All video recordings of the conference presentations are posted online with free access on the conference’s YouTube channel (30 videos!). You are welcome to watch these at your convenience. This YouTube site is available to anyone, regardless if they have registered for the conference. We hope that the conference presentations will be widely viewed.
Ethics & Aesthetics: Art education as a sustainable developmental catalyser
Nordic Journal of Art and Research invites researchers, educators and actionists to hand in abstracts that describe how art education can contribute to the 17 Sustainable Development Goals. The aim is to publish one research article for every SDG, where each article, in English or a Nordic language, focuses mainly on one of the goals. Publication: 2022-2023.
Nordic Journal of Art and Research is an interdisciplinary peer-reviewed journal aimed at disseminating knowledge and experience from research and development projects based on artistic practice and reflection, art education, art theory and cultural theory: https://journals.oslomet.no/index.php/information/
In the midst of Covid-19, it is an historic and ethical opportunity to look at the fact of the world as it is, and the focus on the solution for some of our greatest problems through the lenses of art education. Together we can overcome them by focusing on the ways in which art (and aesthetic in all its forms) can be applied to address global wellbeing issues: https://www.un.org/sustainabledevelopment/sustainable-development-goals/
The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.
Kick-off zoom seminar 1 September 2021
Deadline for abstract is 1 October 2021.
Workshop on zoom 1 November 2021
Deadline preliminary article 1 February 2022.
Deadline final article 1 June. 2022
Associate professor Mette Bøe Lyngstad, HVL, Professor Rikke Gürgens Gjærum, UiT, OsloMet.
200 words about the main content, confirm which SDG that you will challenge – use IMRAD model.
NORLIT 2021 Literature and space
Norlit21 invites scholars to examine the question of how space intervenes in literature and how literature produces and reconfigures perceptions of space. How can literature – new and old – help us think about the processes of spatial reconfiguration and conflicts of expansion/contraction? What new forms of cultural and literary spaces are currently emerging, be it in the literary form itself or in the spaces that produce, disseminate, and respond to literature? And what can a renewal in spatial approaches to literature give to the study of historical works, within established canons as well as the “great unread”?
We wish to encourage papers covering a diverse array of fields and approaches, including, but not necessarily restricted to:
- digital humanities
- book history
- children- and youth literature
- literary didactics
- sociology of literature
- literary theory, -history, and –criticism
Submission formats for the NorLit 2021 conference
Submission deadline: 1 April 2021
All scholars, from any country, with interests converging with that of the conference theme Literature and space, are welcome to propose panels, sessions and papers. The official conference language is English, while sessions will be partially open to papers presented in Scandinavian languages; some sessions might also accept papers in German and French.
- Timeframe: 15 minutes of presentation and 15 minutes for discussion and comments.
- Participants at the PhD-seminar will be asked to hand in their project description some weeks before the seminar.
- Timeframe: 20 minutes of presentation and 10 minutes for discussion. Chairs will be appointed by the committee.
- Several papers may be submitted together indicating an interest to form a panel session. The panel participants are themselves responsible for engaging and involve a discussant/chair that gets papers in beforehand.
- Timeframe: 90 minutes
How to submit
You must use the template when you submit your contribution. Download the document. This will help you in remembering to give us all the information we need, and help us in putting together an digital abstract folder.
- Submit your paper to email@example.com
Submit an abstract no more than 400 words including references. Regarding panel session, the word limit is 400 words per participant. Upon acceptance the abstract will be published in the online conference program.
Notification of acceptance will be e-mailed to presenters latest by 15 June 2021.
Vitalizing partnerships – Moving forward to a sustainable future
SANORD Conference 9-11 September 2020
Western Norway University of Applied Sciences (HVL) and University of Bergen (UiB) are proud to host the 13th annual SANORD conference, 9-11 September 2020, in Bergen.
The conference focuses on how we as SANORD partners can use and strengthen our partnerships as part of meeting the needs of the UN 2030 agenda. We aim to organize a meetingplace for trans-disciplinary exchange of ideas and research for scholars and institutions in our respective regions.
