CFP: Memories of (post) Socialist Childhood and Schooling

This book aims to bring together those who had first-hand experiences with and accounts of (post)socialist schooling and childhood as cultural insiders to engage in remembering and (re)narrating their experiences. We understand —memory not as history but as “a lived process of making sense of time and the experience of it” to explore “relations between public and private life, agency and power, and the past, present and future” (Keightley, 2010, p. 55-56). The focus is on the exploration of how childhood and schooling were constituted and experienced in (post)socialist contexts and (re)narrated at the present. Childhood as a socio-historical construct provides an analytical incision into the social issues and concerns regarding historical socialism, cultural/ideological changes, and subject formation. As Gonick & Gannon (2014, p.6) argue, “rather than truth of particular lives, … we are interested in using memory stories to examine the ways in which individuals are made social, how we are discursively, affectively, materially constituted in particular moments that are inherently unstable” and to open up ways to explore “how things come to matter in the ways they do” (Davies et al., 2013).

For more information or to express your interest to participate in this book project, please contact Iveta Silova (, Zsuzsa Millei (, Olena Aydarova (

Full details are available in a downloadable PDF of the Call for Chapters.

Job: Commissioning Editor & Book Reviews Editor for Children’s Geographies Journal

Commissioning Editor for North America & Book Reviews Editor sought for Children’s Geographies journal

Children’s Geographies is a peer-reviewed journal that provides an international forum to discuss issues that impact upon the geographical worlds of children and young people (25 years and under) and their families. The journal aims to be accessible to established academics and practitioners with an interest in children, youth and families, as well as to new researchers, including postgraduate students and early career academics. Children’s Geographies emphasizes the importance of place, space and spatiality and welcomes inter- and intra-disciplinary work. The journal provides a forum for multi-faceted geographies, enabling new insights into the diverse and multiple realities of young people’s lives.

Established in 2003 Children’s Geographies has a Thomson-Reuters ISI ranking factor of 1.158 (2011). Children’s Geographies is published by Routledge Journals, an imprint of Taylor & Francis an Informa business. For more information about the journal see

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