IHRC Symposium Commentary on Migration across Global Regimes of Childhood

Welcome to the first of the new SHCY Commentary series, in which SHCY members provide written contributions on various academic topics pertaining to the history of childhood and youth. This commentary will also appear on the new website when it launches on 1 October 2018. Thank-you to Kelly Condit-Shrestha and the Immigration History Research Centre for this think-piece and introduction to the upcoming Migration and Global Regimes of Childhood Symposium.

Migration across Global Regimes of Childhood1: An Introduction

Friday, September 21, 2018

120 Elmer L. Andersen Library, University of Minnesota, Twin Cities

See the IHRC Symposium poster and event schedule, here. To register in advance, see EventBrite.

On Saturday, June 16, 2018, a Homeland Security official asserted, “We are not separating babies from parents.” On Tuesday, June 19, 2018, a Border Patrol official told news journalists “that it’s a matter of ‘discretion’ how young is too young for a child to be separated from their parents. In general, he said, the age of 5 has been used as a benchmark, with children younger than that called ‘tender-aged.’

On Wednesday, June 20, 2018, The Associated Press reported: “The Trump administration has set up at least three ‘tender age’ shelters to detain babies and other young children who have been forcibly separated from their parents at the U.S.-Mexico border.” That same day, the Detroit Free Press reported how, “in the middle of the night, two baby boys arrived in Grand Rapids after being separated from their immigrant parents at the southern border weeks ago. One child is 8 months old; the other is 11 months old.

As of Thursday, July 19, 2018, only 364 of an estimated 2,551 children separated under Trump’s zero-tolerance border policy had been reunited with their parents. That same day, Congresspersons Elijah E. Cummings, Jerrold Nadler, and Bennie G. Thompson reported: “Trump officials made a startling confession – they had no interagency plan in place to reunite children with their parents when Attorney General Jeff Sessions announced President Trump’s ‘zero tolerance’ policy in April.’” On Wednesday, July 23, 2018, U.S. attorneys presented more than 100 pages of migrant parents’ personal testimonies documenting the “coercive and misleading manner” through which immigration officials took their children.

What is the current U.S. and transnational “regime of childhood” that, despite intense bi-partisan resistance and public protest, governs the separation of these migrant children and parents? How might we think more broadly about “regimes of childhood”?

Michel Foucault offers one possible starting point when he describes the domain of sexuality “as an especially dense transfer point for relations of power: between men and women, young people and old people, parents and offspring, teachers and students, priests and laity, and administration and a population.” 2 This symposium illuminates the domain of childhood as a similarly notable “dense transfer point for relations of power.”

Ann Laura Stoler’s thought is also helpful in analyzing regimes of childhood. In her essay, “Tense and Tender Ties: The Politics of Comparison in North American History and (Post) Colonial Studies,” she responds to historian Robert Gregg’s appeal to better understand “the larger dimensions of the imperial system.”3 In particular, Stoler’s intersectional analysis utilizes Foucault’s “regimes of truth”4 to explore these larger “ways of knowing and establishing truth claims about race and difference on which macropolities rely,” and macropolities’ more intimate spheres of governance, in order to “reveal how North American histories and those of empires elsewhere compare and converge.”5 In particular, Stoler suggests that:

Refocusing on an imperial field highlights the contradictions between universal principles and the differentiated imperial spaces and particularistic ways in which they were applied.

But it may also do something more, helping identify unexpected points of congruence and similarities of discourse in seemingly disparate sites. It may prompt a search for common strategies of rule and the sequence of their occurrence that questions the relationship between imperial expansion and nation building… It may point to techniques for managing the intimate that spanned colony and metropole and that constrained or enabled both colonizer and colonized. Not least, such an exercise may challenge cherished distinctions between the dynamics of American internal empire and European overseas ones-or undo those distinctions altogether.6

In conversation with the insights drawn from Foucault and Stoler, this symposium will investigate the overlapping and intersecting scales through which child bodies were (and are) meant to be managed—at the levels of individual and family, institution and state, and across national boundaries—at different historic and contemporary moments. Within an overarching frame of “the global” and multiple scales of movement, this symposium will treat child migration processes whether they crossed oceans or national borders, or remained within continental or state boundaries, as interconnected, rather than separate histories. In this way, the symposium will explore the perpetuation and trajectory of what I call global “regimes of childhood”7 that have governed large-scale and local “ways knowing” children and childhood, across time and space. These transnational “truth claims” have worked to implement modes of governance in order to control the movement of youth, and by extension, their families, networks of kin, and broader communities—thus illustrating children and childhood as “dense transfer point[s] for relations of power.”

Ruminating on “connections and comparisons,” Stoler asks: “Would it be more fruitful to compare the governing strategies of colonial regimes or ‘the regimes of truth’ that informed colonial cultures at different times and places?”8 “Migration across Global Regimes of Childhood” will seek to do both.

Across Time and Space

By June 23, 2018, 81 of the Trump administration’s “zero tolerance” migrant children had entered the U.S. foster care system via the Michigan-based adoption agency, Bethany Christian Services. Even before, and especially after, this development, domestic and transnational adoptees, first/birth mothers, and multidisciplinary scholars had already made connections between these contemporary events and the United States’ long history of child separation centered, in particular, around indigenous and children of color.

Since it’s come to light that parents were given mere “minutes to decide whether or not to leave their children in the U.S.” and the Trump administration assessed that “48 hours” constituted acceptable decision-making time, the American Civil Liberties Union (ACLU) pushed back “for a longer waiting period after reunifications – seven days.” The ACLU argued that this was “sufficient time [for parents] to consult about what might be the most consequential decision of their lives.” This argument resonates with the politics surrounding the 2011 amendment to South Korea’s Special Adoption Law. This historic amendment represented the culmination of an extensive human rights campaign regarding the separation of Korean children from their unwed mothers, and included stipulations that guaranteed a seven-day waiting period for thoughtful deliberation, parent counseling, consultation, consent, and child relinquishment.9 Present-day, CHANGE (“a Coalition for the human rights of adoptees,” led by repatriated Korean adoptee activists and allies) is in the midst of a transnational political campaign, in support of further revising the 2011 Special Adoption Law. These revisions argue for the inclusion of specific child and family rights-based principles to “support family preservation and the protection of children,” “children’s rights as recognized by the UNCRC,” and “anti-corruption measures and penalties for noncompliance.”10

On the other hand, Homeland Security Secretary Kirstjen Nielsen validates the administration’s border-child separations through a discourse of criminalization and illegality:

[T]he law says if you cross between the ports of entry, you are entering without inspection and that is a crime… Our policy has not changed in that if you break the law, we will refer you for prosecution… Operationally what that means is we will have to separate your family. That’s no different than what we do every day in every part of the United States when an adult of a family commits a crime.

Again, we do it every day in every part of the country. If you have a family and you commit a crime, the police do not not put you in jail because you have a family. They prosecute you and they incarcerate you. Illegal aliens should not get just different rights because they happen to be illegal aliens.

Laura Briggs’s Somebody’s Children (2012), documents the long history of separating children from their families, for political reasons, in the U.S. and Latin America. In particular, the book’s epilogue “explores how the U.S. citizen children of immigrants… [were] starting to become very vulnerable to being sent into foster care and adoptions… [b]y treating the status offence of overstaying a visa [, for example,] like a crime…. Officials [were] pushing children into state protective services and foster care.”11 More recently, legal scholar Marcia Zug provides additional examples of how “[s]tate courts and welfare agencies have frequently concluded that a parent’s undocumented status and their willingness to cross the border illegally was proof enough of parental unfitness that could justify the termination of parental rights.” Anthropologist Lauren Heidbrink makes this link to the eventual adoption of certain unaccompanied minors: “[For those minors who have been reclassified as refugees under special immigrant juvenile status], what’s presented as abuse, abandonment, or neglect can instead be a parent who was deported or detained.

Beyond the discourse of migrant status and documentation, what role does race play in this current regime of child-family criminalization and illegality? Turning our gaze to the internal politics of U.S. child separation, the highly raced criminalization of black and Hispanic mothers, resulting in their children’s placement into foster care, have led some to label this systematized child separation as “Jane Crow.” The most explicit (post-slavery) criminalization of black mothers occurred during the 1980s “crack babies” epidemic. The racialized taking of black children from their “undeserving” families has a deep, long, and painful history.12

And what of the expression of “nurture,” if you will, offered by border-separating government officials? In practice, there has been no age-protective limit that has kept children with their parents. But the sentiments expressed by both Homeland Security and Border Patrol officials about “not separating babies” and “the age of 5… as a benchmark” recalls, for example, political and administrative discussion surrounding compulsory education and American Indian boarding schools during the late nineteenth century. In 1893 Congressman Taylor defined “Indian children [as] Indians between the age of 6 and 21.”13 On June 16, 1894, Congress held a lively debate regarding parental consent, children’s age, and whether or not youth “under the age of 14 years” should be sent “to a school beyond the State or Territory in which said reservation is situated.”14 Within this discourse of nineteenth century policy dialogue surrounding American Indian child removal, infants were not separated from their parents.

In the historic enactment of global “regimes of childhood”—focused on child and parent rights, surveillance and discipline, nurture and sentiment—what logics of governance have changed and transformed? What circuits of knowledge have continued and been sustained, despite these changes, over time? What have varied “regimes of childhood” meant with respect to migration, discourse, and practice, as reflected both in global universalities and specificities, in different communities’ experiences, in geopolitics, and in national conceptualizations of race and sovereignty?

Dr. Laura Briggs’s15 keynote, “Understanding the Spectacle of Separating Children at the Border: A History,” will place a sharp focus on the contemporary and historic removal of children for political reasons, as well as its “spectacularization – the making of grotesque spectacle, whether this summer or at the end of the Indian Wars, with boarding schools, or on the auction block in slavery, the tearing away of children from their mothers’ sides, or the paradoxical invisibility and spectacle of child disappearance in the Cold War civil wars in Central America.”16

The remainder of the symposium will be organized temporally, across three panels focusing on different “regimes of childhood”: “Empires, Old and New,” “Cold War Geopolitics,” and “Convention on the Rights of the Child (1989)” in order to highlight three specific epochs: the late nineteenth and early twentieth centuries, Cold War era, and present-day immigration politics. The symposium will encourage public engagement, academic and non-academic collaboration, and interdisciplinary dialogue by bringing together fifteen presenters: graduate students and renowned scholars (from a multitude of disciplines), acclaimed writers, activists, and community members. The presentations will focus on such topics such as: child labor in British and U.S. imperial contexts; transracial domestic and transnational adoptions; child refugees, contemporary human rights and child welfare discourses; and the interconnections between these different (im)migrant communities. This symposium will also foreground the insights, expertise, and perspectives of child migrants themselves by including presentations from refugees and adoptees who arrived and migrated throughout the U.S., during different historical contexts. Together, these panelists will present a variety of case studies in order to illuminate the intersections and divergences, in discourse and practice, of child migrations that resulted from a range of motivations: the desire for labor, the pursuit of education, humanitarian concerns, and intergovernmental agendas.


Influenced by Stoler’s view that “research that begins with people’s movements rather than with fixed polities opens up to more organic histories that are not compelled by originary narratives designed to show the ‘natural’ teleology of future nations, later republics, and future states,”17 this symposium centers migration as its overarching framework. Through this framing, I imagine the symposium to be an opportunity to shed new light on the global interconnectedness, divergence, and transformation of youth and youth migration—how children have been historically perceived and governed; how they acted and moved, internally and across oceans.

