CFP «PLANT TENDRILS IN CHILDREN’S AND YOUNG ADULT LITERATURE» – Ecozon@ SPRING 2024

Overall, we welcome explorations of plant-human sympoeisis in fiction for children and young adults, as well as considerations of relationships and entanglements between plants and children or adolescents in texts produced for adults. We seek internationally diverse contributions, and encourage decolonizing and non-western perspectives. Topics addressed could include (but are not limited to):

  • Phyto-morphism in fiction (broadly defined) for children and young adults
  • Plants and the adolescent body in young adult fiction
  • Weeds in children’s and young adult literature
  • Representations of plant ‘children’, adolescents, and plant families
  • Plant relationships in ecobiography
  • Plant metaphors in different genres of children’s and YA fiction, and across media
  • Plant representation and -interaction in video games and interactive fictions for children and adolescents
  • Plant characters and plant language in children’s and YA fictions
  • The relationship between plants and child- and adolescent agency
  • Indigenous, postcolonial, and decolonising texts linking plants with children or young adults

We invite contributions in English and French. Please submit a 300-word abstract to the editors by January 15th 2023: Melanie Ruth Duckworth: melanie.duckworth@hiof.no, Lykke Guanio-Uluru: hagl@hvl.no , and Antonia Szabari: szabari@usc.edu.

See extended CFP for more details: https://ecozona.eu/announcement/view/325

Litteraturdidaktik i framtiden och framtiden i litteraturen: Litteraturdidaktisk nätverkskonferens 2023

Centre for Childhood Research in Literature, Language and Learning (CHILLL) samt Centrum för ämnesdidaktisk forskning inom konst och humaniora vid Linnéuniversitetet (Cähl) bjuder i samarbete med Litteraturdidaktiskt nätverk in till en ämnesdidaktisk konferens. Konferensens breda ingång till litteraturdidaktik välkomnar bidrag från förskola till högskola i svenskämnena, språkämnena och övriga relevanta litteraturdidaktiska sammanhang utifrån två olika huvudsakliga inriktningar: litteraturdidaktiken i framtiden och framtiden i litteraturen.

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På ett ofta kusligt sätt är framtiden en allt viktigare del av nuet: Hur vill vi ha det i framtiden? Har vi en framtid på jorden? Viktiga nyckelpersoner i dessa resonemang är barn och unga som ska ta över konsekvenserna av dagens vuxnas handlingar. Framtidens frågor spelar en central roll i barn- och ungdomslitteraturen, i form av exempelvis dystopier och andra former av gestaltningar och funderingar kring framtiden. Hot som klimatångest och rädsla för förtryckande regimer samsas med förhoppningar om att den unga generationen ska lyckas skapa en bättre värld. Vi välkomnar studier om hur gestaltningar av framtiden i både barn- och ungdomslitteratur och vuxenlitteratur kan tillämpas i dagens och framtidens litteraturundervisning. Vi efterfrågar även en diskussion kring barn- och ungdomslitteraturens specifika bidrag till litteraturdidaktiken.

Vi uppmuntrar papers om (men inte begränsat till) ämnen så som:

  • Litteraturundervisningens roll och litteraturens roll i framtiden
  • Ekokritiska perspektivs roll i framtidens litteraturdidaktik
  • Framtida generationers litteratur: barn- och ungdomslitterära texter och deras didaktik
  • Litterära läspraktikers förändring och dess konsekvenser för undervisning
  • Lättläst litteraturs roll i litteraturdidaktiken
  • Sociala mediers och internets betydelse för framtidens skönlitterära läsning
  • Skolans och högskolans roll för den skönlitterära läsningen
  • Sinnenas och rummets betydelse vid skönlitterär läsning: litteraturdidaktiska ingångar
  • Sociala läspraktiker

Deadline för att lämna in abstracts är den 1 mars 2023.