See webpage for further information: https://www.hvl.no/en/sanord2020
20 March 2020: Submission of abstracts closes
CFP: An Interdisciplinary Conference on the Environment and Young People’s Literature and Culture
Vancouver Island University, June 11-13, 2021
Nanaimo, British Columbia, Canada
In the past year, we have witnessed continents burning, islands and coastal regions flooding, and increases in extinctions of flora and fauna. While concern over the human impact on the environment has existed for decades, there is a new sense of urgency demanding a cognitive shift to transform our understanding of our place in and impact on the physical world, as well as of our relationships with the other life forms cohabiting the earth. More broadly, Tom Oliver calls for rethinking concepts of identity and the individual (The Self Delusion, 2020). Similarly, Posthumanism provides ways of rethinking the boundaries of the human and nonhuman. Donna Haraway has provided language to understand naturecultures (2003) and emphasized the importance of “staying with the trouble” as we work at making kin with nonhuman others, resisting the Western hierarchical view that values human above other lives (2016). Of especial relevance, then, is openness to multiple ways of knowing the natural world, including Indigenous ways of knowing and Traditional Ecological Knowledge (TEK) (see Nelson and Shilling, eds. 2018).
Specifically regarding children’s culture, Affrica Taylor has noted the importance of “common worlds (or common worlding) as dynamic collectives of humans and more-than-humans, full of unexpected partnerships and comings together, which bring differences to bear on the ways our lives are constituted and lived” (2013, p. 78). Too often those studying young people’s literature and culture work in isolation from those working in environmental humanities, childhood studies focused on children in the Anthropocene, and education for sustainability. Much of the most productive scholarship on these concepts and processes has been interdisciplinary. There is much to be gained in both methodology and understanding by communication and collaboration between literary scholars, educators, environmentalists, philosophers, and scholars of childhood and youth experiences and culture.
Conspicuously missing from this list are children and youth themselves. While there has been ongoing discussion in the Social Sciences and Health and Human Service fields on participatory research involving children and youth (Aldridge 2015; Dickens 2017) since Alderson first drew attention to the absence of their voices (1995), this is only recently emerging in literary studies and other humanities fields (Deszcz-Tryhubczak 2016, 2018, 2019). Since some of the leading ecological activists today are youth, such as Greta Thunberg (Sweden) and Autumn Peltier (Anishinabek Nation), and since children and youth will live the longest with the effects of environmental degradation, their voices must be part of the conversation.
Assembling Common Worlds intends not only to explore traditional disciplinary ways of understanding eco-literacy and eco-activism in children’s and youth literature and culture, but also to bring together scholars and practitioners from a range of fields to find productive opportunities for cooperation and collaboration in tackling the challenges of generating intergenerational dialogue on current environmental concerns. In addition to paper sessions, the conference will also feature a methodological workshop and involvement of child and youth participants.
Conference conveners welcome proposals for 20-minute papers or 90-minute panels on any of the following topics:
- Making kin between human and non-human in children’s or youth’s literature and culture
- More-than-human worlds in children’s or youth’s literature and culture
- Eco-literacy in children’s or youth literature and culture
- Imagining the Post-Anthropocene
- The evolving capacity of ecocriticism to address environmental change
- Indigenous knowledge or TEK in children’s or youth’s literature and culture
- Regeneration of connections between children or youth and nature
- The role of children or youth in food security
- Young people’s eco-citizenship and/or eco-activism
- Interdisciplinary theoretical frameworks for understanding children in and of nature
- Intergenerational creative and/or cultural projects addressing environmental issues
- Participatory research with children or youth on literary or cultural expressions of eco-literacy and/or eco-activism
- Children’s and youth’s creativity in/as response to the current environmental crisis
Proposals of 250 words and brief biographies are due June 29, 2020. This early deadline is to facilitate applications for grant monies.
The conveners hope to offer some travel support for graduate students and under-employed scholars.
The conveners also plan to publish an edited collection of selected papers from the conference.
Please send proposals and brief biographies to Terri Doughty (firstname.lastname@example.org) and Janet Grafton (email@example.com).
The University of Bergen, Norway, hosts a conference on “Climate change temporalities: Narratives, representations and practices”, focusing on humanistic approaches to climate change. The conference takes place 5-7 August 2020 and the deadline for paper proposals is 1 March 2020. https://future.w.uib.no/conference/?fbclid=IwAR1HrTB1X0wsh_PA6rH_BbX1bDrINDVlhGQPuFtQwoWXouuDTiK0iJlmyJM
The University of Oslo hosts a Nordic research conference on sustainability in education (Nordisk forskningskonferanse om bærekraft i utdanning). The conference date is 22-23 October 2020, the deadline for registration and paper proposals 1 June 2020. https://www.uv.uio.no/ils/om/aktuelt/arrangementer/2020/nfbu/index.html
Norsk Pedagogisk Tidsskrift: Invitasjon til temanummer om bærekraft og livsmestring
Vi ønsker med dette å invitere deg/deres fagmiljø til å skrive artikkel til et temanummer av Norsk Pedagogisk Tidsskrift om bærekraft og livsmestring. Norsk Pedagogisk Tidsskrift er et nivå 1 tidsskrift og temanummeret om bærekraft og livsmestring er planlagt publisert i nummer 3/2020.