As I’m certain these presentations will show, global “regimes of childhood” have not been shaped only through state intervention, but through the children, their families, and their communities who have moved “within, [among,] between, and outside” of these regimes.18 However, the power of regimes that continue to govern and manage populations over the longue durée despite, for example, political changes and successful forms of community resistance, contribute to the endurance of certain discursive logics that continue to manage meaning and construct social categories. Ann Laura Stoler and Frederick Cooper describe such sustainment of these governing logics as:

colonialism’s modular qualities, how different regimes [build] projects with blocks of one earlier model and then another, projects that were then reworked by the colonized populations that those models could never completely master or contain… we might imagine nineteenth-century history as made up, not of nation-building projects alone, but of compounded colonialisms and as shaped by multinational philanthropies, missionary movements, discourses of social welfare and reform, and traffics of people.19

We can thus witness the global and enduring power of certain “regimes of child separation” in Laura Briggs’s June 2018 testimony in support of the State of Washington v. Donald Trump in his official capacity as President in the United States, et al.20 In her testimony, Briggs seamlessly links the Trump administration’s “current policy of separating children from their parents in order to deter border crosses” to U.S. federal government policies of Native American child separation “as a strategy to end the Indian Wars of the nineteenth century.” She continues to map the legacies of these nineteenth century family separations into the twenty-first century, and their social, cultural, and political impact on Native American communities. According to Briggs’s testimony, it is then also logical to compare discourses surrounding nineteenth century and contemporary U.S. policies and practices with the actions of “Latin American dictators and paramilitaries in the mid-twentieth century [, who utilized child separations] to terrorize communities thought to be involved in insurgencies and to avoid the raising of another generation of ‘reds.’” From the 1970s through the 1990s, countries throughout Latin America, sometimes with the explicit support of the U.S. government, enacted child separation policies under the rubric of Cold War agendas in order to take the children of alleged insurgents, most often vulnerable unwed mothers.21

While in many ways “different,” how is it that Trump’s “zero tolerance” border separations continue to resonate with nineteenth century U.S. indigenous and Cold War Latin American child separation policies?

It was also between the mid-nineteenth and late twentieth centuries that Canada and Australia employed their own versions of forced child removal on behalf of (white) nationalist political agendas and indigenous children’s alleged “best interests.” These youths were placed into white families, institutions, sometimes federal boarding schools; and in Australia, they encompassed a “stolen generation” of more than 25,000 aboriginal children.22 And it was following Spain’s Civil War (1936-1939) that the victorious Nationalist government separated Republican children from their parents, to be raised and assimilated into Nationalist families and ideals. Loyalist mothers were infantilized as incapable and undeserving of keeping their families intact. Their children thus “disappeared” via government policy and were adopted out.23

All of the above-mentioned instances of child separation policy have since ended, often with official apologies on behalf of federal governments. But similar “regimes of childhood” and child separation continue into the present, as evidenced in our contemporary politics—a history that appears to keep repeating itself. In this way, the central task of this symposium, through its exploration of manifold case studies, is “not to figure out who was colonizer and who was colonized,” but “to ask what political rationalities [concerning childhood, child separation, and child-family-parent rights] have made [specific] distinctions and categories [of governance particularly] viable, enduring, and relevant.”24

I will follow up on these proposed inquiries via a Report, following the September 21, 2018 Immigration History Research Center (IHRC) Symposium: Migration across Global Regimes of Childhood, in a future Society for the History of Children and Youth (SHCY) Commentaries issue.


[1] This Immigration History Research Center (IHRC) event is funded in part by the Imagine Fund Special Events Award from the University of Minnesota Office of the Executive Vice President and Provost and an Outreach Grant from the Society for the History of Children and Youth, and co-sponsored by the College of Education and Human Development (CEHD); Asian American Studies Program; Human Rights Program; Center for Austrian Studies (CAS); Center for German and European Studies (CGES); Interdisciplinary Center for the Study of Global Change (ICGC); Institute for Global Studies; Departments of American Indian Studies; Anthropology; Chicano & Latino Studies; English; Gender, Women & Sexuality Studies (GWSS); German, Scandinavian & Dutch (GSD); and History; Subjects, Object, Agents: Young People’s Lives in the Global South (YaSOA). Concept/Organization: Kelly Condit-Shrestha. Artwork: Simi Kang.

[2] Michel Foucault, The History of Sexuality, vol. I: An Introduction, trans. Robert Hurley (New York: Vintage Books, 1990), 103.

[3] Robert Gregg, Inside Out, Outside In: Essays in Comparative History (New York: St. Martin’s Press, Inc., 2000), 6.

[4] Michel Foucault, “Truth and Power,” trans. Colin Gordon, Leo Marshall, John Mepham, Kate Soper, in Power/Knowledge: Selected Interviews and Other Writings, 1972-1977, ed. Colin Gordon (New York: Pantheon Books), 131.

[5] Ann Laura Stoler, “Tense and Tender Ties: The Politics of Comparison in North American and (Post) Colonial Studies,” The Journal of American History 88, no. 3 (2001): 831.

[6] Ibid., 847.

[7] Thank you to Mary Jo Maynes for pushing me toward this language and literature. For related scholarship with different emphases that point to the usefulness of Foucault in Childhood Studies or utilize a “regimes” framework see, for example, Gunilla Dahlberg, Peter Moss, and Alan Pence, Beyond Quality in Early Education and Care: Postmodern Perspectives (Philadelphia: RoutledgeFalmer, 2001); Glenda Mac Naughton, Doing Foucault in Early Childhood Studies: Applying poststructural ideas (London: Routledge, 2005); Leena Alanen, “Regimes of childhood and children’s welfare,” Funding by the Academy of Finland, 2004-2007, staff.jyu.fi/Members/lalanen/projects; Jean Grugel and Nicola Piper, Critical Perspectives on Global Governance: Rights and regulation in governing regimes (New York: Routledge, 2007); David M. Pomfret, Youth and Empire: Trans-Colonial Childhoods in British and French Asia (Stanford: Stanford University Press, 2016).

[8] Stoler, “Tense and Tender Ties,” 846-847.

[9] Sang-hun Choe, “Group Resists Korean Stigma for Unwed Mothers,” New York Times, October 7, 2009, A6; Jane Jeong Trenka, tammy ko Robinson, and Kim Stoker, “New adoption law puts family preservation first,” Hankyoreh, July 7, 2011, http://english.hani.co.kr/arti/english_edition/e_editorial/486303.html; Shannon Doona Heit, “Diasporic Articulations and the Transformative Power of Haunting: Returning Adoptees’ Solidarity Movement with Unwed Mothers in Korea” (MA thesis, Hanyang University, 2013); Sang-hun Choe, “An Adoptee Returns, and Changes Follow,” New York Times, June 29, 2013, A4; Jane Jeong Trenka, “The 2011 Amendment to the Special Adoption Law: A One-Year Evaluation” (MA thesis, Seoul National University, 2014); Maggie Jones, “The Returned,” New York Times Magazine, January 18, 2015, MM30; Paul Y. Chang and Andrea Kim Cavicchi, “Claiming Rights: Organizational and Discursive Strategies of the Korean Adoptee and Unwed Mothers Movement,” Korea Observer 46, no. 1 (2015): 145-180; Hosu Kim, Birth Mothers and Transnational Adoption Practice in South Korea: Virtual Mothering (New York: Palgrave Macmillan, 2016.), 191, 197. See also, Kelly Condit-Shrestha, “South Korea and Adoption’s Ends: Reexamining the Numbers and Historicizing Market Economies,” Adoption & Culture (forthcoming).

[10] tammy ko Robinson, Email message to author, February 9, 2018; CHANGE Coalition, “adopteesforchange,” Instagram, www.instagram.com/adopteesforchange/.

[11] Laura Briggs, Somebody’s Children: The Politics of Transracial and Transnational Adoption (Durham: Duke University Press, 2012), 271.

[12] See, Susan Okie, “The Epidemic That Wasn’t,” New York Times, January 26, 2009; Briggs, Somebody’s Children, Chap. 3; Dorothy Roberts, Shattered Bonds: The Color of Child Welfare (New York: Basic Civitas Books, 2002). See also, Kelly Condit-Shrestha, “Racialized Borders within the United States: A History of Foster Care, Adoption, and Child Removal in African American Communities,” U.S. History Scene (forthcoming).

[13] “For Support of Schools,” in An Act: Making appropriations for the current and contingent expenses of the Indian Department, and for fulfilling treaty stipulations with various Indian tribes, for the year ending June thirtieth, eighteen hundred and ninety-two, 26 Stat. 1012 (1893), 24th Cong., Congressional Record: 2138.

[14] Rep. William Holman of Indiana, on June 16, 1894, to Senate, 53rd Cong., 2nd sess., Congressional Record: 6432.

[15] Laura Briggs is Professor of Women, Gender, Sexuality Studies at the University of Massachusetts Amherst. She is the author of several books, including Somebody’s Children: The Politics of Transnational and Transracial Adoption, which explores the political and economic reasons why Native and African-American people in the US and those believed to be part of insurgent and indigenous groups in Central America’s Cold War, usually single mothers, lose their children–and how those children become available for adoption. Most recently, she wrote expert testimony for a group of 17 states’ attorneys general who filed legal action against the Trump administration’s policy of separating children from their parents at the US border.

[16] Laura Briggs, Email message to author, July 22, 2018.

[17] Stoler, “Tense and Tender Ties,” 862.

[18] Ibid., 864.

[19] Ibid., 862. See also Anna Laura Stoler and Frederick Cooper, “Between Metropole and Colony: Rethinking a Research Agenda,” in Tensions of Empire: Colonial Cultures in a Bourgeois World, eds. Frederick Cooper and Ann Laura Stoler (Berkeley: University of California Press, 1997), 1-58.

[20] “Declaration of Laura Briggs in Support of the State of Washington” in State of Washington v. Donald Trump in his official capacity as President of the United States, et. al., P.Attorney General of Washington 138 (WA 2018).

[21] Ibid., 154-180.

[22] Rowena MacDonald, Between Two Worlds: The Commonwealth Government and the Removal of Aboriginal Children of Part Descent in the Northern Territory (Alice Springs: IAD Press, 1996); Robert Van Krieken, “The ‘Stolen Generations’ and Cultural Genocide: The Forced Removal of Australian Indigenous Children from their Families and Its Implications for the Sociology of Childhood,” Childhood 6 (1999): 297-311; Wesley Crichlow, “Western Colonization as Disease: Native Adoption and Cultural Genocide,” Critical Social Work 3 (2002): 104-27. On the global dimensions of post-World War II indigenous child separations see Margaret D. Jacobs, A Generation Removed: The Fostering and Adoption of Indigenous Children in the Postwar World (Lincoln: University of Nebraska Press, 2014).

[23] Michael Richards, “Ideology and the Psychology of War Children in Franco’s Spain, 1936-1945,” in Children of World War II, ed. Kjersti Ericsson and Eva Simonsen (Oxford: Berg Publishers, 2005), 115-137, 121.

[24] Stoler, “Tense and Tender Ties,” 865.

