2011 International Brothers Grimm Award Winner

International Brothers Grimm Award

The International Institute for Children’s Literature in Osaka is pleased to announce the 2011 winner of the International Brothers Grimm Award: Professor Jiang Feng, Professor Emeritus of Zhejiang Normal University in China.

The award presentation ceremony and Professor Jiang Feng’s commemoration lecture will be held on December 11, 2011.

Jiang Feng has founded the basis for and has contributed to development of research on Chinese children’s literature for a long time. He has also been active as one of the central figures in the field of children’s literature research in Asia.

He began his pioneering research into children’s literature as a lecturer at Zhejiang Normal University in 1952. He put his energy into educating scholars, and in 1979, he founded the first graduate school to confer a master degree in children’s literature, an institution which has produced many scholars and editors of children’s literature in China.

Professor Jiang Feng has written many books, including Introduction to Children’s Literature(1982), a theoretical and practical handbook for the study of children’s literature. It is still in print, having gone through several pressings, and it was the recipient of the first Children’s Literature Research Award in China. It is also used as a textbook in Malaysia.

He consciously started arranging a comprehensive history of children’s literature in China which resulted in: Chinese Modern History of Children’s Literature (1987); Chinese Contemporary History of Children’s Literature(1991); Chinese History of Children’s Literature(1998); and The Development History of Children’s Literature(2007). In addition, he edited the Encyclopedia of Children’s Literature in the World(1992), which evaluated Chinese children’s literature from a global point of view. These books are essential for the basic research of Chinese children’s literature.

Professor Jiang Feng also published the first book on toys in China, On Toys (1992), examining the fact that eighty percent of toys in the world are produced in China and going on to consider the long history of toys in China.

He played an important role in the 10th Conference of the Asian Children’s Literature Association held at Zhejiang Normal University in October, 2010, and has disseminated information on Chinese children’s literature via many international conventions, such as the International Symposium between China and Japan in 1985.

CFP – Theme Issue for the Journal of Popular Film and Television: Teaching Popular Film and Television: Critical Media Literacy and Narratives in (Teacher) Education

Journal of Popular Film and Television

Call for Submissions to a Theme Issue of the Journal of Popular Film and Television on “Teaching Popular Film and Television: Critical Media Literacy and Narratives in (Teacher) Education” coedited by Geert Vandermeersche, Ronald Soetaert and Kris Rutten

If popular movies and television series were resisted in (teacher) education, it was said to be because of their generic and stereotypical elements: e.g. scholars argue that they disseminate “recycled stereotypes” which “mislead, confuse, and impoverish [teachers’ and students’] evaluations of and expectations about the nature of genuine education” (Gregory 2007). In this theme issue, we want to study and engage with -rather than reject- the narrative patterns of popular film and television from a number of different perspectives, focusing on stimulating critical media literacy. From a cognitive perspective (Bruner 1986), popular movies and television can be seen as narratives which provide and question scripts (Schank 1995, Stockwell 2002), function as tools for thinking (Herman 2003) or offer ways of understanding specific knowledge domains, such as science, languages, or social studies (Egan 1997). Such narrative analyses could become part of a “conscious practice, affording each of us enhanced control over our interactions with the image culture” (Edgerton & Marsden 2002, p. 3) in/about education. Such a critical media literacy also needs to include “the ability to infer values and engage in moral discourse concerning the imagery we observe and experience daily” (idem). Our value-laden interaction with the patterns of narrative is highlighted in rhetorical and ethical theories of narrative. For Kenneth Burke, stories seek to name typical situations in life and to provide potential attitudes to them (Burke 1945). Likewise, popular culture could function as such an equipment for living (Brummett 1993, Ott 2007). Through the metaphor of the company we keep, Wayne Booth describes our learning from narratives as a conversation about the good and bad of our consumption of fiction (Booth 1988, Richter 2007).

This theme issue seeks to further the research of the 2002 theme issue of the Journal of Popular Film and Television (JPFTV) on “Media Literacy and Education: The Teacher-Scholar in Film and Television,” co-edited by Gary R. Edgerton and Michael T. Marsden. We welcome new perspectives, beside the ones we provided, on the interconnection between learning and teaching, (narrative, ethical and rhetorical aspects of) popular film and television, and critical media literacy. This theme issue aims to survey new developments in the field of critical media education and new approaches to teaching popular movies and television series.

