NEWSLETTER
Society for the History of Children and Youth
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No. 13 |
Winter 2009 |
Calls for Papers and Proposals Call for Papers
Calls for Conference Proposals
Call for Papers The Journal of the History of Childhood and Youth (JHCY) announces a call for papers for a special issue on youth and sport to be published in the summer of 2010. Because the World Cup will be held in Africa for the first time in 2010, we are especially interested in articles dealing with youth and soccer or with the connections between sport and young people in Africa. However, the editors encourage submissions from historians working in any geographical region or time period and from scholars in other disciplines with historical interests in children, young people and athletics. Please submit a full-length article (c. 10,000 words) and a one page CV by September 1, 2009. Articles submitted for publication should follow the guidelines contained in The Chicago Manual of Style, 15th edition using endnotes. Author information, including an abstract that details the argument and significance of the essay, must be included on a separate page and all identifying information should be removed from the manuscript prior to submission. All manuscripts accepted for consideration in the special issue will be peer reviewed by outside readers. Please send an electronic copy (preferably in Microsoft Word format) to:
JHCY is a peer-reviewed journal published on behalf of the Society for the History of Children and Youth by Johns Hopkins University Press. For more information please visit the website at www.umass.edu/jhcy Call for Papers EDUCATIONAL STUDIES Special Issue: Youth, Popular Culture and Education In an age of ipods, text messaging and myspace, we cannot ignore the significance of popular culture and new technologies in the lives of youth and adults alike. Film, television, music, advertising, the internet, fashion and other forms of popular culture shape the daily lives of all Americans whether we celebrate or resist their influence. Whereas dominant discourses of education suggest markers of achievement, test scores, and literacy benchmarks as the key indicators of students' smartness, this special issue of Educational Studies examines and values the popular cultural literacy practices of young people — "digital natives" to borrow from Marc Prensky — as they produce, consume, and learn in their daily lives. In recognizing the influence of popular culture on teaching and learning, this issue is devoted to exploring its role in the educational lives of youth. Whether developed outside of the school or promoted within school walls, interaction with popular culture and new digital technologies provides opportunities and venues for the development of identity, community, and learning that become integrated into students’ and teachers’ formal and informal knowledges. Positioned where media, schooling and youth cultures intersect, this issue is interested in education as an activity that takes place both in and outside of schools. Guest editors Lesley Bogad, Kristen Luschen, and Sandra Spickard Prettyman invite submissions that critically examine work of popular culture sites, spaces, practices and texts in the lives of young people and the adults who work with them. Theoretical as well as empirical studies are welcomed, as are literature, book, or media reviews. We particularly encourage papers that engage questions of power, privilege, and the representation or embodiment of race, class, gender, sexuality, and ability as they relate to popular culture, schooling and/or learning. Submissions from or utilizing the lenses of history, philosophy, sociology, law, critical theory, queer theory, policy studies, or curriculum theory are encouraged. Manuscripts for this special issue may address topics such as the following:
These topics and others that address the issues raised in this call for papers are appropriate for submission to this special issue. Manuscripts should be approximately 20-25 pages in length, double spaced, using Chicago Manual of Style documentation (see Contributor Information in the journal for additional information). Manuscripts should be submitted to the editors of the Special Issue on Youth, Popular Culture, and Education at http://mc.manuscriptcentral.com/heds. Each manuscript must be accompanied by a statement that it has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere. Authors are responsible for obtaining permission to reproduce copyrighted material from other sources and are required to sign an agreement for the transfer of copyright to the publisher. All accepted manuscripts, artwork, and photographs become property of the publisher. Manuscripts are due by May 15, 2009. Final decisions will be made by July 15th, and publication is expected by April, 2010. The SOCIETY OF BIBLICAL LITERATURE is currently accepting
abstracts (through February) for its next annual meeting November 21-24, 2009
in New Orleans, however you must be a member of SBL to present. For further information, please go to
their website at www.sbl-site.org. If you have any questions about organization’s
new section, “Children in the Biblical World,” please contact Julie Parker (julie.parker@yale.edu The terrain of education has shifted decisively across North America since the mid-1990s. Neo-liberal education policies, with their emphasis on outcomes assessment, standardized testing and student behaviour have emphasized narrower models of student learning, curriculum and child development. At the same time, the goal-oriented values and practices of the marketplace have nudged aside visions of education as a creative process of exploring, questioning and experimentation. The landscapes of learning, in other words, have become increasingly unidimensional, challenging efforts by many practitioners and researchers to think about broader questions regarding the purpose, function and practice of education in contemporary society and its constituent communities. This conference, organized by the Contemporary Studies program at Wilfrid Laurier-Brantford, in association with the Faculties of Education at Wilfrid Laurier-Waterloo and Nipissing University (Brantford Campus) aims to restore those broader discussions. It will do so by facilitating a transdisciplinary conversation about the conditions in which students learn - conditions that are at once political, economic, cultural, technological, biophysical, psychological and spiritual. It aims as well to promote a cross-fertilization of theory and practice, by bringing teachers and educational activists from schools and communities together with academic researchers. Keynote speaker for this event is