Kelly Condit-Shrestha is a transnational U.S. historian of migration, childhood, adoption, and critical race, and Post-Doctoral Research Associate in the Immigration History Research Center (IHRC) at the University of Minnesota, Twin Cities. Her research explores children who are placed out, whether for economic or humanitarian rationales, as child migrants operating within transnational social, cultural, and political systems. Her forthcoming articles include “South Korea and Adoption’s Ends: Reexamining the Numbers and Historicizing Market Economies,” Adoption & Culture and “Racialized Borders within the United States: A History of Foster Care, Adoption, and Child Removal in African American Communities,” U.S. History Scene. She is currently working on a book manuscript, tentatively titled Adoption and American Empire: Migration, Race-Making and the Child, 1845-1988. Her consultation and public history work with the Adoption Museum Project (AMP) highlights intersections between past and present child placement practices, law, culture, and public policy. She also serves as a fellow with U.S. History Scene (USHS), a multimedia history education website composed of historians and educators at over fifty universities.

This symposium concept grew out of the work, learning, and collaboration she’s done at the IHRC and with the Interdisciplinary Center for the Study of Global Change (ICGC) research circle Subjects, Objects, Agents: Young People’s Lives and Livelihoods in the Global South (YaSOA), this past year.

I thank Director Erika Lee for inviting me to organize this symposium and for her support, along with that of interim Acting Directors Saengmany Ratsabout and Yuichiro Onishi at the IHRC, and Pat Baehler, Events Coordinator at the Institute of Global Studies (IGS). I am particularly indebted to Elizabeth Dillenburg and Mary Jo Maynes whose intellectual contributions and participation in the symposium planning have been critical to envisioning the conference day.

Call for Contributions, Pink and Blue: The Gendered Culture of Pediatrics

Call for Contributions, Pink and Blue: The Gendered Culture of Pediatrics

We are looking for one to two additional contributors for an edited volume on the historical relationship between cultural notions of gender and pediatrics in the U.S.

The volume, Pink and Blue: The Gendered Culture of Pediatrics, explores how gender serves as an organizing principle of pediatrics and frames how practitioners interpret patients’ bodies, development, and psychological well-being, and how pediatrics in turn shapes cultural understandings of girlhood and boyhood. We are specifically interested in contributions that investigate the reciprocity between cultural expectations and gendered therapeutics in depth, and that explore how gender as a dynamic category relates to race, class, sexuality, and ability. Other possible topics include gendered therapeutic recommendations, pediatrics’ role in defining gender, gender and disease diagnosis, and more. Contributions already slated for the volume address such topics as infectious disease, height and growth, sexual behavior, medical education, disease prevention, and diet. Though our methodological approach to the topic is primarily historical, we welcome interdisciplinary approaches as well.

Pink and Blue is co-edited by Elena Conis and Sandra Eder, University of California, Berkeley, and Aimee Medeiros, University of California, San Francisco. Potential contributors are invited to send short abstracts (3 – 5 sentences) and a short biography (1 -2 sentences) to econis@berkeley.edu as soon as possible, or no later than September 30, 2018.

Newsletter Summer 2018: The Girls’ History and Culture Network

For the original newsletter, please visit this page.

This special announcement is about the Call for Papers for the International Girl Studies Association (IGSA) Conference at the University of Notre Dame (USA) on 28 Feb 28- 2 Mar 2019.

In addition to letting you all know about this conference, we are looking for a third panelist for a session about innovative ways to research and teach about girlhood. It will include Miriam Forman-Brunell discussing teaching girlhood online and Hillary Hanel from Girl Museum talking about ways to use and collaborate with Girl Museum for teaching girl history in high school.

The paper deadline is Sunday July 1, but please send your paper abstracts to Miriam by June 27, so we can organise the panel. Thanks!

See below or click here for the full CFP at the IGSA website.

Your co-chairs,

Miriam Forman-Brunell
Professor of History
Ashley E. Remer
Founder/Head Girl
Girl Museum


The second International Girls Studies Association (IGSA) conference will be held at University of Notre Dame (USA) from 28 Feb 28- 2 Mar 2019
Proposal Submission Deadline: Sunday, 1 July 2018

Girls Studies has become one of the most dynamic academic fields, encompassing scholars from a vast array of disciplines engaged in a variety of interdisciplinary approaches. This conference aims to bring together scholars and creative practitioners from across the world to explore contemporary and historical experiences and constructions of girlhood and girls’ culture, as well as recent developments within the field.

The Host Committee invites proposals for individual papers, pre-constituted panels, pre-constituted roundtables, and creative works that address one or more of the following topics. Moreover, we are keen to move beyond the traditional conference format and encourage collaborative work and presentations of digital humanities projects as well as creative, visual, and performance-based work. We also welcome proposals from individuals working in collaboration with girls in schools, after-school programs, and community-based organizations.

We welcome submissions from scholars, teachers, activists, artists, and students (both graduate and undergraduate).

Topics may include (but are not limited to):

  • Histories of girlhood
  • Global girlhood(s)
  • Girlhood and intersectionality
  • Representations of girlhood
  • Intergenerational girlhoods
  • Queer and trans girls
  • Girls’ cultures
  • Girlhood and consumption
  • Mediated girlhoods
  • Girls and feminism
  • Girls and sport
  • Girls and politics
  • Girls and education
  • Girls and religion
  • Girls and STEM
  • Body image
  • Girls and subcultures
  • Girls and digital media
  • Girls and politics/activism
  • Girls and popular culture
  • Girls and music
  • Girls and literature & theatre
  • Girlhood during austerity
  • Girls’ sexuality
  • Girls’ health
  • Neoliberal girlhoods
  • Ethnographies of girlhood
  • Methodological approaches to Girls’ Studies
  • Submission Guidelines
    The deadline for submissions is 11:59 PM (US Eastern Daylight Time) on Sunday, 1 July 2018.
    Please submit your proposal here: https://genderstudies.submittable.com/submit
    You will first need to become a member of Submittable (which is easy and free).

    To allow for as many voices as possible at the conference, proposers may apply for only one role from each of the following two categories: 1) paper presenter, creative works presenter, or roundtable participant; and 2) coordinator of panel or roundtable in which they are participating.

    Open Call Papers – Individuals submitting paper proposals should provide an abstract of 250 words, a short bio, and contact information. Co-authored papers are acceptable.

    Pre-constituted Panels – Panel chairs should submit a 500-word rationale for the panel as a whole. Chairs should collect abstracts from individual participants in advance and then weave the abstracts into one coherent proposal that reflects the overall topic and goals of the panel while also representing the themes and objectives of individual papers. Panels should include 3-4 papers. Co-authored papers are acceptable. Panels that include a diversity of panelist affiliations and experience levels are strongly encouraged. For each participant, coordinators should submit a short bio and contact information.

    Pre-constituted Roundtables – Roundtable coordinators should submit a 250-word rationale for the pre-constituted roundtable as a whole. Roundtables should include no more than 6 participants (inclusive of coordinator). Roundtables that include a diversity of panelist affiliations and experience levels are strongly encouraged. Roundtable participants’ remarks at the conference should be brief in order to create substantive discussion with attendees. For each participant, coordinators should submit a short bio and contact information.

    Open Call Creative Works – Proposals for audiovisual and other creative works should consist of a 250-word abstract (including the length and format of the work), a short bio of the creator/producer, contact information, and requirements for exhibition. Co-authored work is acceptable. If some or all of the work is viewable online, please submit a URL.

    More Information
    Please direct any questions about the conference and the submission process to: igsaatnd2019@gmail.com.

    Updates about the conference schedule, events, travel and lodging, and more will be posted at https://genderstudies.nd.edu/conferences/.

    Conference Organizers: Barbara Green, Mary Celeste Kearney, Sonja Stojanovic, and Pamela Robertson Wojcik, University of Notre Dame.

    University of Notre Dame Co-Sponsors: College of Engineering, Department of Africana Studies, Department of American Studies, Department of Anthropology, Department of Art, Art History, & Design, Department of East Asian Languages and Cultures, Department of English, Department of Film, Television, & Theatre, Department of German and Russian Languages and Literatures, Department of History, Department of Irish Language and Literature, Department of Psychology, Department of Sociology, Department of Theology, Flatley Center for Undergraduate Scholarly Engagement, Gender Studies Program, Graduate School, Institution for Scholarship in the Liberal Arts, Kellogg Institute for International Studies, Kroc Institute for Peace Studies, Liu Institute for Asia and Asian Studies, and William J. Shaw Center for Children and Families.

    GHCN is your network. Send us any news, publications, announcements, conference notices, podcasts, blogs, CFP, etc., and we will share them with our community. We will be publishing this newsletter on a quarterly basis, with informal announcements sent out as emails or via social media.

    Call for Nominations: 2017 Fass-Sandin Article Prize – Scandinavian Languages

    Call for Nominations: 2017 Fass-Sandin Article Prize – Scandinavian Languages

    The Society for the History of Children and Youth (SHCY) har glädjen att välkomna nomineringar till den bästa artikeln på danska, norska eller svenska inom barndoms- eller ungdomshistoria som publicerats år 2017. Priset består av ett diplom och en prissumma på $ 250 US. Vinnaren meddelas hösten 2018. Nomineringar är välkomna från förlag, redaktörer och forskare, och självutnämningar från författare. Nuvarande medlemmar i SHCY-priskommitté, verkställande utskottet och tjänstemän får inte nominera bidrag. För att nominera en artikel, skicka en PDF-version av artikeln via e-post senast den 15 juli 2018 till var och en av medlemmarna i priskommittén.

    The Society for the History of Children and Youth (SHCY) vil med dette invitere til nominasjoner av beste dansk-, norsk- eller svenskspråklige artikkel publisert i 2017, som behandler barn-, barndom- og ungdomshistoriske spørsmål (i bred forstand). Prisen for beste artikkel er en plakett og $250 US. Vinneren vil bli annonsert høsten 2018. Både forleggere, redaktører og forskere er velkommen til å sende inn nominasjoner. Forfattere kan også nominere egne arbeid. Nåværende medlemmer av SHCY-prisutvalget, lederkomiteen og andre med formelle roller i SHCY kan ikke nominere kandidater til prisen.
    For å nominere en artikkel kan dere sende en PDF-versjon av artikkelen på epost til samtlige medlemmer av prisutvalget innen 15. juli 2018.

    The Society for the History of Children and Youth (SHCY) inviterer hermed til nomineringer af de bedste dansk-, norsk- eller svensksproglige artikler publiceret i 2017, som behandler børn-, barndom- og ungdomshistoriske spørgsmål (i bred forstand). Prisen for den bedste artikel er et diplom og $250 US. Vinderen vil blive annonceret i efteråret 2018. Både forlæggere, redaktører og forskere er velkomne til at indsende nomineringer. Forfattere kan også nominere sit eget arbejde. Nuværende medlemmer af SHCY-prisudvalget, lederkomiteen og andre med formelle roller i SHCY kan ikke nominere kandidater til prisen.
    For at nominere en artikel kan I sende en PDF-version af artiklen via e-mail til samtlige medlemmer af priskomiteen inden den 15. juli 2018.