Konferensspråket är skandinaviska språk. Akademiska papers ska vara tillgängliga för en nordisk publik. Följande presentationsformat är tillgängliga:

  • 20 minuters paperpresentation samt cirka 10 minuters diskussion
  • 10 minuters work in progress-presentation samt cirka 20 minuters diskussion
  • Paneler med tre 20 minuters paperpresentationer

Instruktioner för abstracts:
Ditt abstract får vara max 300 ord långt. Inkludera även en kort biografi av dig själv på max 100 ord och skriv ut vilket presentationsformat du föredrar.

Mer information om konferensen, innehåll, upplägg, sociala aktiviteter samt call for papers kommer längre fram men boka in datumen i din kalender redan nu!

Anmälan öppnar i början av 2023.

Mer information om konferensen, innehåll, upplägg, sociala aktiviteter samt call for papers kommer längre fram men boka in datumen i din kalender redan nu!

Anmälan öppnar i början av 2023. Hold deg oppdatert her: https://lnu.se/mot-linneuniversitetet/aktuellt/kalender/2023/konferenser/litteraturdidaktik-i-framtiden-och-framtiden-i-litteraturen/

Call for Contributions to Edited Volume “Women Who Write Animals”

Contributions are sought for a volume that seeks to rethink and recover the history and future of English-speaking female authors who wrote about animals (as scientists, popularizers, storytellers, novelists and poets) from the late eighteenth to the early twenty-first century. We seek to explore the question of how female writers conceive nature and represent animals from a feminist perspective by examining their role in the reconstruction of nature and looking at how they represent non-human animals and their/our relationship with them. The collection aims to pay tribute to what Anglophone female writers did in the name of nature and local wildlife by recovering their contributions and reviewing history.

For more information see CFP Women Who Write Animals Final Draft

New article: Material Green Entanglements

By Marnie Campagnaro & Nina Goga

The article reports on a course module designed to promote an ecocritical and new materialist approach to children’s literature and to support student teachers’ skills regarding sustainability. The course module was offered in autumn 2020 and was completed by 260 students of children’s literature with no previous scholarly knowledge about ecocriticism prior to the course. Building on basic ecocritical theory, posthuman perspectives on humans’ intra-actions with material entities, and the students’ previous experiences with didactic tools for developing sustainability competencies through literature, the course module aimed to critically contribute to the implementation of the UN’s Sustainable Development Goals in teacher education. The research material consists of fifty-three video assignments by groups consisting of three to four students. The material has been analysed in line with the methodological implications of video content analysis, focusing on three aesthetic and material entanglements – that is, entanglements with picturebooks, with peers, and with the environment.

CfP: Environmental Emergencies Across Media

16 MAR 2023 – 18 MAR 2023

Linnaeus University, Kalmar

The aim of the conference is to move beyond the conventional targets of a humanities ecocritical conference — regularly focusing upon the problems of representing the environmental crisis – by adding activist and speculative fields of articulation and collaboration in transdisciplinary terrains.

For more information, see: https://lnu.se/en/ecoemergency 

Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology

Abstract

Background

A recent dialogue in the field of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the field evolves and diversifies in its approaches, contents, and contexts over time and in different countries, cultures, and settings. Within this paper, we report the systematic and iterative processes undertaken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net).

Methods

This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and definitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then finalized based on the feedback received from 50 international PLaTO member participants who responded to ≥ 3 rounds of the consultation survey and dialogue. Finally, efforts to share and disseminate project outcomes were made through different online platforms.

Results

This paper presents the final definitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontology model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The final terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability).

Conclusions

This project contributes to advancing PLaTO-based research and facilitating intersectoral and interdisciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO.

Read article here.

Not Too Late – check out the webpage

#NotT00Late is a project to invite newcomers to the climate movement, as well as provide climate facts and encouragement for people who are already engaged but weary. We believe that the truths about the science, the justice-centered solutions, the growing strength of the climate movement and its achievements can help. They can assuage the sorrow and despair, and they can help people see why it’s worth doing the work the climate crisis demands of us.