Dr. Michael Apple, renowned curriculum and education policy specialist at the University of Wisconsin-Madison. He is author of Ideology and Curriculum, Education and Power, and Educating the "Right" Way: Markets, Standards, God and Inequality, among many other books. This is the fifth in a series of conferences initiated by Laurier-Brantford's Contemporary Studies program. The committee welcomes papers and presentations that explore the current challenges and opportunities of the educational landscape from early childhood to post-secondary levels. Proposals should illustrate how to bring the perspectives and methodologies of particular disciplines to bear on our understanding of that landscape, and/or students' capacities to learn. Papers will be considered for publication as conference proceedings or in an edited collection. Areas of research may include, but are not limited to: * popular culture, media and education * classroom culture: diversity and multicultural learning * neuroscience, cognition and pedagogy * technology and the "digital native" * neo-liberal education policies and citizenship * schools and spatial politics * perceptions, culture and learning * development and results-based teaching * visual literacy and learning * religion, community and schooling. We welcome diverse forms of presentation, including scholarly papers, research posters and workshops exploring landscapes of learning. We encourage proposals for panels (limited to three papers). Please send a title, 250-word abstract, four keywords that describe your research, and your contact information to us at proposals@laurierbrantfordconference.ca by April 1, 2009. For more information, please consult our website at http://www.laurierbrantfordconference.ca/>http://www.laurierbrantfordconference.ca/ Brantford, Ontario, is a community of 90,000, located 110 kilometres west of Toronto. It is approximately one hour from Pearson International Airport in Toronto and a half hour from Hamilton International Airport. Brantford is home to campuses of both Wilfrid Laurier and Nipissing universities, and Mohawk College. Contemporary Studies comprises the core, interdisciplinary program of Laurier-Brantford, as well as the Liberal Arts component of Nipissing's Concurrent Education program. Address questions to:
Call for Proposals The Network on Education & Childhood of ESSHC invites papers for the next conference in Ghent, Belgium. In general the Network is interested in proposals concerning childhood and education, in all periods and on various issues and in different domains. In order, however, to stimulate and continue debates in the field of the history of education and childhood, we especially invite papers which from a historical perspective examine themes such as: *Children and childhood in a globalizing world *Children's rights and history of NGO's related to education and childhood *Children, sexuality and sexual abuse *Children, childhood, education and the history of emotion(s) *Early childhood development and the brain *Children, disability and special education *Children, consumerism and play *Children, violence and war *Children, colonial childhood and postcolonial developments in education *Children and the new media *Methodology, autobiographical approaches and the child-perspective *Children and childhood in politics and economy Individuals interested in organizing panels on one of these themes may contact the network chairs of Education and Childhood listed below. In arranging panels on these themes, the possibility to coordinate sessions with other networks will be explored. To propose a panel or a paper it is necessary to follow procedures formulated at the ESSHC website http://www.iisg.nl/esshc. The deadline for paper and panel proposals (and pre-registration) is strict and will be until May 1st, 2009. Network chairs for Education and Childhood: Bengt Sandin, bensa@tema.liu.se and Annemieke van Drenth, drenth@fsw.leidenuniv.nl The ESSHC aims at bringing together scholars interested in explaining historical phenomena using the methods of the social sciences. The conference is characterized by a lively exchange in many small groups, rather than by formal plenary sessions. The Conference fee will be Euro 200 for participants who pay in advance, Euro 250 for participants who pay at the conference. One- day attendance will be Euro 100 for participants who pay in advance, and Euro 125 for participants who pay at the conference. There is a special fee for MA students of Euro 50. For further information and the pre-registration form for the Conference please go to the Conference Internet site at http://www.iisg.nl/esshc or contact the conference secretariat:
Call for Proposals We welcome proposals for papers and presentations, ideally linked to the conference theme, that examine histories of knowledge spaces, places, landscapes and materials in relation to theories and practices of pedagogy and the relationships between people places and things in formal and informal settings. Papers exploring the lives of architects who made schooling or education a major part of their careers, educators with a special interest in the built environment, material histories of schools, and regional studies will be welcomed. Histories of knowledge spaces and proposals which explore the implications of design for pedagogy in a range of educational settings such as orphanages, museums, galleries, early years settings are invited. The question of the role of landscapes and design in educational change will be explored. The conference will be organised in collaboration with the School of Architecture, University of Sheffield offering an exciting opportunity to welcome contributions from a range of related disciplines and specialisms including architectural history, historical and cultural geographies and histories of art and design in education. We will particularly welcome papers that illuminate new sources and suggest new ways of understanding spaces, places, buildings and interiors as sources for historians of informal and formal education. Proposals for papers (of around 250 words) and general expressions of interest to Dr Catherine Burke, Faculty of Education, University of Cambridge, 184 Hills Rd, Cambridge CB2 8PQ, UK. email: cb552@cam.ac.uk There are two submission dates for abstracts. Those abstracts accepted which were submitted by 3 July 2009 will be notified by 21 August 2009; those abstracts accepted which were submitted by 4 September 2009 will be notified by 30 October 2009. Please note that the last and final date for submission of abstracts is 30 October 2009. Details on registration and payment will be available at the end of January from the HES website http://www.historyofeducation.org.uk |