    Christian Ydesen (Prize Committee Chair)
    Department of Learning and Philosophy
    Centre for Education and Policy Research
    Aalborg University
    Email: cy@learning.aau.dk

    Vegard Kvam, Associate Professor
    Department of Education
    Faculty of Psychology
    University of Bergen
    E-mail: Vegard.Kvam@uib.no

    Christian Lundahl, Professor of Education,
    School of Humanities, Education and Social Sciences,
    Örebro University
    E-mail: Christian.Lundahl@oru.se

    2017 Fass-Sandin Article Prize in Scandinavian Languages
    The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best article in Danish, Norwegian, or Swedish on the history of children, childhood, or youth (broadly construed) published in 2017. The award consists of a plaque and a check for $250 US. The winner will be announced in the Autumn of 2018.
    Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible.
    To nominate an article, send via email a PDF version of the article by July 15, 2018 to each of the Award Committee Members.

    SHCY 2019 Conference – Extended Deadline for Proposals

    SHCY 2019 Conference — Extended Deadline For Proposals

    The programme committee has already received a large number of submissions for the 2019 SHCY conference to held at Australian Catholic University in Sydney. A few requests for extra time to finalise organisation of panels have also reached us, and so we have decided to extend the deadline for submissions to 1 July, 2018.

    The original Call For Papers can be found at: http://shcyhome.org/2018/03/shcy-2019-conference-cfp/

    CFP: Children’s Literature Working Group, SHCY

    Dear SHCY members,

    Please consider sending your conference proposals to the recently formed Children’s Literature Working Group with the Society for the History of Children and Youth (SHCY). We invite submissions for the upcoming biannual conference: “Encounters and Exchanges,” June 26-28, at Australian Catholic University in Sydney, Australia. The full CFP below encourages submissions through working groups:


    All SHCY working groups and regional networks can submit proposals for up to two panels for consideration by the program committee. Send us email individual paper proposals that we can organize into panels—or you can organize a panel and send the proposals together. Sessions last 90 minutes, with at least 15 minutes discussion, leaving some flexibility in what we put together (ex. 20 minutes for 3 panelists; 15 minutes for 4 panelists). We can also proposal workshops, roundtables, etc. If you’ve already submitted a session or paper, feel free to forward it to see if it might fit into a panel. When considering possible collaborators, “children’s literature” for the purposes of the working group is broadly inclusive of children’s material culture, e.g. manuscripts, ephemera, periodicals, pedagogical materials.

    Any individual papers or panels that do not make our sponsored panel(s) will be forwarded by the Working Group for consideration under the general call for papers. The advantage of sending your papers through the group is that our 2 panels have very strong chances of acceptance, and beyond that, I could assemble individual submissions into panels to give them a better chance, as indicated by the submission guidelines.

    In order to submit our proposals by the May 30, 2018 deadline, I would like to have proposals by May 25. But keep in touch, if you’re writing last minute. We hope to hear from many of you so that we can find some interesting ways to combine our work, and feel free to contact us to discuss ideas concerning panels or our new Working Group. Please send your proposal to hoiem@illinois.edu.

    Liz, On behalf of the Children’s Literature Working Group:

    Chair: Kristine Moruzi, PhD
    School of Communication and Creative Arts, Deakin University

    Co-Chair: Elizabeth Massa Hoiem
    Assistant Professor, iSchool at The University of Illinois Urbana-Champaign, USA

    A Call for Submissions for “SHCY Commentaries”

    A Call for Submissions for “SHCY Commentaries”

    The Society for the History of Children and Youth will be launching a new website in a magazine format in September 2018. As part of our website renewal, we will be introducing three, non-peer-reviewed online series: featured books; featured students; and SHCY commentaries.

    We invite those working on childhood and youth to submit research findings, interviews, reflections, reviews, and commentaries in any media form (text, visual, or audio) on any topic, institution, question, region, approach, or historical period. Submissions may introduce historiographic or theoretical questions, discuss methodological challenges, reflect upon scholarly journeys, address professional issues, comment on current politics and policies, or offer substantive claims within the history of childhood and youth (widely construed).

    We hope SHCY Commentaries will be produced and circulated in diverse shapes and sizes; and that it will provide an accessible space for scholarly discourse outside peer-reviewed journals and books, academic conferences and programs of study. Texts should typically be between 1,000 and 4,000 words. Audio/Video files should typically be under 30 minutes. Photographs and other visual materials are welcome. And, we are open to alternative lengths and to discussing opportunities for multi-lingual productions.

    Commentaries will be featured upon and permanently accessible on SHCY’s website. Interested scholars should contact us or submit ideas and materials to shcyhome@gmail.com, or correspond directly with SHCY’s online editor, Patrick Ryan at pryan2@uwo.ca.

    Please circulate at will.

    CFP: 2018 MAPACA Conference

    Call For Papers: 2018 MAPACA Conference
    Lord Baltimore Hotel, Baltimore, Maryland
    November 8th, 9th, and 10th, 2018.

    Area: Children and Childhood Studies

    Area chair: Ryan Bunch, Rutgers University

    Due date for proposals: June 30, 2018

    Children and Childhood Studies (CCS) focuses on the societal, cultural, and political forces that shape the lives of children and the concept of childhood contemporaneously and throughout history. CCS research may originate in any discipline including the humanities, the behavioral and social sciences, or the hard sciences. We especially encourage multidisciplinary or interdisciplinary research.

    Papers for this area may examine, but are not limited to, the impact of popular culture on children and/or childhood, representations of children/childhood in popular culture, and the roles of children and youth as consumers or producers of popular culture. Paper and presentation topics should address the convergence of popular culture and American childhood in some regard. Single papers, panels, roundtables, and alternative formats are welcome.

    Examples of previous presentations include:

  • Representations of children/childhood in popular texts, images, or media
  • The relationships between children’s identities and popular culture (race, gender, disabilities, sexuality, ethnicity, class, etc.)
  • Discussions of youth subcultures or youth agencies in relation to popular culture
  • Children’s digital lives
  • Children’s health and popular culture
  • The role/use of children’s popular culture in education
  • Contested and conflicting values of childhood in popular culture
  • To submit a proposal visit: https://mapaca.net/conference

    Contact the area chair at: ryan@ryan.bunch.com

    CFP: Open Registration for Children and Youth on the Move, University of Greenwich (London, UK), 21-23 June

    Open Registration for Children and Youth on the Move, University of Greenwich (London, UK), 21-23 June

    Registration is now open for the Children History Society (UK) biennial conference, Children and Youth on the Move, at the University of Greenwich (London, UK), 21-23 June 2018.

    To register, use the following link: https://www.gre.ac.uk/ach/events/cyotm.
    To see a draft conference programme, price of attendance and joining the Children’s History Society, see https://histchild2018.wordpress.com.

    In 2015, a shocking photograph of Alan Kurdi – one of the many Syrian child refugees drowned whilst crossing the Mediterranean – seared public and political consciousness around the world. Related to the concept of youthful displacement, that of mobility – described by geographers as a ‘hallmark of modern times’ (Uteng and Creswell, 2008) – requires interrogation for all historical settings and eras. Children and Youth on the Move, the second biennial conference of the Children’s History Society, will be hosted at the spectacular riverside campus of the University of Greenwich, a world heritage site. The conference seeks to expand understandings of young people’s historical movements in all their forms. We will reflect on movement in relation to individual development (intellectual, emotional, spiritual and physical). Our conference will again offer a platform for school-age scholars to reflect on the ways they respond to history. Themes might include:

    Spatial movement: forced and and voluntary migrations and removals, refugees, evacuation, child soldiers, child transportees and slaves, fleeing, escaping, settlement and resettlement, ‘third culture kids’

    Movement and the body: ability and impairment, dance, physical education and sport, ritual movement in religion, sickness

    Leisure and lifestyle: travel, transport, vacations, sociability, visiting, trips to museums and heritage sites

    Emotions: altered emotional or spiritual states (‘being moved’)

    Social and geographical mobility: movements and work, education, housing, welfare

    Sources on the move: literary narratives, moving images, correspondence, archival objects

    Politics: intellectual/cultural movements, marching, demonstration

    All attendees and presenters need to join the Children’s History Society, UK in order to attend the conference. By joining up you will be contributing to an expanding series of activities and bursaries that the CHS is planning. To receive details of how to join, please e-mail cyonthemove@gre.ac.uk.

    Once you have become a paid up member of CHS you will receive a password which will enable you to register for Children and Youth on the Move on Eventbrite.
    To follow us on social media, see also https://twitter.com/histchild and https://www.facebook.com/histchild/.

    CFP: Humanities Special Issue

    Dear Colleagues,

    Children’s narratives have often been thought to sum up national character: Nils Holgersson as an introduction into Swedish landscapes and cultures, Heidi as the epitome of ‘Swissness’, Hansje Brinker as a prototypical Dutch hero, etc. It is important to realize, however, that they became national icons in the eyes of non-Swedish, –Swiss and – Dutch audiences, through transnational reception, adaptation and remediation: Heidi, for example, exemplified the Swiss way of life in the eyes of a German audience. Familiarizing children with and involving them in these ongoing processes of creative transnational appropriation may help them to deconstruct national stereotypes. Positively put, it may help them to feel at home in ‛a wider circle of we’ that allows for the coexistence of local, national and transnational identifications. Contemporary citizens may well identify simultaneously as, for instance, Bavarians, Germans, and Europeans. Heritage narratives for children may facilitate the development of such a poly-local, multidimensional sense of belonging in today’s globalizing world. Young and adult readers also actively contribute to these processes of adaptation and remediation as co-creators of heritage by, for example, participating in fan cultures, as a significant dimension of their emergent citizenship.

    The aim of this special issue is to explore the viability of childhood heritage for citizenship education of 8-12-year-olds in a globalizing, multi-ethnic Europe. It seeks to address issues such as: How are children’s (non-)fictional narratives constructed as local, regional, national and/or transnational heritage through dynamic processes of adaptation and remediation? 2) How can childhood heritage institutions such as museums, archives and international advocacy organizations facilitate transnational appropriations of aesthetic and educative artefacts? 3) How can children be actively engaged in the process of heritage construction as a significant dimension of their emergent citizenship?

    Papers may address topics such as:

    — the trope of home in children’s narratives: stories beyond the “home-away-home” plot described by Perry Nodelman in The Pleasures of Children’s Literature.

    — children’s texts in an imagological perspective

    — transnational fan practices related to children’s narratives

    — transnational memory in children’s literature

    – children’s narratives as materials for citizenship education

    — children and/or young adults as active participants in heritage construction

    — children’s literature as national and transnational heritage in institutional contexts (museums, heritage libraries, etc.)

    — international organizations advocating children’s narratives as media for fostering international understanding

    Length of the article: 6000-7000 words.

    Prof. Dr. Lies Wesseling
    Dr. Justyna Deszcz-Tryhubczak
    Mr. Mateusz Marecki
    Guest Editors

    CFP: SHCY Featured Students

    SHCY Featured Students

    The Society for the History of Children and Youth is introducing a “Featured Student” online series with a revitalized website Fall 2018. We are creating a space for doctoral students to share what has inspired and challenged them during their dissertation projects.