Articles could answer to—but should not be limited to—the following questions:

  • How is education imagined in film and television (from a social, cultural, and historical perspective), and (why) have these recurring representations been influential?
  • What cultural patterns (stereotypes, genres, …) about education and society do students and teachers bring to the classroom that are borrowed from popular film and television?
  • How have ideas from popular film and television been influential in educational theory and practice?
  • How can popular movies and television be used as a tool in education: e.g. as ways of understanding specific subject areas of education (languages, sciences, social studies,…)?
  • How can popular movies and television be used in the classroom to study and question the cultural patterns and stereotypes in society and education?
  • How can we stimulate critical reflection on the popular myths that surround education? How can we interpret and evaluate these representations?
  • What can teachers and educational researchers learn from popular film and television?
  • What are the ideas and preconceptions that stimulate or impede the implementation of popular film and television in (teacher) education?
  • What kind of theoretical and empirical frameworks do we need for our research and teaching of popular film and television (e.g. narratology , discourse analysis, semiotics, media & communication studies, rhetorical studies, …)?

We welcome a variety of theoretical, empirical, and critical approaches. Submissions should be 20 to 25 pages, double-spaced, and conform to the MLA style sheet. Please include a 50-word abstract and five to seven key words to facilitate online searches. Send two copies (along with SASE) no later than 1 March 2012 to:

Geert Vandermeersche
Department of Educational Studies / Ghent University
9000 Gent (Belgium)
Henri Dunantlaan 2

Or via e-mail: Geert.Vandermeersche@UGent.be

CFP – Children and Fame

Document Icon

Children and Fame
Deadline: March 15, 2012

Media critics often discuss how Americans are hooked on fame starting from childhood. Many popular book series have protagonists who suddenly find themselves famous and must learn how to negotiate that fame. These series, along with many YA films, perpetuate the idea that given the right circumstances anyone can be famous. This panel — held at the MLA in Boston, January 2013 — will investigate the relationship between children and fame. How do authors and directors present fame? What are the different attitudes regarding fame presented in texts? Do texts with famous protagonists fuel American readers’ fascination with fame? Does fan fiction exist because of our addiction to fame? Please send 500 word abstracts and a short bio by Mar 15, 2012 to Nicole Wilson n.wilson@wayne.edu.

Call for Peer Reviewers: Journal of Graduate Research in Young People’s Materials and Culture

Journal of Graduate Research in Young People's Materials and Culture

The Journal of Graduate Research in Young People’s Materials and Culture (JGR) is a peer-reviewed open-access e-journal that will publish graduate student research in the areas of children’s and young adult literature, childhood studies, and cultural studies related to children and young people, as well as creative writing for children and young adults. We are committed to promoting outstanding research and creative writing by emerging scholars in children’s and young adult literature. The manuscripts selected for publication undergo a double blind peer review and will be drawn from papers presented at the biennial Graduate Student Children’s Literature Research Conference held at the University of British Columbia.

JGR will publish one issue every two years, concurrent with the conference schedule, but will hopefully grow to become an annual or semi-annual publication over time with open submissions year-round. Issues will be published in the fall following the conference (i.e. October 2012 publication after the May 2012 conference) and the theme of each journal issue will reflect the conference theme.

We are currently developing a list of peer reviewers to help evaluate manuscript submissions within the months following the 2012 conference and hopefully after each conference in succeeding years. We will be utilizing a double blind peer review process to select and approve papers for publication. Readers will be asked to undertake the basic reviewing tasks of summarizing the article, providing a recommendation on acceptance, and listing suggestions for revision as appropriate. Because the articles will be submitted by graduate students and not established scholars, we are hoping the review feedback will be slightly more detailed and constructive to help students build a better understanding of the scholarly publishing process.

If you are interested in contributing as a peer reviewer please send an email to jgr.journal@yahoo.ca indicating your areas of interest and the types of papers you would like to review. Feel free to view our site, which currently includes a mock-issue with an example of the format of published works (http://ojs.library.ubc.ca/index.php/ypmc/index). We will be accepting both scholarly essays and creative writing pieces.

