  2. To reflect on how the studies dealing with children’s literature influence education policies, as well as on the possibilities and restrictions they imply for teaching and research development.
  3. To analyse the current position of research on children’s literature within the general Spanish context of university research as a whole.
  4. To assess the international promotion of the activities carried out by different national research groups, and their impact and inter-connection with other groups.
  5. To share new methodological approaches applied to the translation of children’s literature.

Among others, the thematic areas of the conference include: Translation and children’s literature; Adaptations of literary works; Fiction and double addressee; Children’s literature and adaptation of illustrations; Children’s literature and gender; Children’s literature and culture; Children’s literature and didactics; etc.

To submit a paper proposal, candidates should send an abstract (150-200 words) to Cristina Álvarez at the following address:, requesting confirmation of receipt. Abstracts may be written in English or Spanish and should be accompanied by a brief bio note including the author’s personal details, affiliation and principal lines of research. Papers will be allotted 15-minute time slots to be followed by 5 minutes for questions and discussion, at the end of each session. The main language at the conference will be Spanish, but abstracts and papers may be submitted in Spanish or English.

After their presentation at the conference, the papers may be included in a bilingual volume (Spanish and English) which the Association undertakes to publish in collaboration with a prominent institution or publishing house. Please note that for this publication, authors must follow the style guidelines for the Association’s journal AILIJ, available on our website.

Abstracts (150-200 words): 30 January 2017
Confirmation of acceptance: 30 April 2017

Article submission deadline:
Spanish: 30 May
English: 30 June
Registration: 20 June

To access to the latest information on the event, please visit the blog of the conference:

If you have any queries or comments, please do not hesitate to get in touch with us at the following email:

CFP – Special Issue of SIGNAL Journal: Sustainability in Young Adult Literature

SPRING/SUMMER 2017 Issue of SIGNAL Journal
Theme: Sustainability in Young Adult Literature
Deadline: February 1, 2017

Although they are not always acknowledged as such, problems such as climate change, deforestation, pollution, sustainability, and so on are, at their core, social justice issues. They have also begun to receive attention in works of literature for adolescents. Dystopian and post-apocalyptic novels such as Suzanne Collins’s Hunger Games trilogy and M. T. Anderson’s Feed are often set in worlds that have been ravaged by the effects of climate change brought on by corporate greed. In other works—for example, Marie Lu’s Legend and Marissa Meyer’s Cinder—totalitarian regimes deploy bio-weapons such as the plague against their enemies. Consideration of these issues is not limited to the genre of speculative fiction, however. Eliot Schrefer’s Endangered and Threatened, along with other works of realist fiction, examine how issues such as government corruption, deforestation, and war impact the natural world, threatening humans and animals alike. Still other works of young adult literature identify steps readers can take to mitigate these problems. In Generation Green: The Ultimate Teen Guide to Living an Eco-Friendly Life, Linda and Tosh Siversten outline specific actions they suggest readers can take to combat a range of environmental issues, while Garth Sundem’s Real Kids, Real Stories, Real Change: Courageous Actions Around the World collects stories about adolescents engaged in activist work in their respective communities. In these ways and others, a growing body of young adult fiction and nonfiction is interested in understanding how environmental issues impact young people, and how they are in turn responding to them.

This issue of SIGNAL Journal invites contributors to share their experiences using young adult literature, fiction as well as nonfiction, to engage students in exploring issues associated with sustainability, climate change, nature, and other related topics. How do you use literature to engage students in examining the natural world? What texts—print as well as non-print—do you find helpful in doing so, and how do you challenge students to take those texts up in class? What critical questions do you invite students to ask of fiction and nonfiction that touches on environmental issues, defined broadly? How do you pair works of canonical literature that are concerned with the natural world—for example, Thoreau’s Walden or much of Dickinson’s poetry—with young adult texts that address related issues? How do you create opportunities for students to read young adult literature through the lens of eco-criticism and other related literary theories, and what do you understand them to gain from doing so? In what ways do you partner with teachers in other content areas to engage students in studying issues related to sustainability and the environment, and how do they benefit from experiencing these interdisciplinary relationships? These are just some of the questions that contributors might potentially explore. SIGNAL Journal aspires to publish a balance of theoretical and practitioner oriented articles that are concerned with the study of young adult literature. Inquiries may be directed to Sean Connors at

CFP – From Gotham to Camazotz: Madeleine L’Engle at 100 and New York City

Call for Papers for MLA Panel
From Gotham to Camazotz: Madeleine L’Engle at 100 and New York City

The year 2018 marks the centenary of the birth of Madeleine L’Engle, author of the classic work of children’s literature, A Wrinkle in Time.

This auspicious occasion is augmented by the fact that L’Engle was born in New York City, the site of the MLA conference in 2018.

This non-guaranteed panel session will engage with both of these issues.

It will examine the past place, current status, and future significance of L’Engle and her work in the year when she would have turned 100. During this process, it will pay special attention to the relationship that L’Engle simultaneously had and didn¹t have with the city of her birth.

In so doing, this panel will trace L’Engle’s geographic trajectory from Gotham, where she was born, to Camazotz, the planetary metropolis from A Wrinkle in Time for which she is most well known and on which her legacy largely rests.

