Category Archives: Calls for Papers: Publishing

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 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 (
Terese Anving (
Adéla Souralová (

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.

Call for Papers:  Sociological Studies of Children and Youth

We are currently seeking submissions for Sociological Studies of Children and Youth, Volume 22, Researching Kids and Teens: Methodological Issues, Strategies, and Innovations.  Problems and pitfalls often accompany researching children and youth, given sociologists’ increasingly limited access to populations deemed vulnerable.  In addition, navigation through Institutional Review Board requirements and gaining trust from key organizational and educational gatekeepers can be difficult.  As a result, researchers must come up with creative ways to negotiate processes of research approval, institutional support, site entry, and direct interaction with children.

There is a dearth of publications regarding the sociology of researching children and adolescents.  This volume will address concerns of research access, methodological procedure, and project completion.  We invite chapters utilizing alternative methods such as the study of children’s material culture, digital research/mining, and representational analysis (film, television, literature, etc.).  While all approaches are welcome, we are particularly interested in theoretical and ethical considerations, and research that includes archival processes and qualitative strategies including interviews, focus groups, participant observation, and other innovative methodologies with children and youth.

Manuscripts should use APA citation style; in addition, we welcome the use of endnotes for informative commentary given the topic of the volume.  Proposed manuscripts should not exceed 9,000 words including endnotes, bibliography, charts/tables, and appendices.  Submissions must be previously unpublished works.  Please see the following author guidelines for additional information:

All proposed chapters will be given full consideration, and submission implies a commitment to publish in this volume if your work is selected for inclusion.

Submissions from early career as well as established researchers are welcome.

Submission deadline is April 15, 2016.

Please send completed manuscripts via attachment, preferably in MS Word format, to:

All questions regarding this volume of Sociological Studies of Children and Youth should be directed to the editors at:

Volume 22 will be guest edited by Ingrid E. Castro (Massachusetts College of Liberal Arts), Melissa Swauger (Indiana University of Pennsylvania), and Brent Harger (Gettysburg College).  The guest editors are co-founding members of the Committee on Research and Ethics for the American Sociological Association’s Section on Children and Youth.

CFP – Challenges Associated with Cross-Cultural and At-Risk Student Engagement

Call for Chapters

Proposals Submission Deadline: February 28, 2016

Full Chapters Due: June 1, 2016
Submission Date: August 30, 2016


Worldwide, teachers’ abilities to engage students in meaningful teaching and learning experiences is becoming increasingly complex due to: a) national educational policies emphasizing high stakes assessment of student learning, and b) practical application of educational research and theory especially in the investigative areas of cross-cultural / intercultural and multicultural education.

Teaching in high stakes school systems has been empirically associated with direct instruction, student apathy, a narrowed curriculum, stress experienced by teachers and students and a lack of emphasis on social, emotional and physical goals. A need to provide practitioners with student engagement strategies in challenging instructional environments is becoming increasingly important.


The editors are seeking papers describing teacher daily work and the academic and social successes achieved with their students in challenging teaching and learning environments. We are interested in papers that reflect practical strategies teachers use to navigate multiple social and knowledge networks during a typical school day/year. Papers emphasizing educational theory into educational practice within the daily practice of teaching and learning are also welcome for submission.

Selected papers will provide teacher practitioners, administrators, parents and others with strategic approaches leading to student social and academic success in high stakes assessment environments.

Target Audience

The book is useful to professors in schools of education, school superintendents responsible for professional development and global education researchers, teachers, educational policy makers, instructional designers, curriculum developers, and for use in teacher professional development activities.

Material presented in the book will be useful for readers in conceptualizing and integrating teaching and learning activities for students in challenging educational environments.

Recommended Topics

  • Teacher Professional Development 
  • Critical Pedagogy 
  • Student Engagement 
  • Classroom Teacher Narratives 
  • Educational Administration and Student Achievement 
  • Teaching and Global Assessments (TIMSS, PISA) 
  • Flow in teaching and learning 
  • Language development 
  • Literacy 
  • Teaching and Learning in a specific content area (e.g. music) 
  • Curriculum Design 
  • Student Voices


 Dr. Richard K. Gordon, California State University, Dominguez Hills Dr. Cynthia J. McDermott, Antioch University
Taichi Akutsu, Shujitsu University,Education Department
Dr. Jose Lalas, Redlands University
Submission Procedure
Researchers and practitioners are invited to submit on or before February 28, 2016, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by June 1, 2016, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by August 30, 2016, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2016.

Important Dates

Abstracts Due – February 28, 2016

Chapters Due – June 1, 2016
Paper Final Submission – August 30, 2016


Richard Gordon –

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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