CFP: Children and Childhoods Conference

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Link: http://www.ucs.ac.uk/SchoolsAndNetwork/UCSSchools/SchoolofAppliedSocialSciences/Conferences.aspx 

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CFP: The child’s room as a cultural microcosm

Call for papers
International conference
The child’s room as a cultural microcosm
Space, Consumption and Pedagogy

National Museum of Education, Rouen, France, 8 – 10 April 2013

Organisers : National Museum of Education/CNDP, University of Paris 13 (EXPERICE), University of Poitiers (CEREGE)

With the support of the ANR, research programme « Children’s possessions at home »

Scientific committee
Gilles Brougère (University of Paris Nord)
David Buckingham (Loughborough University, GB)
Dan Cook (Rutgers University, USA)
Inès de la Ville (University of Poitiers)
Yves Gaulupeau (National Museum of Education/CNDP)
Michel Manson (University of Paris Nord)
Roger Perrinjaquet (École nationale supérieure d’architecture de Paris - La Villette)
Michelle Perrot (University Paris 7- Denis Diderot)
Annie Renonciat (ENS Lyon, National Museum of Education/CNDP)

Summary: ‘The child’s room as a cultural microcosm’ aims at gathering knowledge on the subject of children’s domestic material culture and stimulating the development of research along three main axes. These axes were chosen to have a better understanding of the child’s room in its history as well as in the contemporary world, in its materiality as well as in its representations. The first axis will examine the child’s room from an architectural-spatial point of view, as well as a well-defined space within the house specifically intended for the child. It may be characterized by technical specificities (shape, volume, etc.) as well as cultural ones. The second axis will investigate the child’s room as a privileged place for his or her belongings. The idea will be to focus on children’s consumption and material culture, examining how objects actually belong to a child in a child’s room. Finally, the last axis comprehends the child’s room as an educational place that sits at the intersection of both pedagogical and recreational uses and, as such, of both adults’ and children’s points of view. The organisation of this room thus may contribute, in turn, to the education of taste, to an aesthetic education or to the education to consumption.

Key words: child’s room, domestic space, material culture, children’s culture, children’s consumption, childhood objects, cultural representation of childhood, education.

In the 19th century, the child’s room was conceptualised by french authors as a ‘place for hygiene and prudence’, a perimeter protected from the dangers of the house and from those of the street, a women’s ‘sanctuary’ (Fonssagrives 1871) as well as a ‘nest of souls’ (Hugo 1859) and an instrument for the education to social, moral and aesthetic values (Renonciat 1989, 2005). Today, the child’s room is a reality shared by boys and girls in the Western world : a place to rest and work, a place of either real or virtual games, a ‘refuge for intimacy’ (Ranum 1986), an open window on the world (be it discovered or fantasized), a learning center for autonomy, a developer of identity. As it was the case in the past, the contemporary child’s room turns out to be a complex reality which, although it has aroused researchers’ interest in various fields for over half a century, still remains an unexplored territory, especially in France.
The organisers of the conference ‘The child’s room as a cultural microcosm’ wish to study the state of knowledge on the subject and to stimulate the development of research along three main axes : these axes were chosen to provide a better understanding of the child’s room in its history and the contemporary world, through its materiality as well as through the representations which contribute to defining it as a material, social, aesthetic and cultural place.

1. A space within the house

The first axis will investigate the child’s room from an architectura-spatial point of view, as a well-delimited space belonging to the child within the house and defined by location, shape, area, volume, orientation, communication. These various specificities, for all their technicalities, still depend on cultural criteria and representations to define the space as a child’s space (Perrinjaquet 1979, 1982). Various specialists have studied this private territory in Great Britain (King-Hall 1958) and Germany (Weber-Kellermann 1979, 1991), have linked its appearance to the mutations of housing in industrial societies in Northern Europe (Robertson 1974, C. Hall 1987, Perrot 1987, Guerrand 1987, Eleb-Vidal and Debarre-Blanchard 1989), among other things. Yet, we ask, have the new prospects opened by these pioneers been followed ? What is the place of a child’s room today ? What is its place in the work of the great architects of the 20th century, in the post-WW2 reconstruction effort, in all the suburbs built in the 60s? What are its contemporary features?

