New Release – Children in a Sri Lankan Village by Bambi Chapin

New from Rutgers University Press!

Children in a Sri Lankan Village

Shaping Hierarchy and Desire

Bambi L. Chapin

“What makes this book so special is that it does not stop at description, as do most ethnographies. It goes on to explain Sinhalese childhood and child rearing, doing so within a well-considered, smartly-deployed psychoanalytic framework.” —Naomi Quinn, professor emerita, Department of Cultural Anthropology, Duke University

ly 2014, $27.95 (paper)

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CPP — Teaching Disability (Transformations special issue)



TRANSFORMATIONS: The Journal of Inclusive Scholarship and Pedagogy

Deadline: August 15, 2014

Sarah Chinn, Guest Editor

The editors seek articles (5,000-10,000 words) and media essays (overviews on books, film, video, performance, art, music, websites, etc. 3,000 to 5,000 words), and items for the “Material Culture of Teaching” section, that explore teaching disability. This issue will be guest edited by Sarah Chinn.

Submissions should explore strategies for teaching about disability in the classroom and in non-traditional spaces (such as the media and public discourse). We welcome jargon-free essays from all disciplinary and interdisciplinary perspectives.

Transformations is a peer-reviewed semi-annual journal published by New Jersey City University which invites college teachers to take pedagogy seriously as a topic of scholarly articles.

Transformations publishes only essays that focus on pedagogy.

For submission guidelines go to:

Deadline: August 15, 2014

Queries welcome.

Possible topics for pedagogy-related articles:

  • The politics of teaching disability
  • Teaching about representations of disability in literature, film, and other arts
  • Education and the ADA
  • Teaching disabled veterans
  • Teaching about disability in cross-cultural and international contexts
  • The politics of special education
  • Teaching disability activism
  • Disability in the K-12 classroom
  • Teaching disability in different disciplines
  • Teaching disability in historical perspective
  • Issues for disabled teachers/disabled students
  • Teaching disability and gender
  • Teaching disability and sexuality
  • Teaching with/about/to cognitive and psychiatric disabilities
  • Teaching race and disability
  • Educating communities on disability
  • Teaching Braille, teaching with audio texts

Past issues of Transformations include: Teaching Popular Culture, Teaching and Religion, Teaching Food, Teaching Feelings, Teaching Digital Media, Teaching Sex, and Teaching Earth. Please familiarize yourself with the journal before submitting. Read articles in previous journals. You can find them online via Proquest and Wilson.

Visit our website to order past issues.

Send submissions or inquiries in MLA format (7th ed.) as attachments in MS Word (.doc) or Rich Text format to: Jacqueline Ellis and Ellen Gruber Garvey, Editors, [email protected] Author(s) name and contact information should be included on a SEPARATE page.

CFP, Conf Funding, & Grad Awards: Education, Teaching, History and Popular Culture

Popular Cultural Association/American Culture Association

Education, Teaching, History & Popular Culture 

Call for Papers

The Area of Education, Teaching, History and Popular Culture is now accepting submissions for the PCA/ACA National Conference, New Orleans, LA, held April 1-4, 2015 at the New Orleans Marriott ( For detailed information please see

Educators, librarians, archivists, scholars, independent researchers and students at all levels are encouraged to apply.  Submissions that explore, connect, contrast, or otherwise address area themes of schooling, education, teaching (including preparing teachers/preservice teacher education), history, archival studies, and/or their linkages to popular culture from all periods are desired.   Sample topics for papers include, but are not limited to:

  • Reflections/linkages between schooling and popular culture in the United States and internationally/multinationally;
  • The role of history in education, teaching, or preservice teacher education in the United States;
  • The use(s) of popular culture in education, teaching, or preservice teacher education in the United States;
  • How education has impacted pop culture/how popular culture has impacted education in the United States;
  • Representations of teaching and/or schooling in popular culture throughout history in the United States;
  • Using popular culture to subvert/supplement prescriptive curricula in schooling;
  • The impact/emergence of LGBTQ studies in schooling and education;
  •  Queering any of the area fields (education, schooling, history, archival studies, teaching, preservice teacher education, popular culture);
  • Developing means to re-integrate foundations of education into preservice teacher education;
  • Tapping into (or resisting) popular technology to improve instruction;
  • Exploring the intersections of social media, social identity, and education.

Deadline for proposals is November 1, 2014. To be considered, interested individuals should please prepare an abstract of between 100-250 words.  Individuals must submit electronically by visiting and following the directions therein.

Graduate students are STRONGLY encouraged to submit their completed papers for consideration for conference award.  Graduate students, early career faculty and those traveling internationally in need of financial assistance are encouraged to apply:

Decisions will be communicated within approximately two weeks of deadline.  All presenters must be members of the American Culture Association or the Popular Culture Association by the time of the conference.  Any further inquiries can be directed to Dr. Edward Janak at [email protected].  For additional information about the conference, please see

CFP: Child Studies in Asia-Pacific Contexts

Child Studies in Asia-Pacific Contexts (CSAC) is a multidisciplinary international journal that publishes papers on children’s development in diverse social and cultural contexts in Asia Pacific region. CSAC’s paramount aim is to examine biological, emotional, cognitive, social, and cultural development of children; the role of social and cultural contexts, such as family, educare setting, school, and community, in children’s development; the interaction between development and context; and its theoretical and practical implications, including social policies for children.

