An Anatomy of England: Material culture and early modern character sketches
Deadline 1 June 2019
Université de Versailles Saint-Quentin-en-Yvelines, Nov. 2019
The early 17th century vogue for the literary genre of the character sketch reached a height in England after the Protestant humanist Isaac Casaubon published his Latin translation of Theophrastus’s Characters in 1592. Many authors engaged in the challenging formal and stylistic constraints of the character sketch and contributed anatomies of early modern English society. While the golden age glorifying the early Stuarts was celebrated in masques, and the iron age was castigated in pamphlets, character sketches turned out to be precious tools, either to celebrate ideal types and the Christian-Stoic ethos, or to shed light on the alteration process within a changing world, if not a poisoned world, as testified by the sensational Overbury murder case in 1613. Following the 2017 conference on « objects of travel and travel objects », this project aims to reassess the genre of the character sketch, by shifting the focal point from the study of individuality and psychological features (characterization) to material culture, as suggested by the Greek etymology (“engraving tool”) of the word “character”. The way the representation of objects contributed to an idiosyncratic characterization of types, whether exemplary or satirical will be explored. What links can be traced between commodities and identities? In what way does the inlay of textualised household objects or consumer goods shed light on the social or religious practices of types? To what extent does material culture within character sketches convey anti-materialistic Protestant discourse, or contribute to an alteration of proportions and perspectives inherent in the mannerist artifice of these vignettes? Submissions (title and short summary of 250 words), as well as a short biography of the author should be sent to Anne Geoffroy (firstname.lastname@example.org) by June 1, 2019. Presentations should not exceed 20 minutes.
Black Intellectuals and the Making of the Atlantic World
The Editors of African and Black Diaspora announce a Call for Papers on Black Intellectuals and the Making of the Atlantic World for a special issue of African and Black Diaspora: An International Journal.
During the three decades between the end of World War I and 1950, Black intellectuals (from Africa, Caribbean, the United States), cultural workers, students, artists and political activists forged new conceptions of self beyond the confines of the colonial matrix and forged anti-colonial political and cultural organizations, as well as journals and newspapers, and created wider solidarity networks with progressive organizations and movements in the center of Empire. The new spaces they developed in London, Paris, Lisbon, Berlin etc. … increased the interactions among Black intellectuals in the colonial metropole which functioned as a site of anti-colonial resistance against racism and colonialism. In the process, Black intellectuals and artists, created a dynamic and transnational spaces in which “cultural exchange, production and belonging’ (Gilroy 1993) were forged across space and time in the making of the modern Black Atlantic world. Indeed, Black intellectuals during the period and since used a wide variety of cultural productions, and artistic works as a form of language artfully interweaving theatrical, musical, and ritual performance as a rich continuum of cultural exchange that imaginatively reinvented, re-created, and restored the centrality of African diaspora in the making of the modern Black Atlantic world.
We are seeking papers that examine the development of Black intellectual movements and the various political and cultural networks they developed in the colonial metropolis and how these networks were activated, nurtured to conveyed transnational dialogue among people of the African descent. In what ways have these networks both real and imagined become spaces of knowledge and memory? What cultural resources and political practices were deployed to ‘improvising new lives…, creating new possibilities … and decolonizing” the metropolis itself. (Schwarz, 2003). What political discourse and cultural resources were developed to resist the colonial empire both at home and abroad?
Contributors are encouraged to explore Black intellectual political and cultural networks and sites in the colonial metropolis through literature, music, performance, visual art, religious congregations, carnivals and festivals, cultural clubs, dance halls and burial associations, etc.
We are seeking papers that address the contributions of Black intellectuals, cultural workers and political activists in the making of the Black Atlantic world. Papers that examine the broad intellectual engagements, political practices, creative cultural works in performative living traditions and connections over space and time, showing through myriad examples how intellectual and creative cultural work and performance in different sites of the colonial metropole provides critique of empire and a source of inspiration for diverse African diaspora populations in Africa, Caribbean and the United States.
Abstracts should be 400‐500 words in length. Authors should send their abstract attached as a Word document. Please be sure to include the following: full name, university aﬃliation and contact information to: email@example.com
- Deadlines: Submission of Abstracts, June 15, 2019.
- Authors of accepted proposals will be notified by August 15, 2019.
- Final paper due September 30, 2019.
The British Society of Sport History Annual Conference 2019
Liverpool Hope University
Hope Park Campus, Childwall, Liverpool
Friday 6th –Saturday 7th September 2019
This is an open themed conference. Submissions based on original research are welcomed from UK and overseas scholars and can relate to any aspect of sport, physical recreation, education and culture as considered from an historical perspective.
- Dr Paul Rouse (University College Dublin) – Sir Derek Birley memorial lecture
- Eric Chaline – winner of the 2018 Lord Aberdare Prize
Abstracts are accepted as follows:
- Individual: a single abstract from an individual/co-researchers for 20 minute presentations
- Proposed panel: a set of abstracts (ideally 3, or 4 maximum) submitted by a representative for a group of individuals/co-researchers examining a single topic or theme (session 1.5 hours, including c.30 minutes questions/discussion)
Abstracts should be c.200 words, including:
- Full title: as it will appear in the conference programme
- Outline of the context and/or academic literature informing the research as appropriate; identification of core themes/argument of the paper and broad theoretical and/or methodological approach adopted as appropriate; significance of the research
- Also include your preferred title/name; affiliation; email address and short biography (c.50 words)Abstract submission deadline: 1st June 2019
Abstract submission deadline: 1st June 2019 Abstracts must be emailed directly to Dr Liam O’Callaghan
Registration will be available via the Liverpool Hope University online store.
- Retired/unwaged day rates: £35
- Postgrads & ECRs presenting: Free
BSSH will pay the conference fee for presenters who are students or within 3 years of completing a PhD who do not hold a full time academic post.
Please note all presenters must be BSSH members. Membership can be taken up at the time of registration (£40 full membership / £20 concession). To join please click here.
- This will take place at 7.30pm on Friday 6th September at the conference venue at a cost of £30 per head.
- B&B accommodation will be available on campus at a cost of £41 per night.
- If you wish to be considered for either of the below prizes, please indicate this when you submit your paper abstract.
Richard Cox Postgraduate Prize
This prize is awarded for the most promising work submitted by a new researcher in sports history. To be eligible, authors should be engaged in full time or part-time postgraduate research or be within 1 year of completing their research degree. Co-authored papers will not be considered.
The winning paper will be awarded £100, and the researcher will be invited to submit their paper to the Society’s peer-reviewed journal Sport in History.
Prize for Best Paper on Sporting Inequalities
Recognising the need to encourage research in new areas of sports history, the British Society of Sports History Committee are establishing a new prize to reward outstanding work in one of the following under-researched areas:
- Sport and black / ethnic minorities
- Sport and LGBTQ communities
Papers should be largely focused on the British context. Academics at all career stages are encouraged to apply. Postgraduates are eligible, but may not apply if they are also under consideration for the Richard Cox Postgraduate Prize.
The winning paper will be awarded £100, and the researcher will be invited to submit their paper to the Society’s peer-reviewed journal Sport in History.
The Assessment Process for the Prizes
The written paper must be submitted to the conference organisers a month prior to the first day of the annual conference. A panel of judges will be selected by the BSSH Committee which will assess both the content of the papers under consideration and the presentation.
While we encourage the submission of different kinds of papers, to be eligible for a prize, papers must be a maximum of 6,000 words. Style should be consistent throughout, i.e footnotes where appropriate, and a separate list of references. Papers should be no smaller than size 12 Times New Roman and 1.5 or double spacing. Name and contact details of author, paper title, and a short abstract with keywords must also be included on a separate page (please follow Sport in History conventions).
Award of the Prizes
The winner of both Prizes will be announced during the conference.
Any questions concerning the Prizes should be sent to BSSH Vice-Chair Dr Raf Nicholson. The Bulletin of the International Association for Robin Hood Studies is seeking submissions for future volumes. The Bulletin is the official journal of the International Association for Robin Hood Studies. It is a fully digital, open access, and double-blind peer reviewed journal and is actively indexed in the MLA International Bibliography. In keeping with the Robin Hood tradition, authors retain their rights to their own materials.
Articles are generally 4,000-8,000 words long. Please see the journal's website for additional submission guidelines.
We invite scholars to submit articles or essays detailing original research on any aspect of the Robin Hood tradition. Submission is via the web, and preliminary inquiries or questions may be directed to Valerie Johnson, (University of Montevallo) and Alexander Kaufman (Ball State University).
Conference on John Milton
The University of Alabama at Birmingham, the University of Alabama, and the University of Alabama at Huntsville are proud to cohost the 2019 Conference on John Milton, continuing the long tradition begun in Murfreesboro, TN. The conference will be held on October 17-19, 2019 at the Doubletree Hotel in downtown Birmingham, AL, just on the edge of the UAB campus. The conference will feature two plenary lectures by Erin Murphy and David Norbrook and will conclude with a final banquet at a local craft brewery.
Faculty members, graduate students and independent scholars interested in the works of Milton are encouraged to submit papers on this site. The deadline for paper submissions is June 1, 2019. To submit paper, click here. For questions, please email Alison Chapman.
Conflict & Identity: confronting the past through education Exploring the role of history education in pre-conflict, at-conflict, and post-conflict societies.
Whether explicitly or implicitly, the humanities subjects have always played an important role in forming identity. Yet, in increasingly diverse societies and classrooms, the question of identity continues to pose challenges for pupils, teachers, textbook writers, and curricula developers alike, as well as for historians of education and childhood. This is especially true in communities where deep national, racial, or religious divisions exist, such as those enduring or emerging from conflict.
This two-day conference will explore the evolving relationship between conflict and identity. It will focus on how teachers and lecturers present history; how such choices shape identity; and how history education can be used for the purposes of promoting or undermining peaceful societies. Throughout the conference we wish to consider how dominant/minority/alternative narratives, memories, and cultural representations of history are used to mediate difficult pasts and create social cohesion. We will also consider the advantages and challenges of different approaches to historical learning, and we are particularly interested in papers that speak to the roles and effects of history education at various stages of conflict.
As well as research presentations, we invite academics to join us in a series of outreach workshops and round-tables with history teachers and A-level students, where we hope to create spaces of sharing, collaboration, and mentorship.
Submit an Abstract Deadline: 22nd June 2019
Call for Papers
The conference is organised around three themes in order to identify and compare the role and usages of identity in history education at the different stages of conflict. Below we offer the rationale for those themes suggesting possible topics and approached for submissions. We welcome papers from established academics, early career researchers, PhD and Master’s students and educators working in the fields of education, history, and social sciences.
Theme 1: Education in polarised societies
The rise in global connectedness has been matched by a concerning increase in social segregation and intolerance. Income inequality, economic displacement, immigration, and forced population transfer have all contributed to ethnic, religious, and identity-based tensions, challenging national identity and exacerbating pre-existing prejudices. At best these tensions undermine social cohesion, marginalising certain communities and weakening trust; at worst they manifest as acts of violent extremism.
In the wake of the First World War, education with the explicit purpose of preserving international peace emerged from a newly professionalised group of teachers. The relationship between education and social cohesion has taken new forms in post-colonial Britain and France, and following the Civil Rights movement in the United States of America. History curricula initiatives such as Black History Month, genocide education, the emergence of anti-racism programmes and religious education have explicitly emerged to promote national unity and cohesion. However in other settings education has only served to intensify polarisation and can be seen as a precursor to violent conflict.