2. A privileged place for the child’s belongings

As it was related to the evolution of mentalities and ways of living, the emergence of the child’s room in the 19th century emerged alongside the rise of consumption in industrial societies. The child’s own room became a place to control children as well as a container where they could store, play with and attend to the increasing number of things specially made for their use and consumption : furniture, books, pictures, toys, clothes. A good deal of historical research exists on these cultural objects belonging to childhood for Great Britain (Miall 1980, White 1984), Italy (Nogare and Finocchi 1982), the United States (Calvert 1992 ; Cross 1999). In France, studies look mainly at books (there are too many to be mentioned here) and at toys (Manson 2001). The history of children’s furniture and functionnal objects is to be written in our country, requiring the use of monographs and comprehensive studies which would be likely to comprehend production and customs in their historical, social and cultural dimension.
In the United States, the power of the cultural industry has led researchers to wonder about the relationships between children and their belongings in rooms that were created as spaces of individual consumption of the products they are being offered. Facing the development of adolescent culture (James 2001, Baker 2004), the very notion of ‘room culture’ has developed (Brown, Dyckers, Steele and White 1994, 1995, Livingstone 2002) and extended to pre-adolescence in France (Glevarec 2010). It requires the analysis of the way youngsters work and play with a variety of available symbols and cultural artefacts, in an interactive process of elaboration of their identity (Ang et Hermès 1991) – the ‘cultural tool kit’ of global society (Swidler 1986). From this angle, the room is now perceived as a cultural microcosm, a place laden with tension, confrontation, negotiation, a place of compromises between adults and children, between the media and individuals. Today, it is important to look at what is happening in France, especially with the youngest ones, to study their relationship to material culture and the way their culture belongs to the domestic space, and also to grasp the different strategies of independence, of autonomy or, on the contrary, of parental guidance.
The various objects which are aimed at children and which are meant to be kept and used in the child’s room (toys, games, books, stationery, technical objects, sweets, clothes, etc.) will also be of interest in the research on children’s belongings. How are these belongings conceived, produced, distributed and consumed? How do they fit into a mass culture which allows the circulation of characters and worlds through various media (Brougère 2003, 2008; De La Ville et Durup 2008)? The mercantile aspect shall also be analysed, not only as a way of presenting consumer-children with what they can buy, but also as a way of ‘portraying’ the latter, as a part of the very process of conception of these products.

3. An educational world

In the Western world, the child benefits from a room that is dedicated to him or herself, a privileged place for the concentration of the objects of children’s material culture in the house, but also a place of identity construction and learning. The room may also be used, if not in an educational purpose, as a way of enhancing education. It is not different from the typical objects used at school to transmit knowledge : school material (schoolbags, pencil cases, books, etc.), furniture (desk, bookcase), holiday homework books, educational games, etc., even if these objects have to be confronted with mass culture references such as a Dora the Explorer pencil case or a Pokemon schoolbag. The room then appears as a place where different things can meet, oppose or be integrated : children’s leisure and school prescriptions but also children’s desires and parents’ expectations.

In this respect, decoration in the child’s room seems an interesting subject for research, where the tastes and aesthetic values of adults meet the supposed or real preferences of the child. As early as at the end of the 19th century, the discovery of the effects of the child’s material and visual environment on his or her mental and intellectual development led educators, parents, educationalists and creators to pay attention to the aesthetic quality of his or her environment, without failing to use educational resources, in a room that is sometimes perceived as a book with giant pages (Renonciat 2006). Pictures, wallpapers, fabric, furniture then appeared, promptly switching from traditional creation with artistic ambitions to an industrial production which turns out to be huge today. This field of investigation opens vast prospects and lies between art and education, art and industry. Still, to start with, these prospects require the close analysis of a production that has partly disappeared, being the victim of the ill-treatment of its recipients or the victim of its illegitimacy, both artistic and cultural.

What can be said today about the relationship between the room, the objects that it contains and the education of children? Are some objects conceived, created and used as tools for aesthetic education ? It shall also be interesting to study the role of the design of children’s objects as a way of educating their taste. The question of the education to consumption is also one of the dimensions of the encounter between the room, children’s objects originating from mercantile and non-mercantile backgrounds and also adults’instructional design. Hosting a specific activity, the room is the product as much as the producer of social and semiotic mediations which make it possible for children to participate in multiple activities of consumption (De La Ville et Tartas 2011). Thanks to the use of cultural tools, children are being shown how to give meaning to their own consumption habits and how to make them change.

The paper proposals will have to be related to one of the three axes (architectural, material or educational) and if they are not, it will have to be clearly justified. Yet, these questions can be addressed from multiple angles: representations of the child’s room (in literature, in films, in arts, etc.), historical, anthropological, sociological, psychological dimensions, as well as questions of gender, etc.

The proposals, either in English or in French, should be sent to the following address by 30 November 2012: annie.renonciat@cndp.fr
They will have to be a Word document of no more than one page (Times New Roman 12, single spaced), including the following :
- Title of the paper
- Author
- Institutional belonging
- Personal details : address, country of residence, phone number, e-mail address
- A summary of approximately 400 to 500 words, which shall contain the object of the paper, the methodology which was used, the corpus or the data which were analysed and the results.
Notification of acceptance : 1st February 2013
Authors will have to send their written papers by 30th April 2013, for publication of the proceedings.

Fees : 130€ (including coffee breaks, three lunches and one night banquet)
About the National Museum of Education: www.cndp.fr/musee
About Rouen: www.rouentourisme.com

CFP: Children and Childhood in the Humanities

Call for Papers

2012 Virginia Humanities Conference

Theme:

 Children and Childhood in the Humanities

Location: Roanoke College, Virginia

Date: March 23–24, 2012

Submission Deadline: February 15, 2012

SUBMISSION GUIDELINES:

The Virginia Humanities Conference invites proposals for papers and panel sessions that address the theme “Children and Childhood in the Humanities.” (Humanities disciplines include philosophy, religion, art, art history, cultural studies, communication, history, literature, music, and the performing arts.)

Although children have always been an integral part of the humanities, they have often been overlooked in scholarship. Yet it is not hard to find children inhabiting most of the central works—from the Odyssey, the Gospels, the Hindu epics, and the Tao te Ching, to coming-of-age novels and fantasy films.

Our concepts about childhood are central to our understanding of what it means to be human. Philosophers, religious leaders, creative artists—all have constructed arguments about the nature of children and childhood. Children have been regarded as miniature adults, sinful creatures, innocent minds, and creative beings. Childhood is here broadly defined but could include any stage from infancy to second childhood and even the inner child.

We want to encourage interdisciplinary exchange on this topic from a variety of fields. Contributions from the social sciences are welcome if they are focused on aspects of the humanities (e.g., a sociological reading of a novel or work of art).

Please submit a 250-word proposal by email to mdharris@roanoke.edu or by mail to Marwood Larson-Harris, Religion Department, Roanoke College, 221 College Lane, Salem, VA 24153. Proposals for panel sessions should identify all participants and include both an overview and a brief abstract of each presentation.

Faculty-directed undergraduate submissions are also welcome.

For more information, please visit:

www.vahumanitiesconference.org

Children, Young People and Adults: Extending the Conversation

5th - 7th September 2012

Conference Venue - Preston
University of Central Lancashire
Preston
Lancashire
PR1 2HE 

*Further conference details*

The University of Central Lancashire is proud to host the second international conference of the International Childhood and Youth Research Network (http://www.icyrnet.net/).

The first conference was in Nicosia in May 2008, on the theme ‘Child and Youth Research in the 21st Century: A Critical Appraisal’, and was attended by delegates from all over the world. The 2012 conference will take place in Preston, in North West England, and will be on the theme ‘Children, Young People and Adults: Extending the Conversation’.

The international research conference is aimed at researchers (both new and experienced), policy-makers and practitioners from all around the world. It will take place side by side with an international gathering of children and young people, currently being planned around broad themes of participation and citizenship. Shared plenary sessions, and a series of smaller workshops, will create spaces where children, young people and adults can come together and engage in dialogue.

Call For Papers:

Research and policy papers are invited on the following sub-themes:
• Spaces, places and institutions of childhood
• Inter-generational relationships
• Public and private domains
• Global and local
• Inclusion and exclusion
• Family and lifespan
• Culture and context
• Work, play and leisure
• Mobilities and borders
• Transitions and disruptions
• Conflict and peace
• Citizenship and rights
• Responsibility and dependency
• Public perceptions and attitudes

Cross-cutting themes are expected to include, for example, power, gender, abuse and exploitation.

Abstracts (up to 200 words) are invited to be submitted by 5pm on 31st March 2012. Decisions will be notified on or soon after the 30th April 2012.

Please submit abstracts to ChildhoodAndYouth@uclan.ac.uk

Keynote Speakers:

Confirmed plenary speakers are:
• Libby Brooks (Columnist, The Guardian, UK)
• Jim Davis (Good Childhood Advisor, The Children's Society, England, UK)
• Allison James (Professor of Sociology, University of Sheffield, UK)
• Berry Mayall (Professor of Childhood Studies, Institute of Education, University of London, UK)
• Kavita Ratna (Director-Communications, Concerned for Working Children, Bangalore, India)
• Harry Shier (Education Adviser, CESESMA, Matagalpa, Nicaragua)

  

See more conference details, clicking here.

Call for Papers: Visions & Voices of Childhood

CFP: Visions & Voices of Childhood: A Graduate Student Conference

 

Visions and Voices of Childhood: A Graduate Student Conference

May 21-22, 2012
Department of Childhood Studies
Rutgers University - Camden

Camdem, NJ

The Rutgers University-Camden Childhood Studies Graduate Student Organization (GSO) invites submissions for paper presentations for its second formal graduate student conference to be held May 21-22, 2012 on the Camden, NJ campus. Graduate students from all disciplines who are engaged in research relating to children and childhood are encouraged to submit proposals.

As the field of childhood studies continues to grow, old and new debates and concepts continuously impact the study of children and childhood. Representations and interpretations of children's lives and perspectives have become central to these debates.  This conference proposes an open, broad definition of children's visions and voices.  Both the theoretical debates surrounding visions and voices and the application of such concepts are encouraged.

Topics can include, but are not limited to:

• Representations of children across all media (literature, film, television, internet, etc.)
• The theoretical concept of “the child’s voice” in qualitative and quantitative research
• Children’s development
• Rights of children
• Globalization and children
• Children's involvement in research
• Ethical and methodological considerations for the child's voice
• Visual literacy and children
• Children and religion
• Statistical representations of children
• Children's health
• Race, class, and gender in the study of children
• Geographies and histories of childhood

We invite proposals from all disciplines - education, literature, economics, psychology, sociology, anthropology, law, political science, history, public policy, criminology, philosophy, medicine, religion, film studies, cultural studies, and the arts - as well as multi-disciplinary scholarly work.

Submission: 250-word abstract plus cover letter with name, current level of graduate study, affiliated university, and email address to childgso@camden.rutgers.edu. Include the words "conference abstract" in subject line, and include name on the cover letter only.

Deadline: December 15, 2011. Accepted presenters will receive notification by February 1, 2012.

Contact Matthew Prickett at prickett@camden.rutgers.edu if you have questions about the conference, or visit http://clam.rutgers.edu/~childgso/conference2012.html
 

Visit the Department of Childhood Studies here: http://childhood.camden.rutgers.edu/

Call for Papers: 2nd Global Conference: Childhood - A Persons Project

Call for Papers

2nd Global Conference

Saturday 7th July 2012 – Monday 9th July 2012

Mansfield College, Oxford, United Kingdom

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After a hiatus of one year, the Childhood Project is returning. This inter-disciplinary and multi-disciplinary conference project seeks to investigate and explore all aspects of childhood. The period of life prior to adulthood is one of dramatic change and development of physical, intellectual, psychological, and many other types of characteristics. The nature of childhood and its significance as a separate phase of life, however, is viewed quite differently in different cultures and in different historical eras. This conference will look at all aspects of the experience of childhood as well as the social and cultural perceptions of children and childhood. We encourage submissions on any theme to do with the nature of childhood, including, but not limited to the ones listed below.

1. Definitions of Childhood

• How has the concept of childhood developed over time?
• How is childhood viewed differently across different cultures and eras?
• What are the boundaries of childhood? (Are children made to grow up too fast? Are mature people infantilized by definitions of the boundaries of childhood?)
• Is ‘childhood’ a singular category or is it composed of quite distinct multiple categories? How does defining childhood also define adulthood and vice versa?

2. Childhood and Development

• What are the important aspects of physical, psychological, emotional, intellectual, moral, social, etc. development in childhood?
• How do institutions (like schools, medical centres, and even legal systems) effectively nurture the unique developmental needs of children?
• How has our understanding of childhood as a period of development changed over time? Are there ways we are still getting it significantly wrong?

3. Children and Relationships

• What are the dynamics of children’s relationships with their family, peers, and their community?
• How are children’s social relationships either experienced positively or negatively?
• What are the dynamics of children’s relationships with social institutions (like schools and religious organizations)?
• What is the nature of children’s relationships with animals and nature?

4. Perceptions and Depictions of Childhood

• How do adults perceive children and childhood?
• How do they perceive the capabilities, responsibilities, and privileges of childhood?
• How do they perceive their own experiences of childhood? (With nostalgia? embarrassment? amusement?)
• How do children perceive themselves?
• How are children and childhood depicted in academia and in the media such as art, literature, film, television, advertising, etc.?

5. Other Issues of Childhood

• Children and education: What issues are the concerning how children are educated?
• Children and leisure: How is involvement in recreational activities (including sports) either beneficial or harmful to children?
• Children and the law: Does the criminal justice system effectively deal with children both as victims of crime and as perpetrators of crime?
• Children and rights: What rights do children have in virtue of being children? To what extent must the choices of children be respected?
• Children and gender: How are children socialized into gender-specific roles? What are the issues and concerns connected to how children form gender and sexual identities?
• What is the nature of children’s relationship to the world of work?
• Childhood in transition: how does adolescence bridge the child/adult world and to what extent are adolescents caught in a double-bind of being children and being adults?

The Steering Group welcomes the submission of pre-formed panel proposals. 300 word abstracts should be submitted by Friday 13th January 2012. If an abstract is accepted for the conference, a full draft paper should be submitted by Friday 11th May 2012.

300 word abstracts should be submitted simultaneously to both Organising Chairs; abstracts may be in Word, WordPerfect, or RTF formats with the following information and in this order:

a) author(s), b) affiliation, c) email address, d) title of abstract, e) body of abstract,  f) up to 10 key words

E-mails should be entitled: CHILD2 Abstract Submission.

Please use plain text (Times Roman 12) and abstain from using footnotes and any special formatting, characters or emphasis (such as bold, italics or underline). Please note that a Book of Abstracts is planned for the end of the year. All accepted abstracts will be included in this publication. We acknowledge receipt and answer to all paper proposals submitted. If you do not receive a reply from us in a week you should assume we did not receive your proposal; it might be lost in cyberspace! We suggest, then, to look for an alternative electronic route or resend.

Joint Organising Chairs:

Wendy Turgeon
Project Leader
St. Joseph’s College,
New York,
USA

Rob Fisher
Network Founder and Leader
Inter-Disciplinary.Net
Freeland, Oxfordshire,
United Kingdom

The conference is part of the Probing the Boundaries programme of research projects. It aims to bring together people from different areas and interests to share ideas and explore various discussions which are innovative and exciting.

All papers accepted for and presented at this conference will be eligible for publication in an ISBN eBook. Selected papers maybe invited for development for publication in a themed hard copy volume(s)

Style Sheets
In preparing your papers, please pay strict attention to the following style sheets

• Download Full Style Sheet – v7.4d (pdf)
• Download Chicago Style Reference Sheet 1.2d (pdf)
• Download Template document (Word)

http://www.inter-disciplinary.net/probing-the-boundaries/persons/childhood/

Call for Papers: Sociological Studies of Children and Youth

Sociological Studies of Children and Youth: Call for Papers

 

Sociological Studies of Children and Youth (an annual volume published by Emerald Publishing) announces a special issue, “Youth Engagement: The Civic-Political Lives of Children and Youth.” Guest editors Sandi Kawecka Nenga and Jessica K. Taft invite the submission of completed papers focused on children and youth’s civic and political engagement, broadly conceived.

Possible questions and theoretical concerns might include: How are youth actively participating in civic and political socialization projects? How do young people and the adults who work with them define terms like citizenship, democracy and community? How do youth react to adults’ understanding of what it means to be a “citizen” or “community member”? What institutions and structures facilitate or hinder youth participation and engagement? How do youth respond and relate to the various institutions and organizations designed to encourage their engagement? How do the dynamics of race, class, gender and ability shape young people’s opportunities for and approaches to engagement?

Submission deadline is January 20, 2012. Submit papers electronically (less than 30 manuscript pages in length) to Sandi Nenga at nengas@southwestern.edu, or in hardcopy to Sandi Nenga, SU Box 7421, Southwestern University, 1001 E. University Avenue, Georgetown, TX 78626. Contributions will be peer-reviewed. Anticipated publication date is spring 2013.

 

 

American Sociological Association

Section on Children and Youth

http://childrenandyouth.weebly.com/index.html

Global Studies of Childhood - CALL FOR PAPERS

 Global Studies of Childhood
(ISSN 2043-6106)

 http://www.wwwords.co.uk/GSCH

"Global Studies of Childhood (GSC) is a peer-reviewed, internationally focused, online research journal. The journal provides an opportunity for researchers, university and college students and professionals who are interested in issues associated with childhood in education, family, and community contexts from a global perspective to present, share and discuss their work. GSC aims to present opportunities for scholars and emerging researchers to interrogate the ways in which globalization and new global perspectives impact on children’s life experiences.
Global Studies of Childhood is a space for research and discussion about issues that pertain to children in a world context, and in contemporary times the impact of global imperatives on the lives of children has been significant. Experiences of childhood that take place within the situated spaces of geographic locales and culturally specific frames of reference are subject to global forces that complicate, disrupt and reconfigure the meanings associated with childhood/s on the local and global stage.
Here we use childhood when referring to a socially constructed category whose parameters are not necessarily fixed by factors such as biological development or chronological age. GSC is therefore interested in issues that pertain to childhood, here broadly conceived, and the challenges these pose to children’s lives and futures in an increasingly complex world. Issues around what constitutes childhood are therefore fundamental to discussions, as are ways in which we need to ensure that all children have basic human rights and are protected from exploitation. (...)"

CALLS FOR PAPERS - special issues:

Learning about Emotion: cultural and family contexts of emotion socialization

Guest Editor: Katherine Kitzmann, University of Memphis

- view details (PDF)

TIMELINE:
September 15th, 2011 – Extended abstract to Editor (500 to 1000 words)
September 30th, 2011 – Advice regarding invitation to submit full paper
November 30th, 2011 – Full Paper submission
December 31st, 2011 – Feedback to authors
February 1st, 2012 – Final version of paper to editor
March 2012 – publication of special edition – with proofs for correction mid-March

Childhood Futures: better childhoods? 

Co-editors: KERI FACER (Manchester Metropolitan University) NICK LEE (Warwick University) RACHEL HOLMES (Manchester Metropolitan University)

- view details (PDF)

TIMELINE:
December 1st, 2011 - Deadline for 500-700 word proposals for contributions
January 1st, 2012 - Selected contributors invited to submit full paper
April 30th, 2012 - Deadline for full papers
May 15th, 2012 - Feedback on first drafts
July 15th, 2012 - Final drafts due
September 30th, 2012 - Special Issue published

 

How to Contribute, click here.