We publish in February and August and are now accepting papers for publication in the 2014 August issue.

The submission deadline for publication in the August issue has been extended to July 30, 2014. 

To submit, please visit our homepage at


Editorial Board:


Important Features of CSAC:

Committed to SPEEDY review and publication

One of the most important features of CSAC is speedy review and rapid publication.

For all submitted manuscripts, we strive to complete the first round review within 3 weeks and publish and accepted manuscript within 6 months of initial submission.


Authors’ Guidelines:

  • All manuscripts must be prepared in English.
  • Review paper is warmly welcome.
  • Submit your paper through the CSAC website:
  • To expedite the review process, please format your reference as the guideline.
  • Please visit journal homepage for more information and to view our issues.

CFP: “In Relation: Children, Youth, and Belonging”

Society for the History of Children and Youth
Eighth Biennial Conference: “In Relation: Children, Youth, and Belonging”

June 24-26, 2015
University of British Columbia
Vancouver, British Columbia, Canada

Submission Deadline: October 1, 2014

The Program Committee invites proposals for panels, papers, roundtables or workshops that explore histories of children and youth from any place and in any era. We will, however, give particular attention to proposals with a strong historical emphasis and that bear on the theme of this year’s conference. Relationships are foundational to human lives and to children’s experience of the world. They might involve coercion and suffering, or agency and liberation. Domestic relationships with parents, caregivers, siblings, relatives, and pets shape young people’s sense of self, their experiences and their place in the world. Wider relationship circles, including those with peers and adult professionals such as teachers, doctors, police, and social workers, likewise affect young people’s position in the world in diverse ways. The complex effects of large-scale events and phenomena including colonization, imperialism, war, industrialization, urbanization, and disease epidemics, among others, have both direct and indirect effects on young peoples’ relationships that vary across time and cultural context. Virtual relationships facilitated by letter writing and, more recently, digital technology, provide young people with a distinctive window onto international connections and cross-cultural influences. Relations of power, often uneven and always nuanced by gender, race, class, sexuality, and (dis)ability, flow through all relationships that young people forge and encounter. Historical research that explores the varied meanings attached to the range of relationships young people experience usefully expands our understanding of both the past and present.

Foci for papers and sessions, for example, might explore:

  • theorizing relationality as a key concept in the history of children and youth, characterizing intimate as well as global relations
  • Indigeneity and relations shaped by colonization and imperialism, as well as Indigenous agency and resilience
  • the impact of large and small scale social change on young people’s relationships
  • relationships shaped by race, class, gender, ethnicity, sexuality and (dis)ability
  • the challenge of historicising emotional aspects of relationships within families, communities and nations
  • intergenerational relations in the nature and flow of young people’s lives
  • the spatiality of relationships in homes, schools, institutions and other places
  • the role of travel, mobility, and migration in forging and maintaining relationships for young people
  • the fashioning and living out of childhood and youth as a dialogic or relational process.
  • Children, youth, and adult professionals

We strongly encourage, and will give priority to, submissions of complete panel sessions that incorporate international representation and global perspectives. Individual papers will also be considered. We also welcome proposals for non-traditional and experimental panel sessions that extend historical research in unusual directions (eg. research-in-progress workshops, methods and theory workshops, material culture explorations, etc.)

For more information, go to the conference website:

New issue – Children, Youth and Environments – Now online

A NEW issue of the Children, Youth & Environments Journal is now available.
Vol. 24, no. 1 articles include:

“Use of GPS Tracking to Interactively Explore Disabled Children’s Mobility and Accessibility Patterns”
Sean T. Doherty, Patricia McKeever, Henna Aslam, Lindsay Stephens and Nicole Yantzi 

“’No Messing Allowed’: The Enactment of Childhood in Urban Public Space from the Perspective of the Child”
Jackie Bourke

“Lack of Child-Environment Congruence in Cherbourg, Australia: Obstacles to Well-Being in an Indigenous Community”
Angela Kreutz

“The Impact of Hurricane Katrina on the U.S. Foster-Care System”
Mary Ann Davis and Lee M. Miller

“Why Children and Youth Should Have the Right to Vote: An Argument for Proxy-Claim Suffrage”
John Wall

And more…

CFP: Girls and boys at play in multicultural urban contexts

Session at the Urban Sociology Mid-term Conference seeking papers…
Research Network 37 “Urban Sociology” Mid-Term Conference
Conference theme: “Public spaces and private lives in the contemporary city”
European Sociological Association
Lisbon, 19-21 November 2014
Session: “Girls and boys at play in multicultural urban contexts. Exploring difference in public space trough sportive and ludic experiences” 
Download more details on the conference, the session, contacts, and deadlines here: