Category Archives: Calls for Papers: Publishing

CFP: “If this world were mine”

High Quality Culturally Responsive and Responsible Early Childhood Programs
Special Issue of Taboo: The Journal of Culture & EducationGuest Editors: Brian L. Wright, Zeynep Isik-Ercan, & Donna Y. Ford

Download the full call here (PDF): Taboo Special Issue Call for Papers 

CFP: Beyond Binaries

Call for Papers – Edited Volume
Beyond Binaries: Exploring Children’s Lives Across Worlds
Download the call for papers here (PDF): Beyond Binaries 
Editors: Dr. Afua Twum-Danso Imoh, Professor Michael Bourdillon,, Sylvia Meischner and Dr. Fernanda Wanderley.

CFP: Wheelock Journal of Children, Families, & Social Change

The Wheelock International Journal of Children, Families, and Social Change is now accepting manuscript submissions for its next issue.

The journal is  wholly open source. You can read the first issue, and see relevant information, at


CFP: Special issue of Children & Society 2018

Children’s and teenagers’ food practices in contexts of poverty and inequality

Guest Editors: Wendy Wills (University of Hertfordshire) & Rebecca O’Connell (Thomas Coram Research Unit, UCL)

Contemporary concern with food security and nutritional diets indicates that food and eating are particularly important for children and young people. Children’s and young people’s consumption of food is materialised and made manifest in their physical, emotional and mental health, and intersects with self-esteem and body image, both of which become more salient as they mature. Continue reading CFP: Special issue of Children & Society 2018

Seeking manuscripts on the study of rural childhoods, memory work, and visual media

We are developing an edited book with McGill-Queen’s University Press with the working title Our rural selves: Memory, place, and the visual in Canadian rural childhoods. This text brings together three areas of inquiry, children’s rural geographies, memory work, and visual studies (through, for example, photographs, picture books, TV programs, film, and digital spaces). Continue reading Seeking manuscripts on the study of rural childhoods, memory work, and visual media

CFPs from Bank Street Occasional Paper Series

Call for Papers

Two Call for Papers opportunities:

Life in Inclusive Classrooms:
Storytelling with Disability Studies in Education ››

Life in Inclusive Classrooms seeks to draw attention to the use of storytelling as a critical strategy for creating a new, expanded conversation about inclusive classrooms and school communities. We are seeking essays that explore how disability, inclusion, and exclusion feel to those who are inside “inclusive” classrooms.

Manuscripts Due: March 15, 2016


Queering Education: Pedagogy, Curriculum, Policy ››

Rather than assuming that gayness has been “normalized,”  this issue of the Occasional Paper series takes as its premise that the full inclusion and engagement of LGBTQ youth and families is dependent on work still to come. It will open a new discourse on queer issues.

Letter of Intent Due: December 30, 2015

CFP – Children in Care Work Research: Formulating a New Agenda

The journal Social Studies announces a call for papers for a monothematic issue with a working title Children in care work research: formulating a new agenda. The editors of the issue are Sara Eldén (Lund University), Terese Anving (Lund University) and Adéla Souralová (Masaryk University).

The aim of the special issue issue is to introduce a child centered perspective on research on paid private care work. Through introducing an up-to-date collection of articles that focus on an often neglected perspective in care work research – the perspective of the care-receivers themselves – this special issue will contribute to and expand on the scholarship of both global care chain research (Hochschild & Ehrenreich 2003; Anderson 2000; Macdonald 2010) and research on children and care (Brannen et al 2000; Eldén 2015).

We welcome papers which focus on the following topics:

  •  Children’s perspective on paid private child care, their understanding, and sense making, of care-giving
  •  Children’s reflections on relationships with nannies, care-givers, domestic workers, child-minders, private daycare providers
  •  Parents’, nannies’, or child minders’/providers’, reflections on paid care work for children, discussing for example discourses on “what is best for children”
  •  Historical perspectives on children and paid care work
  •  Politics and policy affecting paid private care work for children focusing, e.g., on changes in family policy and politics of the welfare state, and/or the effects of international agreements (such as the UN convention on Children’s Rights)
  •  Methodological and ethical considerations on conducting research on/with cared-for children

Abstracts (500-word maximum) should be sent to [email protected] no later than March 15, 2016. The deadline for full papers is September 30, 2016. Any specific questions about the special issue should be addressed to the guest editors:

Sara Eldén ([email protected])
Terese Anving ([email protected])
Adéla Souralová ([email protected])

Social studies/Sociální studia is a fully open-access journal, indexed in SCOPUS and ERIH PLUS. The journal is published since 2004 at the Faculty of Social Studies, Masaryk University, both electronically (ISSN 1803-6104) and in print (ISSN 1214-813X).

CFP – Boys’ Biologies: An Interdisciplinary Roundtable

What is biological about boys now? What is to be respected when “boys will be boys”? For the Fall 2016 issue of Boyhood Studies: An Interdisciplinary Journal (Berghahn Journals), we are inviting original contributions on the science, politics, history and representation of biology in childhood studies, specifically as these relate to boys (womb through adolescence) and to notions of “male development” more generally. Brief (2,500-3,500 words) and more extended (6,500 max.) contributions will be considered.

We are interested in research reviews and updates as well as original contributions that speak to the cultural history, politics and sociology of boyness as represented within and beyond the life sciences. Individual articles will be published as part of an “Interdisciplinary Roundtable” so as to highlight points of divergence or convergence within and across disciplines. Manuscripts will have to be written for a general scholarly audience, but may be informed by the following vantage points (among others):

  • interdisciplinary studies
  • the cultural/social/biological anthropology of the child
  • the history of ideas, the history of the life and medical sciences and of the pedagogical sciences
  • the sociology of science
  • evolutionary psychology, including evolutionary developmental psychology
  • developmental psychology more broadly
  • gender/sexuality/queer/LGBTIA studies
  • the neurosciences

Background: Anticipating much of “sex role” and “sex difference” research, conceptual and empirical questions of boys’ nature very much interested self-proclaimed “boyologists” from the mid-nineteenth through mid-twentieth century. Anatomy and physiology have remained intricate, controversial and for some career-making dimensions of reference and argument in approaching, and explaining, gender. If after “women’s studies” the consolidation of “men’s studies” has entailed sympathetic attempts to problematize the politics of the sexes with what were ubiquitously advertised as anti-essentialist theories of gender, a more recent “male studies” school has advocated a neo-naturalist return to “male psychology”. Much of sex difference research manages to remain at a polite distance of this standoff. Yet the many “boy crisis” discussions of the past 15 years often ask directly whether boys’ inner natures or drives are at risk of being vandalized by “feminization” or rather harassed by some “boy code” or “guy code”. Claims of innateness, in short, are at the heart of the (productive) sense of schism that informs the imagining of any boyhood studies, indeed gender studies in its broadest scope.

Boyhood Studies’ (as Girlhood Studies’) eponymous gesture to distinguish boys from girls is tentative, cautious, problematic, though rarely “sous rature”. It inherently invites empirical questions related to boys’ and boyish genders/sexes/sexualities, but also asks for ways of reading culturally ubiquitous answers and often tendentious research. Many research areas have importantly pivoted around the same questions, both within gender studies and the fields of sex research and education.

Diffracted across so many disputes and fields, where does the perennial question of biology leave “the boys”? We write “perennial” but what does history tell us? What does it mean to pose biological questions about masculinity and its “development” today? How “sexed”, or “gendered”, or “sexualized”, are today’s contours of “human” development? What kind of cultural work is (still) being accomplished in more or less culture-free notions of “male development”? What about boys’ natures in the global South? How fair, or unfair, are sex difference researchers in their Literature Review, Methods, Results, Discussion, and Conclusion sections? What, finally, is simply true or simply not true about boys, biologically speaking, and how is this relevant to whom?

First draft due: May 1, 2016

Later submissions may be considered if proposals are received before this time.