PÅ TVÆRS AF NORDEN: økokritiske strømninger i nordisk børne- og ungdomslitteratur

Denne antologi giver indblik i økokritiske strømninger i nyere nordisk børne- og ungdomslitteratur, både fra et forskningsmæssig, formidlingsmæssig, illustrativt, litterært skabende perspektiv. Antologien byder blandt andet på essays om antropocæne udfordringer, undersøgelser af relationen mellem natur, kultur og skrald og miljøaktivister i nordisk børne- og ungdomslitteratur. Derudover findes syv stærke økodramaer, der alle er blevet til i samarbejde mellem nordiske illustratorer og forfattere.

Vi gjør oppmerksom på at matrisen på side 97 i antologien ikke er korrekt. For korrekt versjon se vedlagte Plantematrisen

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.

PhD-seminar

  • 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.

Paper

  • Timeframe: 20 minutes of presentation and 10 minutes for discussion. Chairs will be appointed by the committee.

Panel session

  • 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 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.

Stipendiatstilling ved NTNU knytt til prosjektet “Litterær kompetanse for berekraft”

Stillinga som stipendiat i norskdidaktikk er knytt til prosjektet “Litterær kompetanse for berekraft” (LKB) under forskingsgruppa “Barndom i krisetid” (BiK). Hovudmålsetjinga for prosjektet er å utvikle teoretisk og empirisk kunnskap om korleis berekraftig utvikling kan vera del av litteraturundervisninga i norskfaget. Se utlysing:https://www.jobbnorge.no/ledige-stillinger/stilling/193607/stipendiat-i-norskdidaktikk

Ecocritical Engagement with Picturebook through Literature Conversations

This article addresses the need for student teachers to experience how to engage ecocritically with children’s literature to be able to support and develop the sustainability competencies of their future students. In order to respond to this need, we designed a research project examining how Norwegian and Catalan student teachers express and negotiate their ideas about an Italian–French picturebook in a teacher–researcher designed ecocritical literature conversation (ELC). The collected material, consisting of students’ notes and sound recorded and transcribed group discussions, was analysed following the steps of content analysis with an emphasis on finding evidence of dialogic competencies and ecocritical competencies. Although the students did not explicitly integrate ecocritical terminology in their discussions, we found that when structured in line with ideas of dialogic teaching, ecocritical thinking, and literature didactics, literature conversations proved to be a useful tool for these students to critically engage with and negotiate about representations of nature and ecological wisdom from the selected picturebook.

See/download article: https://www.mdpi.com/2071-1050/12/18/7653

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

CFP: https://www.hvl.no/en/research/conference/sanord-2020/abstracts/

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 (terri.doughty@viu.ca) and Janet Grafton (janet.grafton@viu.ca).

 

 

 

 

 

Conferences 2020

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