Possible topics include but are not limited to:

  • The portrayal of the city in L’Engle’s work
  • L’Engle as a New Yorker
  • The importance of place, setting, and regionalism in L’Engle’s work
  • A Wrinkle in Time as a commentary on urban spaces and modern metropolitan life
  • L’Engle’s period as a writer-in-residence at the Cathedral of St. John the Divine in New York City: its impact, influence, and importance
  • The mythology associated with the Big Apple in L’Engle’s writing
  • The Young Unicorns and The Severed Wasp as New York novels
  • L’Engle’s work as a rejection of the metropolis and a turn to the pastoral
  • Dr. Alex Murry’s tesseract research and The Manhattan Project
  • The depiction of New York City in L’Engle’s novels, especially the Austin Family series
  • Characters Adam Eddington, Camilla Dickinson, Katherine Forrester Vigneras from the Austin Family series as New Yorkers
  • Geography, topography, and mapping in L’Engle’s writing

Send 500-word paper proposals by March 1, 2017 to Michelle Ann Abate,

CFP – Literature, Translation, and Mediation by and for Children: Gender, Diversity, and Stereotype

The Interdisciplinary Centre on Mediation and Translation by and for Children, MeTRa is proud to announce the international conference:
“Literature, Translation, and Mediation by and for Children: Gender, Diversity, and Stereotype”
University of Bologna at Forlì
25-27 October 2017

MeTRa is a research centre that operates within the Department of Interpreting and Translation of the University of Bologna at Forlì (Italy). It promotes interpreting and translation research applied to childhood and adolescence, and its studies range from analyzing all issues connected with translating for children to a critical discussion of children translating for adults, or child language brokering (CLB), which involves first-generation children and adolescents bridging the language and cultural gap between their families and the larger society. One of the centre’s transversal foci is gender studies, where a critical look is cast on the gender roles, models, and identities as they emerge in children’s literature (whether in translation or in the original) and CLB. These interests explain why the main topic of MeTRa’s first international conference is gender diversity/gender stereotypes in mediation and translation by and for children and young adults (YA).

Children’s literature is a key carrier of social and cultural models, values, and roles. Gender difference and gender models available to children have recently acquired particular relevance in many Western societies, and the way they are represented has an impact on the evolution of younger generations’ gender identities. In a globalized world where diversity tends to be flattened out in favour of stereotyping, the conference looks at the role of writing and literature-making with a view to exploring the latest trends in the international publishing industry and future developments that may contribute to more open, sustainable societies. Looking at the translation of children’s literature can contribute to shedding light on how diversity, various roles, and stereotypes are carried across languages and cultures. Analyses of non-linguistic factors of literary texts for children and YA are also welcome.

Of course, the issue of gender stereotyping vs. gender diversity is by no means limited to children’s literature. On the contrary, it can be traced in all kinds of texts aimed at children and teenagers – where the term, “texts,” is used in the broadest meaning of the word. We therefore welcome proposals to analyse gender discourses about, generated by, or aimed at children/young adults in social networks, multimedia products, educational books/videos, advertising, or other kinds of material, whether monolingual or translated.

Roles, stereotypes, and their possible reversal are of paramount importance in CLB research as well. CLB is a complex practice that not only involves language and cultural aspects, but also intersects with young brokers’ psychological development as well as their social and family lives. Within the field of CLB studies, in addition to the main topic of gender, we will accept contributions that investigate how CLB practices may increase or reduce the level of diversity in young brokers’ lives and surrounding contexts. Possible topics may include, for instance, whether and how CLB subverts traditional parent/child relations, or monolingual teacher-centred classroom practices, or the stereotype of childhood as an age that must be protected from responsibilities and cares. Or, on the other hand, studies are also welcome on whether and how CLB – being a largely invisible phenomenon – can contribute to keeping the rich language, cultural, and social diversity of young brokers and their families below the threshold of collective awareness.

Proposals for 20-minutes presentations in one of the official languages of the conference (Italian, English, French or Spanish) should be sent to no later than February 15, 2017. Please make sure that the abstract does not exceed 250 words (which excludes any bibliography/works cited list), and include a short bio, no longer than 100 words. Both abstract and bio should be in English. If the language of presentation is Italian, French or Spanish, an additional abstract and bio in that language may also be included. Notification of acceptance will be sent no later than April 10, 2017.

Transversal and interdisciplinary proposals will be particularly welcome. Possible sub-topics may include, but are not limited to:

  • Gender models, roles and identities in children’s and YA literature;
  • Migration, diversity, multiculturalism in children’s and YA literature;
  • Paratext-mediated gender models in children’s and YA literature;
  • The addressee of the paratext: the role of authors vs that of editors and publishers;
  • Reversing gender stereotypes in children’s and YA literature;
  • Literary representations of new forms of parenthood and LGBTQ families;
  • Visibility, representation and translation of LGBTQ characters in children’s and YA literature;
  • “Sensitive” publishing: fortune and translation of stereotype-free children’s and YA literature;
  • New literary and educational approaches oriented to respect and inclusion and against the stereotype of so-called “gender ideology”;
  • The translation of children’s and YA literature – issues of sexism in language;
  • Translating diversity, migration, multiculturalism in children’s and YA literature;
  • Stereotypes about the translation of children’s and YA literature: who translates, how s/he should translate, for what readership. Evolution of models and theories;
  • Virtual communication spaces as new forms of self-awareness, resistance/education against sexist, misogynist, racist, homophobic, transphobic discourses;
  • Audio-visuals for children and YA: translation criticalities vis-à-vis gender issues, stereotypes, rainbow families, identity issues, etc.;
  • “Boys’ play, girls’ play”: gender stereotypes in the advertising, packaging, selling of children’s toys, books and products;
  • Gender and CLB: is it “a girl’s thing”? Ethnographic/sociological inquiries on the gender of child brokers and perceptions about their roles;
  • Impact of CLB on relations within the family and parent/child role reversal;
  • Perceptions of CLB as hidden child labour vs. helping with housework: the points of view of child brokers, beneficiaries and/or witnesses of CLB;
  • CLB as a factor of (super)diversity; and
  • Perceptions and/or representations of “bridge/edge” identity issues (first/second generations of migrants, biculturalism, bilingualism).