Nina Goga (gjesteredaktør) og Merethe Roos (ansvarlig redaktør)
Høsten 2020 tas en ny læreplan i bruk i norsk skole. Et særtrekk ved denne læreplanen er innføringen av tre tverrfaglige temaer som tar utgangspunkt i aktuelle samfunnsutfordringer. Blant disse finner vi bærekraftig utvikling og livsmestring. Mens temaet bærekraftig utvikling handler om å legge til rette for at elevene kan forstå grunnleggende dilemmaer og utviklingstrekk i samfunnet og hvordan disse kan håndteres, dreier temaet livsmestring seg om at elevene lærer å håndtere medgang og motgang og personlige og praktiske utfordringer på en best mulig måte. I det kommende temanummeret av Norsk Pedagogisk Tidsskrift ønsker vi en bred tilnærming til disse temaene i form av artikler som belyser didaktiske, empiriske og teoretiske utfordringer. Vi ser for oss artikler som skriver fram nye betydninger på disse områdene og ønsker særlig velkommen tekster som belyser temaene bærekraftig utvikling og livsmestring i en skole- og lærerutdanningskontekst.
15.09.19: Frist for å sende inn kort sammendrag/skisse/abstract. Sammendraget sendes til: firstname.lastname@example.org med kopi til email@example.com
15.10.19: Frist for tilbakemelding fra redaktørene på innsendt sammendrag.
15.02.20: Frist for å sende inn ferdig artikkel. Artiklene sendes deretter til fagfellevurdering.
01.05.20: Frist for tilbakemelding til forfatterne; vurderinger fra fagfeller samt redaksjonelle kommentarer.
15.06.20: Frist for å sende inn ferdig, revidert artikkel.
20.08.20: Manus sendes til språkvask
Medio oktober 2020: Nummeret foreligger
Omfanget av hver artikkel i temanummeret skal være maksimalt på ca. 35 000 tegn inkludert mellomrom og litteraturliste. Artikkelen skrives på norsk, dansk eller svensk. En detaljert forfatterveiledning finnes på idunn.no: http://www.idunn.no/ts/npt
Bruk Times New Roman 12 pkt. Linjeavstand 1 ½.
Side 1: Forfatternavn, arbeidsadresse, tlf. dagtid, e-postadresse.
Side 2: Start med tittelen på artikkelen og en ingress på ca. 75 ord. Eventuelle tabeller og figurer skal nummereres og legges ved som egne dokument. Marker i teksten hvor de skal inn. Eventuelle noter skal nummereres fortløpende. NPT bruker bare sluttnoter. Sitat skal ha 10 pkt. skrift (ikke kursiv).
Dersom en artikkel er funnet publiseringsverdig, men ikke blir ferdigstilt innen fristen for dette nummeret, vil den ikke kunne komme med i temanummeret. Dersom forfatteren ønsker det kan artikkelen imidlertid vurderes for publisering i et senere nummer av Norsk Pedagogisk Tidsskrift.
Vi ser fram til å høre fra dere!
Nina Goga og Merethe Roos
PhD course “Ecocritical Theory: Literature, Culture and Environment”
The University of Agder invites applications for the PhD course “Ecocritical Theory: Literature, Culture and Environment”, taking place in Kristiansand, Norway, on 25-27 September 2019. Detailed information on the course contents and the registration form can be found at https://www.uia.no/en/events/phd-course-lit606-ecocritical-theory-literature-culture-and-environment.
The course will provide insights into a variety of theoretical approaches related to ecocriticism, such as critical theory, risk theory, postcolonial ecocriticism, the “material turn” and material ecocriticism, as well as cognitive narratology and empirical ecocriticism. The main focus will be on the combination of ecocritical theory and practice, and thus on the applicability of the theoretical approaches presented and discussed to the practical analysis of literary and filmic texts and genres. Students will also have opportunity to discuss and receive feedback on their own work-in-progress. The course lectures will be held by internationally leading researchers in ecocriticism and related fields.
The course awards 5 ECTS. Participation is free of charge, but registrants need to be enrolled in a relevant PhD program. The deadline for registration is 29 August 2019.