CFP – Adolescent Ambassadors: 20th Century Youth Organizations and International Relations

Document Icon

CFP: Adolescent Ambassadors: 20th Century Youth Organizations and International Relations
March 23 – 24, 2012
Workshop at the GHI
Conveners: Mischa Honeck (German Historical Institute) and Gabriel Rosenberg (Duke University)

This workshop seeks to add to the burgeoning historiography on non-state actors in international relations by focusing on youth and youth organizations. Parallel to the proliferation of inter- and transnational organizations around the turn of the century, Western scientists invented the concept of adolescence to demarcate an intermediate period between childhood and adulthood. The contention that adolescence was an unstable life phase, a developmental stage marked by extreme vitality and insecurity, persuaded policymakers across borders to establish domestic institutions designed to shape, educate, and improve an allegedly erratic youth. But the scientific and social construction of adolescence did not have implications for national reform alone. Innovations in transportation and communication allowed young people to journey across nations and continents as never before. Moreover, characterizations and self-characterizations of youth as adventurous, transgressive, and idealistic molded their image as vanguards of a new generation of globally connected citizens.

Nowhere did the anxieties and aspirations related to growing up in a modern world become more palpable than in the spread of adult-led youth organizations like the Boy Scouts, Girl Guides, the Red Cross Youth, 4-H, or the Communist Pioneers. Although most of these organizations pledged allegiance to distinct ideologies and national communities, they were enmeshed in webs of global and intercultural exchange. Their “diplomatic” activities not only overlapped increasingly with those of national foreign policy elites. Major international institutions such as the League of Nations and the United Nations also forged ties with prominent youth organizations that proved mutually beneficial. Political education, leisure, labor, citizenship training, mobility, national regeneration, and international politics converged in these border-crossing youth movements, with profound ramifications for how young people from different societies viewed themselves, each other, and the world they would both help make and inherit.

We invite contributions that address the nexus of youth and international relations from western as well as non-western viewpoints. Chronologically, the workshop stretches from the high tides of Euro-American imperialism to the end of the Cold War. Methodologically, it wants to spawn a productive dialogue among historians of international relations and of youth and childhood. We are particularly interested in proposals that trace the impact of youth organizations on the modern international order by employing analytical categories as diverse as gender, race, empire, class, ethnicity, sexuality, leisure, education, state politics, cultural diplomacy, and age.

Possible workshop topics should connect youth and youth organizations to foreign policy, international institutions, political ideologies, totalitarianism, the Cold War, decolonization, capitalism, religion, popular culture, tourism, environmentalism, consumption, sports, student exchange, and transnational biographies.

Please send a proposal of no more than 500 words and a brief CV to Bärbel Thomas (b.thomas@ghi-dc.org).

The deadline for submission is October 31, 2011. Participants will be notified by the end of November.

The workshop, held in English, will focus on discussing 6,000-8,000-word, pre-circulated papers (due February 15, 2011). We intend to publish the contributions. Expenses for travel and accommodation will be covered.

CFP – Special Issue of Postscript: Children in Theory

Document Icon

To the degree that it is a social construction, childhood, as an idea, carries with it any number of assumptions and associations. Conversely, as a objective developmental period, childhood is interpreted in wildly different way within different contexts. Postscript: A Journal of Graduate Criticism and Theory invites articles for consideration for our Spring 2012 issue, a special edition on the theme “Children in Theory”. This issue will examine childhood from a multitude of perspectives. We welcome submissions from any humanities discipline on any aspect of children and childhood.

Possible topics include but are not limited to:

  • literature or art for children
  • representations of children
  • care and discipline of children
  • the education or instruction of children
  • violence toward children
  • the perspectives of children themselves
  • the displacement of children
  • childhood and class
  • childhood and gender
  • childhood and race

Postscript: A Journal of Graduate Criticism and Theory is an interdisciplinary journal published biannually through the Department of English at Memorial University of Newfoundland. Submissions will be subjected to a blind peer review process and will be accepted in English. Contributors in any field of the humanities who are currently enrolled in graduate or post-graduate programs or are recent graduates are eligible to submit. Articles should be between 3000 and 5000 words, reviews should be approximately 1000 words. Please send a Word file, with no identifying details, to the editor at postscript@mun.ca. Please also include on a separate document a brief (300 word) abstract, as well as your contact information.

If you would like to have your book, which has been published in the last two years and concerns aspects or representations of childhood, considered for review, please send an email to Alexandra Gilbert, Review Editor, at alexandra.gilbert@mun.ca.

The deadline for consideration in this issue is December 1, 2011.

CFP – International Perspectives on Froebelian Theory and Practice

Document Icon

Call for papers: International Perspectives on Froebelian Theory and Practice
International Froebel Society Conference
Froebel College of Education, Dublin
Thursday April 12 – Saturday April 14 2012

International Perspectives on Froebelian Theory and Practice The goal is to bring together educators, carers, academics, researchers and others interested in the education and welfare of children, adolescents and adults in an interdisciplinary discussion about the development of Froebel’s educational philosophy.

The theme of the conference is the international spread of the kindergarten and Froebelian theory and practice. Like any other movement in education, the take up of Froebel’s ideas and practices across the globe has been uneven. This has been due to the differing circumstances and contexts in which their reception took place. Variations occurred as adaptations to local cultures took place. The one constant that gives the kindergarten an almost universal quality is the emphasis on the importance of early childhood experiences in shaping later life and that those experiences must include play. Moreover, education through play is the touchstone of the Froebel approach.

Speakers include:
Dr. Glenda Walsh, Stranmillis University College, Belfast, Northern Ireland
Dr Kristen D. Nawrotzki, Paedagogische Hochschule, Heidelberg, Germany
Prof. Yumiko Suzuki, Graduate School of Education, Hiroshima University, Japan
Prof. Helen May, Otago University, New Zealand
Prof. Larry Prochner, University of Alberta, Canada

Proposals for papers are welcome on the following themes:

  • The spread of the kindergarten from its Thuringian heartland.
  • The reception of the kindergarten in specific countries.
  • Current assessments of the state of Froebelian theory and practice in selected countries.
  • Threats to the kindergarten and play based-education posed by standards based and other hostile policies.
  • Is the kindergarten universal or must it always be adapted to suit local conditions?
  • Music in early years settings.
  • Art and self-representation in the kindergarten.
  • The education and preparation of kindergarten teachers in different societies.
  • The Froebelian tradition in the Soviet Union and Eastern Europe.
  • The role and reception of new technologies in the kindergarten in different societies.
  • An open stream for all other Froebelian related research.


A proposal can be submitted for individual paper presentation; self-organised symposium (groups may propose to organise 3 papers and a moderator around a common theme as a full session); poster presentation; video presentation: (these can be submitted on DVD or through file transfer – Dropbox etc. – Presentations of aspects of practice are particularly welcome); workshops: practical demonstrations of children engaged in play-based learning.

The papers at the IFS conferences are both historical and contemporary, reflecting the interests of the researchers in the field. Presenters of historical perspectives should make reference to the significance and the relevance of their research to current policies and practices where appropriate.


Your proposal should include:

  • The title of the presentation,
  • The type of presentation;
  • The name/s and institution of the presenter/s;
  • Mailing address;
  • E-mail address;
  • A 250-word abstract (addressing the theme, identifying relevant conference strands, the aims of the research, theoretical and conceptual framework, methodology, and main findings);
  • Audiovisual requirements;
  • Four keywords for listing purposes.

Send all paper proposals as an email attachment to: ifsconference@froebel.ie

Submission by Friday November 4, 2011

CFP – Special Issue of Children’s Literature Association Quarterly: Sexualities and Children’s Cultures

Document Icon

Sexualities and Children’s Cultures: A Special Issue of Children’s Literature Association Quarterly

Since the 1998 publication of Kenneth B. Kidd’s special issue of ChLAQ on gay and lesbian children’s literature, scholarly conversations both from within and outside the field of children’s literature and culture have continued to evolve. Critics have explored a variety of subjects, including essentialism and the fluidity of identities, the queer and/or sexualized child, and the politics of sex, sexualities, and (hetero)normativity and deviance. Earlier this year in Over the Rainbow: Queer Children’s and Young Adult Literature, Kidd and Michelle A. Abate stated that while they’ve observed obvious progress in scholarship on queer children’s literature and in queer studies, they ultimately remain “curious about the work to come, which may or may not look familiar.”

To both extend and challenge contemporary discourses regarding sexualities and children’s cultures, this special issue of ChLAQ is devoted to considerations of queerness and sexualities in children’s and young adult literature, media, and culture. Co-editors Thomas Crisp and Lance Weldy invite papers that address any aspect of these ongoing conversations, including (but not limited to):

  • The sexual(ized) and/or queer child in literature, media (i.e., film, television, technology), and toy culture
  • Borders and boundaries: the adult and the [sexualized] child (i.e., point-of-view and implied readership/viewership; constructing childhood/adulthood; adult portrayals of [sexualized] children; adult media about children; voyeurism and adult creation/consumption of media depicting underage sexuality; depicting adults as children or children as adults; pedophilia/hebephilia; child-loving/child-hating)
  • Constructions and representations of gender, sexualities, and/or identities (i.e., essentialism/fluidity of identity categories; coming-of-age and rites of passage; [hetero]normativity and deviancy)
  • Morality, politics, and the policing of sexuality (i.e., the age of consent, pre-marital sex, teen pregnancy)

Papers should conform to the usual style of ChLAQ and be between 5000-7000 words in length. Please submit completed essays to Thomas Crisp (tcrisp@sar.usf.edu) by 1 November 2011. The selected articles will appear in ChLAQ 37.3, Fall 2012.

