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Update: Disabilities in Children's Literature (long cfp)
full name / name of organization:
Children's Literature Association Quarterly
Disabilities in Children’s Literature:
Disability Studies is an interdisciplinary field that began its rise to prominence in the late twentieth century, marked by the founding of the Society for Disability Studies in 1982.
As this field now expects, papers for this volume should problematize the concept of disability. In his 2002 article, “The Philosophical Foundations of Disability Studies,” David Pfeiffer notes that in “the post-modern, post-structuralism, humanistic, experiential, existential version” of Disability Studies, “Disability is a cultural and political construct which needs to be decoded and deconstructed in order to set forth the basic orientations and unstated assumptions about disability and people with disabilities. Everyone has an agenda and this agenda must be set forth. To do this it focuses on cultural artifacts and texts to understand what is happening.” (http://dsq-sds.org/article/view/341/429).
In her 2010 article, “Roosevelt's Sister: Why We Need Disability Studies in the Humanities,” Rosemarie Garland Thomson writes “it is literature . . . [that] uncovers the richest tradition of disability. . . . [D]isability as both image and concept pervades language and literature” (http://dsq-sds.org/article/view/1278/1311).
Because the portrayal of disabilities is a well-developed substrata of children’s literature, some scholarly work has been produced on it, but primarily in the social sciences. ChLAQ will devote a single issue to literary approaches to representations of disabilities in children’s and adolescent literatures.
Papers should conform to the usual style of ChLAQ and be between 5000-7000 words in length. Please submit completed essays to Scott Pollard (firstname.lastname@example.org) by 1 November 2012. The selected articles will appear in ChLAQ 38.3, Fall 2013.