Call for Papers

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Aesthetic and Pedagogic Entanglements

The pedagogical and aesthetic aspects of children’s and young adults’ literature have often been pitted against each other. Yet, if we think of children’s literature as a participatory and mediated practice, the aesthetical and the pedagogical dimensions are no longer opposed to each other. In the last two decades, we have witnessed an ‘educational turn’ in contemporary arts practices, where the emphasis is no longer on the finished aesthetic object, but on the processes and relationships established with the audiences and communities which become part of the art project, a process also facilitated by digital fora. Speaking of children’s literature as a mediated practice questions art’s autonomy and the limits of ‘non-art’; it brings the ‘death of the author’ not only to praise the ‘birth of the reader’ but also to foreground and question the conventions that sustain the artistic.

Since we cannot take children’s cognitive and literacy skills for granted, books tend to be recommended according to specific age ranges, while teachers and other adult figures involved (such as librarians, parents, and other caretakers, the so-called ‘gate-keepers’) try to facilitate an interpretation of the author’s intention. But what if we take the death of the author seriously? Will we still talk about the importance of understanding the text? What if we make children mediators and authors of children’s literature? Who is the ideal child that writes and reads? How is age produced and sustained in these relationships?

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Active readers
  • Creative and collaborative writing by youth and children
  • Intergenerational collaborations
  • The child as ‘prosumer’ of children’s media
  • Reading and writing as playing
  • Children reversioning stories
  • Booktubers, fan-fiction and web-based communities inside and outside the classroom
  • Initiatives in marginalized communities (refugee centers, jails, hospitals)

Research and practice
  • Child-led participatory research
  • New materialism approaches to encounters with books
  • New approaches to reader-response
  • Cognitive approaches to aesthetics and pedagogy
  • Intersectional approaches
  • Arts-based methodologies
  • Historical approaches to tensions between the pedagogic and the aesthetic

Ethics and aesthetics
  • Ethical-political role of authors in children’s and YA literature
  • Gate-keepers and the “mediator circle” in children’s literature and media
  • The aesthetic and /or pedagogic role of paratexts
  • Representations of children as authors and artists in children’s fiction and media.

The Call for Papers for IRSCL202 is open!

If you wish to register and submit a proposal,  click on the button below. The call for papers for IRSCL2021 will be open until March 15th, 2021.

 

Before submitting a proposal, consider taking a look at our walkthrough for IRSCL2021. Our walkthrough covers the format of the congress,  presentation modalities, and the basics of the abstract submission platform.

 

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