CFP – ARCYP / Children’s Studies Program Symposium 2011


ARCYP / Children’s Studies Program Symposium 2011
York University – Friday October 21, 2011, 1:00 – 4:30 p.m.

On Friday October 21, 2011, from 1:00 to 4:30 p.m., the Association for Research in Cultures of Young People (ARCYP) and the Children’s Studies Program at York University will co-present a symposium on new research in Children’s Material Cultures. The symposium is free and open to all faculty and students in the Children’s Studies Program as well as to other interested people from York and beyond. Presenters will include ARCYP Executive members and York Children’s Studies Program faculty and students.

The symposium will consist of two panels/roundtables and open discussion on new and emerging research on children’s material cultures, and will include time for refreshments and socializing and meeting with the presenters.


ARCYP Executive Members, ARCYP Members, and interested York Children’s Studies Faculty or students are invited to send a TITLE and ONE BRIEF PARAGRAPH describing their proposed 15-20-minute presentation to the symposium coordinator in an e-mail message to admin@arcyp.ca no later than Friday September 23 so that the event can be publicized appropriately.


For the purposes of this symposium, children’s material culture is understood to refer to those things that are central to the way meaningfulness and relationality are constituted, negotiated, and made anew within the diverse and globalized contexts of young people’s contemporary lives. This includes the practices through which children’s things – including toys, games, literatures and technologies – are used and consumed, and the way such things (and their associated practices) are situated in relation to particular contexts and to questions of political economy, gender, race and sexuality. While children and youth in the global North and South continue to be the site of an immense set of challenges, pressures, and risks – that have to do with the environment, war, health, politics, the economy, and the role of new technologies – that shape young people’s mobility, opportunity, and sense of the future, this symposium seeks new research that examines how and in what ways children’s things are implicated in and, in some instances, an antidote to the above risks. This includes work that addresses the amplified role of consumerism as a constituent feature of the children’s material cultures and work that examines how this culture operates in the spaces and places children call home.

Topics for the symposium may include but are not limited to the following:

  • research from various methodological traditions — including phenomenology, cultural studies, and ethnography — that addresses children’s use of games, toys, and technologies as a feature of play, work, or education
  • research that examines the changing nature of consumerism and consumer practices in children’s material culture
  • research that examines the role of things (toys, games, and technologies) in relation to children’s socialization

More generally, we are interested in:

  • materialist-feminist criticism and analyses of children’s literature and culture
  • materialist analyses of post-colonial children’s literature and culture
  • the political economy of children’s literature and culture

Stuart Poyntz, Symposium Coordinator

CFP – ChLA Panel on Philippine Children’s Literature

Children's Literature Association Logo

Call for Papers: Philippine Children’s Literature
39th Annual Children’s Literature Association Conference
Simmons College, Boston, Massachusetts
June 14-16, 2012

The International Committee of the Children’s Literature Association is planning a special country focus panel on the Philippines, to be presented at the 39th Children’s Literature Association Conference, to be held at Simmons College, Boston, Massachusetts from June 14 to 16, 2012. The committee invites paper proposals that focus on any aspect of Philippine children’s literature. Papers may focus on the origins of and/or developments in Philippine children’s texts; issues of regionalism and nationalism; Philippine folklore as children’s texts; Philippine children’s literature in the diaspora; or the state of children’s literature studies in the Philippines. Preference will be given to proposals with the potential to inspire American and international scholars to develop active interest in Philippine children’s literature and to integrate it into their own research.

The authors of two papers selected for the panel to accompany a presentation by a Philippine Distinguished Scholar (invited by the committee) will be awarded a $500 travel grant each. Up to four other proposals may be selected as well, pending the approval of the additional panel by the conference paper selection committee. The papers must be presented in English and must not exceed the twenty-minute reading time. The committee strongly encourages ChLA members and other scholars with an interest in Philippine children’s literature to submit paper proposals for the session. Send 500-word abstracts accompanied by up to 250-word bios to the International Committee, Children’s Literature Association, P.O. Box 138, Battle Creek, MI 49016-0138, USA; fax +269-965-3568; or electronically to info@childlitassn.org. The deadline for submissions is November 30, 2011.