    Interested applicants should submit the following for review by July 1, 2018. Featured students will appear on SHCY’s website throughout the 2018-19 academic year. Please include in your submission to shcyhome@gmail.com

    E-mail address
    Short C.V.
    100-200 word bio statement
    Hi-Res Headshot
    A 750-1000 reflection or commentary on your dissertation project
    Brief (under 10-minute) audio or video clip discussing your work with a colleague.
    Additional visual material as appropriate.
    Large files will require google-drive or drop-box exchange.
    In your text, audio, or video submission, consider addressing:

    What do you want your peers and other academics to know about your work?

    What inspires your research? (ideas, theories, great works, pressing issues, persistent problems, hopes and aspirations).

    What questions are you asking and how are you trying to answer them?

    Why do you think that this research is important?

    If you have any questions, please feel free to e-mail shcyhome@gmail.com, or directly to Carla Joubert – SHCY Digital Fellow – cjoubert@uwo.ca.



    The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best book published in English on the history of children, childhood, or youth (broadly construed) during 2017. The award consists of a plaque and a check for $500. The winner will be announced in the Autumn of 2018. Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible.

    To nominate a book, send BOTH a PDF file of the book via email and a paper copy via postal mail to each member of the prize committee by June 1, 2018.

    Elena Albarrán
    History Department
    Miami University
    254 Upham Hall
    Oxford, OH 45056

    Abigail Van Slyck
    18 Bank Street
    Mystic, CT 06355

    David Pomfret
    Department of History
    1063, 10/F, Run Run Shaw Tower
    Centennial Campus
    Honk Kong University

    2017 Fass-Sandin Article Prize in English – submission deadline June 1, 2018

    2017 Fass-Sandin Article Prize in English – submission deadline June 1, 2018

    The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best article in English on the history of children, childhood, or youth (broadly construed) [u]published in 2017[/u]. The award consists of a plaque and a check for $250 US. The winner will be announced in the Autumn of 2018. Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible.

    To nominate an article, send PDF versions of the article by June 1, 2018 to each of the Award Committee Members.

    Sacha Hepburn, University of Warwick

    Nicholas Syrett, Kansas University

    Kelly Duke Bryant (Chair), Rowan University

    Children in Space, Place, and Time

    Children in Space, Place and Time
    6th-7th September 2018
    University of Strathclyde

    Dear Colleagues,

    The deadline for proposals for the Children in Space, Place and Time conference has been extended to the 31st May. For more information and to upload proposals: https://www.strath.ac.uk/humanities/schoolofeducation/newsevents/contemporarychildhoodconference2018/

    Best regards,

    Dr. Claire Cassidy
    Senior Lecturer
    Course Leader Pg Certificate in Philosophy with Children
    School of Education
    Faculty of Humanities & Social Sciences
    University of Strathclyde
    Lord Hope Building
    141 St James Road
    G4 0LT
    00 44 141 444 8036.

    The University of Strathclyde is a charitable body, registered in Scotland, number SC015263.

    SHCY 2019 Conference CFP

    SHCY 2019 Conference CFP: 26-28 June, Australian Catholic University, Sydney, Australia.

    Conference Theme: “Encounters and Exchanges”

    Proposal Submission Deadline: Sunday, July 1, 2018

    The Society for the History of Children and Youth invites proposals for panels, roundtables, workshops or papers that explore histories of children and youth from any place and in any era. We particularly encourage proposals for complete sessions, rather than individual papers, and we are particularly interested in proposals which explore a theme or idea across diverse chronological or geographical settings. We also strongly encourage panels, workshops and roundtables which propose innovative presentation styles, particularly those which show that they will promote discussion and interactive exchanges of ideas.

    We also invite all proposals to consider how their work might build on the 2019 conference theme: “Encounters and Exchanges.” The theme invites reflection on the many ways in which relational interactions shape the experience and understandings of childhood and youth. Given the conference’s location, proposals might consider the significance of geography, nation, culture or place, but they could also conceptualise the theme more broadly. How do we understand personal relationships with parents, siblings and friends? How do states, schools and religious institutions interact with children and young people? How do larger forces like colonialism and empire shape the opportunities for encounters and exchanges between children across time and place? How do we encounter our own memories of childhood? How do particular theoretical frameworks or interdisciplinary studies invite deeper exploration of the conference theme?

    Proposals which consider the potential of scholars of children and youth to make impactful exchanges beyond academia are also encouraged. What role can history play in developing government policy? How have/do historical experts approach the court room? What is the future of digital history, and other innovations which seek to present history in new ways and make it accessible to wider audiences? How can academic studies impact the school classroom—and vice versa? How do we write children and youth into national histories? How does history place itself in conversation with art, film and literature? What are the other exchanges and encounters you see as critical for the future of the history of children and youth?

    The SHCY 2019 biannual international conference is especially focused on enabling the participation of people from across the globe, and is therefore mindful of keeping the conference costs very modest. Australian Catholic University is supporting the conference by funding some travel bursaries to assist students undertaking research degrees to attend the conference. These will be awarded based on merit and need. Please see the submission guidelines for further details.

    Submission Guidelines

    We will give priority to submissions of complete sessions (panels, workshops, roundtables etc.), and we encourage sessions with diverse national representation. Individual papers will also be considered, but we urge you to recruit members for complete sessions and to make use of the many networks in the history of childhood and youth, for example, H-Childhood.
    Sessions will last approximately 90 minutes and, in line with the conference theme, “Encounters and Exchanges”, we particularly encourage ample discussion time. As a minimum, fifteen minutes should be reserved for audience discussion. In lieu of formal discussants, the Program Committee suggests that complete panel session organizers identify Chairs who can facilitate engagement with the session audience.

    Complete Session Proposals:

    In order to be considered for the program, proposals must be received no later than Sunday, July 1, 2018. They should include the following information:

    1. Session title and 100-word session summary.

    2. The session organizer’s name, department, institution, address, and e-mail address.

    3. The following information for all participants:

  • Names and roles (eg. paper-presenter and/or Chair)
  • Separtment and institution
  • Address and e-mail address
  • 4. 250-word abstract for each paper (or summary of each presenter’s contribution where the session is not structured around formal individual papers).

    5. 1 page CV for each participant.

    6. Clearly identify any participants who wish to be considered for a student travel bursary, and for those people also supply:

  • The title the degree you are completing
  • The institution where you are enrolled
  • Any other funds available to support your conference attendance (e.g. from your institution or other travel scholarships)
  • An estimate of the cost of airfares between your home city and Sydney.
  • 7. Please state what, if any, audio-visual technology will be required for your session.

    Individual Paper Proposals:

    In order to be considered for the program, individual paper proposals must be received no later than Sunday, July 1, 2018. They should include the following information:

    1. Name of presenter, institutional affiliation, address and email.

    2. Title of individual paper.

    3. 250-word abstract of paper.

    4. 1 page CV for presenter.

    5. Clearly identify if you wish to be considered for a student travel bursary, and if so supply:

  • The title the degree you are completing
  • The institution where you are enrolled
  • Any other funds available to support your conference attendance (e.g. from your institution or other travel scholarships)
  • An estimate of the cost of airfares between your home city and Sydney.
  • 6. Please state what, if any, audio-visual technology will be required for your paper.

    Proposals should be gathered into one MS Word document and sent as an email attachment to SHCYconference@acu.edu.au

    The Program Committee will finalize decisions no later than Wednesday, 15 August, 2018 – at which time we will notify the delegates. The program schedule will be available in early 2019.

    Direct queries to the Co-chairs of the program committee:
    Shurlee Swain
    Nell Musgrov
    Tamara Myers
    Kristine Moruzi

    SHCY Survey Report 2017

    From July through September 2017, the Society for the History of Children and Youth circulated a survey through global electronic networks. The 229 scholars who completed the questionnaire reside on all continents (save Antarctica). They reported working across the cycle of academic life from graduate school through retirement. Among them, 115 are current SHCY members; 114 are not members. Sixty-seven attended the 2017 conference at Rutgers- Camden, but a majority (162 persons) did not.

    The survey was designed to gather information about those researching childhood and youth historically. What were they doing; what did they want? This report offers an analysis of our findings, and it outlines how the society is responding to them. The main-body of the report summarizes who works in the field and what interests them. Then, it provides an assessment of the three primary ways the Society engages scholars: our conferences, our journal, and our website.

    Please find the full survey report here.

    CFP: Child Rights Governance, Future Special Issue of Childhood: A Journal of Global Child Research

    Original PDF attached below.

    Guest Editors
    Anna Holszcheiter, Department of Political and Social Sciences, Freie Universität Berlin, Germany
    Jonathan Josefsson, Department of Child Studies, Linköping University, Sweden
    Bengt Sandin, Department of Child Studies, Linköping University, Sweden

    In this special issue of Childhood we would like to explore the origins, logics and effects of child rights governance. Almost three decades after the adoption of the United Nations Convention on the Rights of the Child, the human rights of children have gained hegemonic status in policy making and influenced a wide range of political and social practices as well as knowledge production on children and childhood. Children’s rights have become an instrument, not only to protect and emancipate children from oppression, but also to govern, regulate and control children and define appropriate types of childhoods.

    With this in mind, we would like to take a critical view of how children’s rights are used and have been integrated into national and global political systems of governance over children and childhood. From a state-centric perspective, the concept of governance can be associated with the analysis of state power and its ability to interact with and steer a constantly widening array of non-state actors in the exercise of political authority and the crafting and implementation of policies. Alternative notions of governance, though, embrace a horizontal perspective on politics in which political and social authority is dispersed among different types of actors and political decisions emerge from the interaction between states, international agencies, civil society organizations and social networks. Governance in modern society is tainted with a number of tensions that arise as a result of this reconfiguration of the exercise of systems of governing.

    Aims and Scope

    In this issue, we seek contributions that study forms and processes of child rights governance. With child rights governance we refer to how children’s rights, and the principles and institutions associated with the idea of children’s rights, through different historical legacies and contemporary political challenges increasingly have become part of the mechanism, systems and instruments that are commonly associated with the notion of governance.

    We welcome empirical and theoretical contributions that adopt historical perspectives and scrutinize the practical implications of the ”hegemonic” status of the CRC and competing children’s rights concepts as main points of reference in national and international policy-making. The Special Issue will therefore also incorporate analyses of child rights governance in regions of the world where the CRC is a contested legal framework or adopted in ways that considerably stretch the meanings of children’s rights. Consequently, we are interested in how dominant ideas and legal and political frameworks associated with children’s rights also forge the identity of children as subjects and objects of governance and how the idea that children are rights-holders becomes institutionalized and instrumentalised in the governance of childhood.

    Possible themes for papers include, but are not limited to: regimes of children’s rights in a comparative perspective; international politics of children’s rights before and after 1989; new forms of governance of national children’s right institutions/children’s ombudspersons; children’s rights in NGO policies and international relations; children’s rights in the EU’s external policy; governance of childhood and children’s representation through parents and third parties; the nature and limits of State responsibility for children; governance and the politics of apology; children’s rights and the management of migration; post-colonial theory and the governance of children’s rights; governance of family policy and children’s rights in an era of authoritarianism.


    • Submission of 300 words abstract in English by ,15 January 2018.
    • Papers by invitation only by 1 July 2018 (detailed information about paper submissions will be sent with the invitation).
    • Abstracts should be sent electronically to the Managing Editor, Karen Ekberg: karen.ekberg@ntnu.no
    • Please include author’s(s) name(s), and affiliation(s) and all relevant contact information.
    • Anticipated publication date for the Special Issue: August 2019

    For enquiries contact
    Anna Holszcheiter: anna.holzcheiter@fu-berlin.de
    Jonathan Josefsson: jonathan.josefsson@liu.se
    Bengt Sandin: bengt.sandin@liu.se

    Call-Child Rights Governance

    Call for Submissions: INCS Richard Stein Essay Prize

    Richard Stein Essay Prize

    Interdisciplinary Nineteenth-Century Studies Association

    We are delighted to announce the naming of the INCS Essay Prize in honor of Richard Stein, Professor Emeritus at the University of Oregon, for his role as a principal founder of INCS and for his long and crucial service to developing and nurturing our organization. His books and articles as well as his teaching at Harvard, Berkeley, and Oregon have focused on the connections among Victorian literature, history, visual culture, and other arts. In 1985 he recognized something we now take for granted: the need for a collaborative organization devoted to the interdisciplinary study of the nineteenth century.

    INCS 2017 Essay Contest

    Guidelines and Eligibility

    Interdisciplinary Nineteenth-Century Studies (INCS) invites nominations and submissions for its Richard Stein Essay Prize. The $500 award recognizes excellence in interdisciplinary scholarship on any nineteenth-century topic.

    Articles that appeared in print in a journal or an edited collection in 2017 are eligible; if the date of publication is not 2017, but the essay appeared in 2017, it is eligible. Essays published in online, peer-reviewed journals are considered to be “in print” and are thus eligible.

    We encourage INCS members to submit their own work and to nominate essays written by other INCS members. To be eligible for the prize, authors must be 2017 members of INCS. If potential contestants have forgotten to join INCS during 2017, they may do so within a grace period of one month. Authors joining INCS on or after Jan. 1, 2018 in order for their 2017 essay to be eligible must specify that their membership count for 2017, rather than 2018. Membership is always for the calendar year.

    The winning essay will be announced at the 2018 INCS conference in San Francisco, California from March 1-4, 2018. The winner will be invited to assemble a panel for the 2019 INCS conference in Dallas, Texas.

    Please send an electronic copy of the nominated essay (PDF preferred) to Professor Narin Hassan, Georgia Institute of Technology, at incsprize2017@gmail.com no later than January 21, 2018. In the case of an essay that appeared only online, a durable link is acceptable in lieu of a PDF. For more details about the essay competition, the conference, or the organization, we invite you to visit the INCS website: http://www.incsscholars.org. Specific questions about the 2017 Richard Stein Essay Prize may be directed to Narin Hassan at narin.hassan@lmc.gatech.edu

    Call for Submissions: Neil Sutherland Prize for the Best Scholarly Article Published on the History of Children and Youth

    Call for Submissions: Neil Sutherland Prize for the Best Scholarly Article published on the History of Children and Youth. Purpose: This award honours the pioneering work of Neil Sutherland in the history of children and youth by recognizing outstanding and innovative contributions to the field. The prize will be awarded by the History of Children and Youth Group in conjunction with the 2018 meeting of the Canadian Historical Association.
    Eligibility: Articles published in English or French in scholarly journals and books between January 2016 and December 2017 will be eligible for consideration. There are no restrictions on time periods or national/international context. Award winners will demonstrate originality of scholarship and clear contribution to the study of the history of young people.
    Submission of articles: Please submit a PDF copy of the published article by January 15, 2018 to Jamie Trepanier, Co-Chair, History of Children and Youth Group (james.trepanier@historymuseum.ca). Please write “Sutherland Prize” in the subject line of your email. Self-nominations welcome.


    Appel à candidatures pour le Prix Neil Sutherland pour le meilleur article publié dans le domaine de l’histoire de l’enfance et de la jeunesse. Objectif: Le prix Neil-Sutherland en histoire de l’enfance et de la jeunesse, commémorant l’œuvre du professeur Neil Sutherland, vise à récompenser le meilleur article paru dans ce domaine. Le prix sera décerné par Le Groupe d’histoire de l’enfance et de la jeunesse dans le cadre de la Réunion Annuelle 2018 de la Société Historique du Canada.
    Conditions d’admissibilité: Des articles publiés en anglais ou en français dans des revues et des ouvrages scientifiques entre Janvier 2016 et Décembre 2017 seront admissibles aux fins d’examen. Il n’y a pas de restrictions quant aux périodes de temps ou quant au contexte (national / international). Les lauréats seront récompensés pour le caractère innovant de leur recherche et pour leur contribution significative à l’étude de l’histoire des jeunes.
    Consignes de la mise en candidature: soumettre une copie PDF de l’article publié au plus tard le 15 janvier 2018 à Jamie Trepanier, Co-président, Groupe d’histoire de l’enfance et de la jeunesse (james.trepanier@historymuseum.ca). Veuillez s.-v.-p. inscrire « Prix Sutherland » dans le titre de votre courriel. Possibilité de présenter sa propre candidature.

    Call for Applications for Graduate Study Department of Childhood Studies Rutgers University—Camden, NJ, USA

    Applications are now being accepted for Ph.D. and MA programs. Ph.D. application deadline: January 12, 2018. Up to 5 years’ funding available, on a competitive basis, in Graduate Assistantships for PhD students. https://childhood.camden.rutgers.edu/graduate-program/faqs/. Please visit the Graduate Admissions website http://gradstudy.rutgers.edu/ for more information.

    In addition to Graduate Assistantships, significant ongoing support of graduate student research and travel is also available. Please see https://childhood.camden.rutgers.edu/graduate- program/financial-aid/ for the different funding opportunities offered.

    Our graduates have gone on to pursue careers in higher education, counseling, publishing and other areas, nationally and internationally. See “Where Are They Now?” for updates (https://childhood.camden.rutgers.edu/graduate-program/graduate-news/).

    Department faculty (http://childhood.camden.rutgers.edu/faculty/) represent diverse areas of scholarship—including psychology, literature, sociology, history, geography, education, media studies, critical race and post-colonial studies and health sciences—who, through research, public engagement and teaching, contribute to the expansion of the dynamic field of childhood studies, with a number having recently published books (https://childhood.camden.rutgers.edu/research/).

    Please contact Dr. Sarada Balagopalan (sarada.balagopalan@rutgers.edu), Director of Graduate Studies, with any questions regarding graduate applications.

    Announcements: The Department of Childhood Studies is excited to announce that we will be hosting the Anthropology of Childhood and Youth Interest Group (ACYIG) at Rutgers-Camden on March 7-9, 2019. The biennial conference brings together anthropologists and other researchers interested in ethnographic methods and theory to investigate the diverse, lived experiences of children and youth. A Call for Papers will be out in early 2018.

    Childhood Studies also recently played host to the Society for the History of Children and Youth Ninth Biennial Conference in June 2017. Approximately 250 attendees from more than dozen countries came to Rutgers-Camden for the memorable three-day event (https://shcy2017.wordpress.com/).

    Background: The Department of Childhood Studies at Rutgers University in Camden, New Jersey USA (http://childhood.camden.rutgers.edu/), opened its doors in September 2007 as the first Ph.D. granting program in Childhood Studies in North America. Graduate students in the program (http://childhood.camden.rutgers.edu/graduate-program/graduate-students/), hail from a variety of backgrounds and bring with them an impressive array of educational and life experience.

    Childhood Studies_Rutgers-Camden_Grad Applications 2018

    CFP: Global Studies of Childhood

    CFP: Global Studies of Childhood
    Special Issue: Children and Popular Culture
    Guest Editor: Patrick Cox, Rutgers University

    Childhood and youth are always contested notions, but perhaps nowhere more than in popular culture. Popular culture offers representations of children and youth as, among other things, wise, dangerous, evil, innocent, sexual, doomed, and in various states of “in progress.” Popular culture is also the broad site of much child agency, where children and youth produce texts from novels to YouTube channels to websites, blogs, and zines, frequently outstripping their adult contemporaries in technological savvy and communicative capability. Popular culture for children is by turns condescending to the youngest audience, crass, pedantic, and appropriated by adults for their own pleasure. Elements of popular culture are designed to educate and socialize children; others are manipulated by children as political activism. These turns call into question and trouble conceptions not only of “the child” but of “popular culture” itself and propose a compelling nexus of questions befitting both Childhood Studies and Popular Culture Studies.

    In this special issue, authors are invited to consider intersections of popular culture by, for, and about childhood, both broadly construed. We will explore both the impacts of popular culture on youth and childhood and the very real impacts of children and youth on popular culture. All disciplinary approaches are welcome, including but not limited to textual and visual analysis, ethnographic work, studies of children’s popular material culture, historical readings, comparative analysis of texts, and consumer and communication studies.

    Additionally, contemplations of the interstices between Childhood Studies and Popular Culture Studies as academic endeavors are encouraged. The two fields have been in limited conversation with one another, perhaps separated by epistemological and methodological concerns, yet the available data seems like a rich vein for insight. While both fields are multi-disciplinary and continuously evolving, Childhood Studies maintains very clear traces of its roots in social sciences, while Popular Culture Studies is still found more often housed in the Humanities. The two fields each have at their center subjects that have at times made it difficult for them to be taken seriously as sites of academic inquiry. With different questions at their core, how can the two fields interact? Put another way, how do we study this multitude of texts?

    [u]Topics for this special issue might include:[/u]
    Popular culture and education, whether intentional or inadvertent;
    Children’s popular culture as grown-up nostalgia;
    Youth vs. adult perspectives on popular culture;
    Children and youth as producers of popular culture;
    New media as empowering or oppressive;
    Capabilities for communication and interconnectivity;
    Adult consumption of children’s popular culture;
    Children’s consumption of decades-old popular culture;
    Definitions of youth in popular culture;
    Nostalgia through revivals and reboots;
    Social media;
    Diminishing space between children’s and adult popular culture.

    The guest editor welcomes submissions of articles via the journal submission system on its SAGE Publishing site. See “Submission Guidelines” here: https://us.sagepub.com/en-us/nam/journal/global-studies-childhood#description.

    Deadline for submissions: December 1, 2017.

    Please send any queries to guest editor Patrick Cox at patrick.cox@rutgers.edu.

    2017 Fass-Sandin Prize for the Best Article on the History of Childhood and Youth (Spanish and French)

    The committee for the 2017 Fass-Sandin Prize for the Best Article on the History of Childhood and Youth written in French and/or Spanish and published between 2015 and 2017 has received eight high-quality articles, and selected the following two to receive the Prize and an Honorable Mention:

    Prize Winner:

    Fábio Macedo, “ACTION HUMANITAIRE ET ADOPTION D’ENFANTS ÉTRANGERS EN SUISSE. LE CAS DE TERRE DES HOMMES (1960-1969)”, Relations internationales 2015/2 (n° 161), p. 81-94.

    The article represents an innovative, thoroughly researched, and original approach to the study of both humanitarian action and child adoption over an understudied decade. It builds upon a wide array of primary sources, and pays close attention to the interconnections of State-led and civil initiatives, including their tensions and negotiations. The article contributes to ongoing historiographical debates surrounding child mobility, adoption, and the effects of international wars (in this case, the Algerian War and the Vietnam War). It also adds to a better understanding of the making of new legislation, especially by combining the perspectives of discourse analysis and political history. It will surely become a major reference for those scholars interested in childhood history from a transnational perspective.

    Honorable Mention:

    Elena Jackson Albarrán, “Los niños colaboradores de la revista Pulgarcito y la construcción de la infancia, México 1925-1932”, Iberoamericana, XV, no. 60, 2015, pp. 155-168.

    The article represents an original, finely argued and written, piece of research that sheds light on both State initiatives and child agency. By focusing on the children’s magazine Pulgarcito, depending on the Mexican Public Education Secretariat, the article reconstructs the history of how the authorities understood the role of child’s drawings in connection with ideas of civility and modern nationhood. Equally important, the article approaches to children’s drawings in their own terms, in an effort to elucidate the meanings that children created out such concepts as cleanliness, education, and the nation.

    Prize Committee
    Dr. Célia Keren, History, Sciences Po Toulouse – LaSSP
    Dr. Valeria Manzano (Chair), History, Universidad de San Martín/CONICET
    Dr. Amélie Nuq, History, LARHRA – Institut des Sciences de l’Homme. UFR Sciences humaines

    Grace Abbott Book Prize 2016

    The Society for the History of Children and Youth is pleased to announce that 2016 Grace Abbott Book Prize has been awarded to David Pomfret’s Youth and Empire: Trans-Colonial Childhoods in British and French Asia (Stanford UP).

    The prize committee of Anna Mae Duane, Helle Strandgaard Jensen, and Sabine Fruhstuck wrote:

    Youth and Empire is remarkable for its ambitious, innovative approach to youth and childhood. Its transnational scope and deft theorizing of how childhood functions (both symbolically and materially) in colonial enterprises offers rich food for thought for scholars working across the field. This study stepped into the role of what the Grace Abbott Prize winner should do: offer new and exciting directions for the field to pursue.”


    P. Ryan
    SHCY President

    JHCY Best Article Prize for 2016

    From James Marten, JHCY, editor

    The JHCY Best Article Prize selection committee (MJ Maynes, Rebecca Friedman, and Birgitte Soland) has selected the winner and one honorable mention for Journal of the History of Childhood and Youth Best Article Prize for 2016. The winner receives a certificate and $250.

    Sarah Walters: “’Child! Now You Are’: Identity Registration, Labor, and the Definition of Childhood in Colonial Tanganyika, 1910-1950”

    Sarah Walters’ exceptionally well written article manages the trick of being both conceptually sophisticated and absolutely accessible to non-specialist audiences. Her article traces child labor in colonial Tanganyika over the first half of the 20th century and argues that the variations in and ambiguity of definitions of childhood had many repercussions, including the institutional inability to implement child labor legislation. At the same time, Walters explains, this lack of a singular definition of childhood meant that children could exert themselves and claim agency over their own economic futures by working and increasing their financial security. This complex view of colonial processes is one of the most impressive aspects of this multifaceted research piece. By using evidence from the archives including inspection reports, legislative debates, newspapers, and anthropological investigations, Walters aptly challenges the notion that western definitions of childhood were imposed on colonial subjects wholesale; rather what we find is the degree to which children and youth in colonial Tanganyika were able to act as somewhat autonomous agents, using western-oriented definitions and rules to their own advantage. In addition to its historical originality, this scholarship will be useful and stimulating to any reader intrigued with wider present-day discussions about empowerment, agency, and the politics of development and also about human rights – including children’s rights.

    Honorable Mention:
    Susan Miller: “Assent as Agency in the Early Years of the Children of the American Revolution”

    This excellent article on children’s participation in the group Children of the American Revolution, which was affiliated with the Daughters of the American Revolution, does a marvelous job of offering complex and creative ways of approaching the question of agency in childhood studies. In particular, Miller complicates dichotomous understandings of agency by suggesting that there is a “continuum from opposition to assent” when it comes to children asserting themselves, rather that imagining agency as a simple matter of having it or not having it.

    SHCY needs your feedback!

    The Society for the History of Children and Youth (SHCY) invites you to participate in a survey designed to inform our efforts to advance the production and dissemination of historical research on childhood and youth.

    This questionnaire is written for any researcher or professional engaged in historical work on childhood and youth across disciplines, topics, regions, periods (etc.). We hope to better understand your backgrounds, interests, and preferences regardless of whether you are a SHCY member or have previously attended our events.

    The survey can be completed with any hand-held device or computer with an internet connection. It takes about 10 minutes – depending on how much you wish to write. Link to it at: https://uwo.eu.qualtrics.com/jfe/form/SV_cwMWJSdqqFyFqoB

    A small amount of your time will help us do better than guessing after or projecting our own limited experiences upon what we know is a very diverse group of people.

    Call for Papers: History of Education Society 50th Anniversary Conference

    Theme: Celebration, Commemoration and Collaboration
    When: November 10-November 12, 2017
    Where: Winchester, United Kingdom

    Registration is now open! Details can be found on this registration form

    In 2017 as the History of Education Society (UK) celebrates 50 years of scholarship and international collaboration, we look forward to welcoming colleagues, friends, and those new to the field, to historic Winchester. It is time for celebration to recognise the distance travelled in the development of ideas, theories and practice in the history of education. It is also a time for looking forward to what the next fifty years may hold. Proposals are welcome for formal papers, workshops, symposia and posters on the themes of celebration, commemoration and collaboration.

    We encourage authors to think creatively within the themes and to identify new directions. Proposals may include spatial, material and sensory methodologies, international, transnational, imperial and colonial perspectives using a range of sources, interpretations and theoretical approaches.

    Postgraduate students are welcome to submit full proposals on conference themes. In addition, there will be a dedicated session for students to present 10 minute work in progress papers on their current research. A limited number of bursaries will be available, more details to follow.

    Proposals should address aspects of commemoration, celebration and/or collaboration in the following:

    • Education as public history
    • Mapping the field
    • Institutional histories
    • Personal and political histories of education
    • Formal and informal education
    • Archives and objects

    Abstracts of 250 words should be sent to the Centre for the History of Women’s Education at the University of Winchester: CHWE@winchester.ac.uk

    The first call for papers closes March 31st, while the second call for papers closes July 31st. Please state which strand(s) your paper addresses.

    Call for Nominations: 2017 Fass-Sandin Prize for Best Article in French or Spanish (Translated Calls included below)

    The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best article in French or Spanish on the history of children, childhood, or youth (broadly construed) published in a 2014, 2015, or 2016 issue of a print or online journal. The SHCY will grant one award. The prize consists of a plaque and a check for $250. The winner will be announced in early September 2017 on the website of the SHCY and will be informed of the award prior to the announcement. Nominations are invited from publishers, editors, scholars, and authors. Eligibility for the awards is based solely on the language in which the article is published, not on the residence or nationality of the author.

    Current members of the SHCY award committee are ineligible. Please note that current officers of the Society, including Executive Committee, ARE ELIGIBLE for nominations.

    The deadline for nominations is May 1, 2017.

    Please send a PDF (or photocopy) of the article to the Chair of the prize committee, Dr. Valeria Manzano:  amanzano@umail.iu.edu

    Committee Members:
    Dr. Valeria Manzano (Chair)
    Departamento de Historia
    Instituto de Altos Estudios Sociales/UNSAM
    Avda. Presidente Roque Sáenz Peña 832, Piso 7
    Ciudad de Buenos Aires

    Dr. Célia Keren
    Sciences Po Toulouse – LaSSP (ea 4175)
    2 ter, rue des Puits Creusés
    CS 88526
    31 685 Toulouse Cedex 6., France

    Dr. Amélie Nuq
    LARHRA – Institut des Sciences de l’Homme
    UFR Sciences humaines
    Building ARSH, office B28,
    1281 Avenue Centrale, 38400 Gières, France

    La Sociedad para la Historia de la Infancia y la Juventud (Society for the History of Childhood and Youth, SHCY) se complace en anunciar la convocatoria para nominar y elegir al mejor artículo, escrito en francés o castellano, sobre la historia de los/as niños/as, la infancia y la juventud (ampliamente entendidos) publicado en 2014, 2015 o 2016, en revistas impresas o digitales. La SHCY otorgará un solo premio. El premio consiste en una placa y un cheque por U$ 250. El o la ganador/a será anunciado a comienzos de septiembre de 2017 en el sitio web de la SHCY y será informado individualmente con anterioridad a la publicación del resultado. Invitamos nominaciones de editores, académicos y autores. El criterio de elegibilidad se basa solamente en el idioma en que está escrito el artículo, y no en la residencia o nacionalidad del autor/a.

    Los miembros actuales de los comités de premiación no son elegibles. Los miembros que tengan cargos ejecutivos en la SHCY, incluyendo aquellos que integran el Comité Ejecutivo, SON ELEGIBLES para esta nominación.

    La fecha límite para la nominación es el 1 de mayo de 2017.

    Por favor, envíen un PDF (o fotocopia) del artículo a la presidenta del Comité, Dra. Valeria Manzano: amanzano@umail.iu.edu

    Los miembros del Comité son:

    Dr. Valeria Manzano (Chair)
    Departamento de Historia
    Instituto de Altos Estudios Sociales/UNSAM
    Avda. Presidente Roque Sáenz Peña 832, Piso 7
    Ciudad de Buenos Aires

    Dr. Célia Keren
    Sciences Po Toulouse – LaSSP (ea 4175)
    2 ter, rue des Puits Creusés
    CS 88526
    31 685 Toulouse Cedex 6., France

    Dr. Amélie Nuq
    LARHRA – Institut des Sciences de l’Homme
    UFR Sciences humaines
    Building ARSH, office B28,
    1281 Avenue Centrale, 38400 Gières, France

    La Société pour l’histoire de l’enfance et de la jeunesse (SHCY) a le plaisir de lancer un appel à soumissions pour le meilleur article en français ou en espagnol portant sur l’histoire des enfants, de l’enfance ou de la jeunesse (au sens large) et publié en 2014, 2015 ou 2016 dans une revue papier ou en ligne. La SHCY récompensera un seul article. Le prix consistera en une plaque et un chèque de 250 dollars. Le résultat sera publié au début du mois de septembre 2017 sur le site Internet de la SHCY et le ou la lauréat-e en sera informé-e par avance. Les propositions d’article peuvent être adressées par des maisons d’édition, des directeurs de numéro, des chercheurs et les auteurs des articles. Le seul critère d’éligibilité est la langue de publication de l’article, en dehors de tout critère de nationalité ou de résidence de l’auteur.

    Les membres du jury sont inéligibles. En revanche, les membres de la SHCY, y compris de son comité exécutif, SONT ÉLIGIBLES à ce prix.

    La date-limite de soumission est fixée au 1er mai 2017.

    Veuillez envoyer un document pdf (ou une photocopie) de l’article à la présidente du jury, Valeria Manzano : amanzano@umail.iu.edu

    Membres du jury:

    Valeria Manzano (présidente)
    Maîtresse de conférences en histoire contemporaine
    Universidad Nacional de San Martín
    UNSAM Campus Miguelete
    Provincia de Buenos Aires, Argentina

    Célia Keren
    Maîtresse de conférences en histoire contemporaine
    Laboratoire des Sciences Sociales du Politique (LaSSP)
    Sciences Po Toulouse – LaSSP (EA 4175)
    2 ter, rue des Puits Creusés
    CS 88526
    31 685 Toulouse Cedex 6, France

    Amélie Nuq
    Maîtresse de conférences en histoire contemporaine
    LARHRA – Institut des Sciences de l’Homme
    UFR Sciences humaines
    Bâtiment ARSH, bureau B28,
    1281, avenue centrale
    38400 Gières, France


    SHCY Endorses AHA Statement on Executive Order

    Society for History of Children and Youth statement:

    Our organization seeks and depends upon a vibrant and open exchange of ideas from scholars from around the world. This commitment has encouraged the SHCY Executive Committee, on behalf of the SHCY membership, to endorse the American Historical Association’s recent denouncement of the Executive Order restricting entry to the United States. The AHA statement, endorsed by the SHCY, states in part that “(t)he AHA represents teachers and researchers who study and teach history throughout the world. Essential to that endeavor are interactions with foreign colleagues and access to archives and conferences overseas. The executive order threatens global scholarly networks our members have built up over decades. It establishes a religious test for scholars, favoring Christians over Muslims from the affected countries; and it jeopardizes both travel and the exchange of ideas upon which all scholarship ultimately depends.” You can read the complete statement on the part of the AHA here:

    CHC: Season 2, Ep 7: The new world should be built not only on children – but with children

    Childhood: history & critique (CHC) is a multi-media series of interviews, essays, and reports on happenings in the historical study of childhood hosted by a team of scholars and edited by Dr. Patrick J. Ryan. The series is published and circulated online by the Society for the History of Children and Youth.

    [gn_spoiler title=”Audio of Ning de Coninck-Smith’s Conversation with Mathias Gardet” open=”1″ style=”2″]

    [gn_spoiler title=”Commentary by Ning de Coninck-Smith” open=”1″ style=”2″]

    ”I must know more…” was my first reaction, when professor Mathias Gardet from the University of Paris 8 in the meeting room of the General Assembly  of UNESCO began his presentation about the children’s villages, born out of the ruins of WW2. This was a story about children’s self-governance, progressive educational ideas and citizenship across national borders.  The occasion was a conference marking the 70th Anniversary of UNESCO in October 2015. In the reconstruction of the world after WW2 education was thought to play a key role, and to UNESCO children’s villages, republics and communities held high promises for the creation of a future child-centered educational system.  It was confirmed at the General Conference in Mexico in November 1947.

    Where did the ideas come from, and how many villages where there? What did children’s self-governance imply and how did it work? And who were the people behind? These were the questions, which triggered my interest.  During a sabbatical month in Paris in April and May 2016 I contacted professor Gardet for an interview, soon to realize that his research into the children’s villages was part of a long academic engagement with the children on the margin and the history of special education in a French historical context. Apart from serving on the editorial committee of La revue de l’historie de l’enfance irrégulière, he is also one of the initiators to the Centre d’exposition: Enfants  en justice, located at a former youth correction home at Savigny-sur-Orge, south east of Paris. Visitors can see the reception building with its 18 cells, where the young inmates where left to their own thoughts for the first three days, as well as an exhibition telling the history of the French youth criminal system. The museum also functions as a documentary and research center. You can read more – and plan a visit – on the website enfantsenjustice.fr

    At a time when so many children again are “war-handicapped”, due to the  loss of parents, or because they have had to flee together with their families from villages, cities and homelands, the stories about the children’s villages unfortunately gain a new actuality.  We might not learn directly from this unknown chapter of the history of childhood and youth of how to handle the current situation. My hope is, that we can learn something as historians – and humans. Something about methodologies, engagement, transdisciplinarity  – and the usefulness of transnational scholarship. For these camps and the ideas behind them ranged from the US to Switzerland, from France to Denmark, and from Italy to Spain, from the East to the West. Their number remains unknown, but alone in France there were 55. (See map and photos in Impetus, vol III, no. 8-9, September-October, 1949 ) The ideas were not interpreted identically, the conditions varied – and the disagreements were many. And even though we know much more about the founding fathers – and mothers, than before – thanks to work of Mathias Gardet, and his colleagues Samuel Boussion (University of Paris 8) and Martine Ruchat (Geneva University), we still know very little about how the camps functioned, who the children were, and how they experienced this part of their lives.

    The studies of Gardet, Bouission, and Ruchart show the usefulness of working in the archives of the international organizations, as the UNESCO, where many documents are now online (unesdoc.org) – but also with the papers left by groups and advocates of progressive education. Their work challenges a widespread tendency to remain within a national context when writing the history of childhood and youth. But educational ideas travel and were tested, discussed and revised in transnational contexts through a network of people, educators, administrators, experts, philanthropists, diplomats – and in this case also resistance fighters.

    To preserve this transnational ambiance, our conversation is partially in English and partially in French.  The resumé of our conversation also draws on articles by Gardet and his colleagues and drafts of chapters to a forthcoming book L’internationale des communautés d’enfants.

    After a short introduction, I asked professor Gardet to tell us about the children’s communities– where did the idea come from, how many were there – and how did they work – and until when?

    Children’s villages have a long history going back to George Junior Republic in the late-19th-century or to Father Flanagan’s Boys Towns in Omaha, Nebraska in the early 20th-century, but the ideas were also tested by various progressive boarding schools in the UK from Bredales, Abbotsholme to  A.S. Neill Summerhill School. These experiments were central to the New Educational Fellowship movement, which was born as a reaction to the horrors and manslaughters of WW1. It’s goal was the creation of a child-centered school, based on children’s self-governance and rooted in the new, rising science of child psychology. Several of the founding members of NEF were active participants in the creation of the children’s villages, like the Swiss educator Adolphe Ferrière, the Belgian teacher and psychologist Ovide Decroly, the American educational reformer Carleton Washburne or the the Swiss peace activist and Quaker Elisabeth Rotten.

    As a consequence of WW2 about 13 million children were considered abandoned.  Parents had been killed in concentration camps or during bombing of cities, families had been separated on the run, or children born out of relations between German or Russian soldiers and local women, had been left to fend for themselves. The founding stone to the movement of children’s villages was placed at the villages of Trogen in Switzerland in January 1946 – soon 200 children were housed in 8 different national houses  – designed by the famous Swiss architect Hans Fischli – together with a surrogate “father” and a “mother”. In the groups the children spoke their own language, but German was the shared language. Understandably, German and Polish children did not get along easily after the war.  The educators tried to persuade them that they (as children) were all victims of the same war.

    In 1948, the UNESCO called for an international conference on children’s villages to be held in Trogen. The conference had participants from six countries, and the disagreements among the actors became visible. Children’s villages (or “republics”) could be completely self-governed with their own city council and money.  This happened in Cittavechia in Italy and at the children’s republic at Moulin Vieux in France.  However, we know other children’ s villages were places where children had very few participatory rights.

    For my second question, I wanted to know how Gardet came across evidence of these villages? Could he detect the voices of the children? And can we talk about their voices? Or is it rather voices, censured/shaped by the psychiatric experts?

    He stumbled over the villages, when reading educational journals from France, Spain and Belgium. The idea of children’s self-governance was either negative described or hailed  in the journal of the New Educational Fellowship movement. The story seemed completely forgotten.

    Working in the archives in Switzerland, France and Italy he realized that children’s voices were difficult to hear. In several villages the children produced their own newspapers – inspired by the educational ideas of Celestin Freinet – but they seem more like a “defences of the system” than children’s testimonies. A radio appeal was his best bid on how to get in touch with the former “inhabitants”, who now are very old and many are likely to be dead.  The village in Cittavechia has alumni association, who take care of the cultural heritage.  Yet, detailed children’s files do not exist as they do within youth reformatories.

    My third question related to their successfulness and how much did the children decide themselves?

    In many ways pragmatism had to reign, the lack of money and the scale of the problem forced children to participate in their own education as well as in the daily routines – in many ways similar to life in children’s homes and orphanages. At the beginning there was no educational project, it was “ a project d’urgence”. Some villages started out as summer camps, where children just stayed on, since they had no other home.  In one case, a castle was turned into a camp for Jewish children who had been hidden by their parents during the war.

    The educational frame and the reference to the ideas of NEF came gradually. But as mentioned, the cleavages were fundamental to the movement, even though they all distanced themselves from the historical heritage of children’s homes with their strict discipline, hard work and rough environment. I asked Gardet to reflect on how traumatized these children must have been and what role it played in the discussions. He told me that the educators and psychiatrists took two different stands. One group warned against children’s trauma and also that the responsibility of running a village risked doing more harm than good. The other group found it fascinating and promising that the children had survived in gangs and on the streets with hardly any food nor shelter. In their opinion this energy should be drawn upon for their education and civilization. Others claimed that children’s villages created an artificial environment, and therefore made it difficult for children to grow into adulthood. From these debates rose new understandings and definitions of children’s trauma.

    The end came in the early 1950s, when the villages – and UNESCO – were caught up in the cold war, and the contact across the iron curtain stopped, while the Americans and Canadians threatened to cut funding if grants were made to children’s communities in Eastern Europe.  A major crisis arose when around 27,000 Greek children, who the Greek government claimed had been kidnapped by the federation of children’s villages – with the support of UNESCO, were placed in villages in Bulgaria, Romania and Czechoslovakia. There were fewer and fewer war injured to save.  As the years passed, more of the children were victims of poverty after the war, rather than the war itself.

    The last part of our conversation turns around Gardet’s role as co-editor of the journal La revue de l’historie de l’enfance irrégulière and his other activities related to the history of special education. He explained that the journal together with conferences was meant to work as a platform for exchanges between scholars in the franco-phone world and an opportunity to develop not a comparative but a transnational and prosographic approach to the field. He finds it fascinating how ideas travelled through the international conferences during the 19th century, and yet the Northern and British countries seem to differ in their attitude to the children on the margins from Southern Europe. To the north, experts advocated family placement, where institutionalization were the preferred solution to the south. There were expert in the south, too, who claimed that institutions were not the best way to introduce children to their life as adults. Instead they advocated placement in a family with a similar social background.

    When asked about where this strong academic interest in the history of the prison system among franco-phone scholars could come from, he mentioned the importance of philosophers, sociologists and historians such as Michel Foucault, Michelle Perrot and Jacques Guy Petit.


    Samuel Boussion, Mathias Gardet and Martine Ruchat: Bringing Everyone to Trogen. UNESCO and the Promotion of an International Model of Children’s Communities after World War II in Poul Duedahl (ed): A history of UNESCO: Global Actions and Impacts, Palgrave Macmillan 2016

    Gardet, Mathias: Le modèle idéalisé des  communautés d’enfants à l’épreuve de la réalité française, 1948-1955.  Published on line from the international congress of AREF (Actualité de la  recherche en education et formation) Geneva, 2010.

    Gardet, Mathias (en collaboration avec Martine Ruchat) : “Le Village Pestalozzi, un modèle de communauté d’enfants pour l’Europe. Entre utopie pédagogique et propagande politique, 1944-1954”, in Furrer, Markus, Heiniger, Kevin, Huonker, Thomas et al., Entre assistance et contrainte : le placement des enfants et des jeunes en Suisse 1850-1980, Schwabe, supplément de la Revue suisse d’histoire, 2014, p. 123-138

    Gardet, Mathias (en collaboration avec Fabienne Waks) :  Une histoire de la jeunesse en marge, Textuel, Paris, 2015

    See also  Nicholas Stargardt : Witnesses of War: Children’s Lives Under the Nazis, Knopf Doubleday Publishing Group, 2005

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