CFP: Teaching Community

Transformations: The Journal of Inclusive Scholarship and Pedagogy announces a special issue on TEACHING COMMUNITY, with guest editors Erica R. Meiners and Therese Quinn.
Feb. 8, 2016 deadline

The editors seek articles (5,000-10,000 words) and media essays (3,000 to 5,000 word overviews of books, film, video, performance, art, music, websites, and more), short essays for the “Methods and Texts” section (1500-3000 words). and image-based contributions for our Photo Essay section, that explore teaching community. 

Submissions should address strategies for teaching community, broadly understood: teaching about community and communities, communities formed in schools, universities and classrooms, and other pedagogical communities such as social movements, museums, archives, local organizations, online, and more. We welcome jargon-free texts from all disciplinary and interdisciplinary perspectives.

Transformations is a journal which invites college educators to take pedagogy seriously as a topic of scholarly articles. It is an interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice. Transformations publishes only essays that focus on pedagogy.  

For submission guidelines see Instructions for Authors:  Deadline Feb. 8, 2016

Possible topics include:

  • The politics of teaching community
  • Teaching about community in literature, film, and other arts
  • School and community interaction and projects
  • Negotiating university/community relationships
  • Bringing community into the classroom
  • Teaching about power and difference in communities
  • Teaching about and within religious communities
  • Troubling definitions of community
  • Teaching about and with social media and other online communities
  • Teaching as community activism
  • Learning from social and political movements
  • Building and maintaining pedagogical spaces with communities
  • Teaching histories, literatures, and/or representations of community
  • Learning communities
  • Service-learning projects in communities
  • Teaching community and social justice.

Please familiarize yourself with the journal before submitting. Inquiries encouraged.

Past issues of Transformations include: Teaching and Religion, Teaching Popular Culture, Teaching Food, Teaching Feelings, Teaching Digital Media, and Teaching Sex.

Visit our website to order past issues, or find us digitized in EBSCO. JSTOR is coming soon.

To submit an article, please visit and create an author profile. The online system will guide you through the steps to upload your article for submission to the editorial office. Inquiries welcome — write to Jacqueline Ellis and Ellen Gruber Garvey, Editors, All submissions are acknowledged via return email.

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Graduate opps to study child inequality in Peru or Baltimore

Dear all,

I am looking for a motivated individual interested in pursuing a PhD in geography at the University of Maryland Baltimore County ( with interests in one of the following two areas.
  1. Migration, children’s rights, and uneven development in Peru. Must be comfortable in Spanish.
  2. Social justice issues related to poverty and segregation in Baltimore, with particular interest in how housing and education inequality affect children.
Experience or interest in participatory youth mapping a plus.
Please send email inquiries to Dena Aufseeser at with more information about your specific interests or to learn more.  Graduate admissions deadlines are Feb. 1.
Dena Aufseeser
Assistant Professor
Geography and Environmental Systems
University of Maryland Baltimore County

Assistant Professor in Children’s Literature position

The School of English (Trinity College Dublin) seek to appoint an Ussher Assistant Professor in Children’s Literature. The candidate will have a demonstrable track record of experience and expertise in archival research and working with collections. The successful candidate will join an established team serving exceptionally high demand for teaching at undergraduate level, a well-established full-time one year Masters course, and, eventually, extending the School’s capacity for supervision at PhD level. The candidate will work with Prof Pádraic Whyte on continuing to develop graduate research culture in the field generally. The candidate will dedicate one day per week to working directly with the Library, developing research opportunities in relation to the Pollard Collection of Children’s Books. The candidate will particularly engage in developing the School’s outreach concerning Children’s Literature.

Appointment will be made at a maximum of the 8th point of the New Assistant Professor Merged Salary Scale.

Candidates wishing to discuss the post informally should contact:
Ms. Ruth Archbold, School Administrative Manager, School of English by email:

Applications will only be accepted through e-recruitment

Further information and application details can be found at:

Closing date for receipt of completed applications is:
no later than 12 Noon GMT on Thursday 14th January, 2016

CFP – Childhood and Youth Network SSHA 2016

We invite you to participate in the annual meeting of the Social Science History Association by submitting a paper or session proposal to the Childhood and Youth Network of the SSHA. The conference will take place November 17-20, 2016 in Chicago, IL. For more information on the conference as well as the general call for proposals, please refer to the SSHA website: The deadline for full panel or individual paper proposals is February 20, 2016.

The association particularly emphasizes interdisciplinary and transnational research, and the annual meeting provides a very supportive environment in which to present new work. The theme of the 2016 conference is “Beyond Social Science History: Knowledge in an Interdisciplinary World,” though papers on any other aspects of the history of childhood and youth are also certainly welcome. Complete panels must include at least 4 papers and presenters from more than one academic institution. Other formats, including roundtable discussions and book sessions, are also possible. Please do get in touch with the network chairs if you have an idea for a session but need help gathering presenters.

Proposals can be submitted by means of a web conference management system at If you haven’t used the system previously you will need to create an account, which is a very simple process. Graduate students presenting at the conference may apply for a travel grant from the SSHA (

Let us know if you need any help making a submission or advice about a proposal. If you have any questions, please contact the Childhood and Youth network co-chairs:

Emily Bruce:
Anna Kuxhausen:
Ataçan Atakan:

Possible themes suggested at the 2015 Childhood and Youth network meeting include:

  • child refugees
  • girlhood in comparative perspective
  • postcolonial theory in childhood studies
  • childhood illness in graphic memoirs
  • adoption
  • childhood and the history of emotions
  • parenting and experts in an interdisciplinary world
  • children in revolutions; childhood and war
  • youth and disability
  • queer childhoods
  • performativity and childhood
  • children’s literature
  • state-child relations
  • childhood and religion
  • race, class and childhood

Seminar – Childhood and the Postcolonial: An Ethnographic Exploration

Please join us for a lunchtime seminar hosted by the Childhood and Gender Stream, Social Science Research Unit, UCL Institute of Education:

Childhood and the Postcolonial: An Ethnographic Exploration

Sarada Balagopalan (Rutgers University)

Discussant: Kirrily Pells (UCL Institute of Education)

Monday, 18th January 2016, 12.30-14.00
Room 736, UCL IOE, 20 Bedford Way, London

Normative constructions of ‘childhood’ often tend to rehash well-known debates on modernity – a majority of childhoods in the global South are usually found to be ‘lacking’/lagging and all solutions/transformations are a re-enactment of shifts that have already taken place in children’s lives in the modern west.  In contrast to this reading, my book Inhabiting ‘Childhood’: Children, Labour and Schooling in Postcolonial India employed a ‘postcolonial’ lens to critically rethink the ‘difference’ that laboring children signify.  In my talk I will draw upon this ethnography with street children in Kolkata, India to discuss two separate, though interconnected, ways in which a postcolonial lens opens up our current understandings of marginal children’s lives.  The first is by locating these contemporary lives within a longer history of colonial modernity and postcolonial development, and thereby re-reading the ‘child’ as a critical and productive site in the working out of a different modernity.  The second is through using postcolonial theory to critically discuss the circulation of liberal categories – like rights, protection, agency – which are increasingly deployed around these categories of children.  By focusing on the postcolony as a conceptual, rather than a descriptive, lens through which to read the lives of children, I hope to discuss the potential in theorizing childhoods ethnographically.

Sarada Balagopalan is an Associate Professor at the Department of Childhood Studies at Rutgers University, Camden, New Jersey, USA. Her book Inhabiting ‘Childhood’: Children, Labour and Schooling in Postcolonial India was published by Palgrave Macmillan in 2014.

Kirrily Pells is a Lecturer in Childhood at UCL Institute of Education. Her research focuses on the social study of childhoods globally especially in relation to poverty, rights and violence.

For further information about the seminar, contact

CFP Research methodologies with migrant families, children & youth in diverse contexts

Extended deadline for the submission of papers: 20th January 2016

Call for Papers for a Special Issue of REVISTA MIGRACIONES (University Institute of Studies on Migrations, UPCO)


Research on the processes and experiences of incorporation of migrant families and their children (the so called 1.5 and/or 2nd generation) has increasingly attracted the attention of scholars from a wide range of disciplines and from countries in the Global South and North. Undertaking this type of research may require departing from traditional methodologies employed to study group dynamics of integration or (segmented) assimilation, and adopt instead approaches that can capture the everyday life experiences of migrant families (and different generation participants) and their processes of social, cultural and psychological adaptation in increasingly diverse societies. These approaches may entail, for example, using person-centred techniques such as visual, creative or narrative methods or participatory approaches which can bring to the fore young and adult participants’ own perspectives, or tools which can assist in understanding the psychological dimensions of processes of acculturation across dominant and non-dominant population groups.

Although literatures considering these methodologies (from a range of disciplines) are well developed, there is a need for further insights into the practical and ethical challenges and benefits of using these types of approaches when working with later generation children and young people and their families in diverse contexts. This special issue aims to develop a cross-disciplinary perspective on these types of research practices and therefore invites contributions that consider both theoretical and ethical aspects of everyday life methodologies, but also practical issues of access, recruitment of participant families and later generation children and the types of barriers or challenges found ‘in the field’.  Some areas of interest are (but are not limited to):

·         Methodological challenges of designing and devising person-centred tools for research, comparison or evaluation with later generation young people and their families

·         Issues encountered when trying to gain access to families and young people who have not commonly participated in studies and for which they may be primary and exploratory sources

·         Practical issues that arise from accessing ‘hard-to-reach’ families and children (e.g. migrant populations that may appear ‘invisible’ due to their socio-economic characteristics, status or ‘statistical  invisibility’)

·         Theoretical/ethical issues that arise from working with and across family groups when using participatory and/or innovative methods (e.g. drawings, vignettes, children’s role plays, etc.)

·         Ethical and reflective practices of working with the families of later generation young people

·         Cross-cultural issues, experiences and reflections from the interaction between researchers and young and adult participants.

Submission Procedure

Articles should be submitted in full and have a maximum length of 8,000 words including references, tables and graphs (Microsoft Word document, Times New Roman font 12pt, 1.5 line space). Articles have to be original and not be under consideration for publication elsewhere.

They must be written in English and must meet the editorial requirements of the journal Migraciones – please see Authors’ Guidelines at: 

The academic coordinators of the special issue will pre-select the articles to be put forward for full peer review. Articles will be selected according to their compatibility with the special issue’s focus and concordance with its thematic coverage and its diversity of perspectives/disciplines. The Academic coordinators are the last responsible for final acceptance of manuscripts.

New deadline:  Please submit your paper to:  by 20th January 2016.

Please also use this email to send any questions you may have with copy to: and