Papers speaking to the theme of “education in polarised societies” could address any of these questions, or other related topics:
- Historic examples of education to combat (or foster) prejudice
- Is education an effective counter to prejudice?
- How have educators explained “us” and “them”?
- When and how have national curriculums fostered ‘difference’ and historic or structural racisms?
- Post-colonialism and education: the emergence of anti-racism education
- Is history a tool for peace?
- The rise of genocide and atrocity education
- Literature and film: empathy and the ‘other’ in schools
- Using history education as a tool of division
- Can schools prevent the polarisation of children?
Theme 2: Education amid conflict
Over the past 15 years education has increasingly been considered a vital component of humanitarian responses, providing at-conflict communities with stability and structure, offering child protection, and reducing psychosocial damage. Examples of education in this form included that which was provided in the Displaced Persons and Internment Camps across Europe in 1945-1948, during the Siege of Sarajevo in 1992-1995, and within official and unofficial refugee camps such as those run by the UNHCR or the Calais Jungle.
However studies which compare the efficacy or pedagogy of these humanitarian educational responses are limited. As history education is often regarded as political, and as an extension of the state, aid agencies are at times reluctant to engage in approaches which may be perceived as supporting the agenda of political actors in the exercise of state-building. In other cases, the education system, infrastructure and administration has been used to facilitate mass murder, both ideologically in the case of Nazi Germany and Apartheid South Africa, and directly in the case of the Rwandan genocide and Boko Haram in Nigeria. In Lebanon, the separate education of Syrian refugees serves to actively prevent integration into their host country.
Conflicts relating to identity pose particular challenges for educators, who must negotiate the violence and trauma surrounding their students’ experiences. Who is teaching and what is taught to children and youth during conflict is of vital importance and varies significantly between conflicts. We welcome papers addressing this theme and/or the questions below:
- When and how has education facilitated mass murder?
- How have education systems been used to manipulate, discriminate and perpetrate killing?
- Can schools protect against imminent conflict?
- What are the educational needs of refugee children in regard to identity and belonging?
- How have refugees been educated in displacement camps in the 20th and 21st century?
- Curricula for schools in refugee camps
Theme 3: Education in post-conflict societies
Societies can be considered post-conflict for generations after violence. In the immediate aftermath of conflict, formal and non-formal education structures are often destroyed, fragmenting communities and threatening educational inputs. Recovering states may suffer from insufficient funding and resources, insufficient qualified teachers, and students who are affected by war, sometimes including large numbers of youth without basic education and those who served as soldiers. The return of young people to school is often heralded as a ‘peace dividend’ and some societies have symbolically purged inflammatory textbooks to signal that reform has started.
In societies with a more distant memory of conflict, social relations and power hierarchies may still be strained. History lessons in particular may be either shunned or highly contested, yet are often considered by government and civil society as an important site of memory, reconciliation, and even forgiveness.
Whilst many have argued that a model for post-conflict education is unachievable due to the particularities of individual conflict settings, we hope to explore the role of identity and history education in post-conflict education. Textbooks and curricula can maintain existing social and economic power structures and norms relating to the role of 'the other', while educators must negotiate students pre-existing conceptions, national politics and the real possibility of trauma.
We welcome papers which explore how teachers and education systems have managed history and identity alongside the recent memory of conflict in societies past and present. Papers may address the general theme or one or more of the following questions:
- Can history lessons help students heal from trauma?
- The use of literature, art, music and memory in post-conflict education
- What is the relationship between recent conflict and collective identities?
- How should identity conflicts be navigated in the classroom?
- How has violence and trauma been addressed in countries with difficult pasts?
- Historic examples of reconciliation education
- Can you educate for historical justice?
- Is remembrance productive in educational settings
- Building bridges between conflicts: teaching other violent pasts
- Teaching history for social cohesion: issues and dilemmas
- Teacher identity when discussing difficult pasts in the classroom
- How to broach the contemporary legacies of difficult pasts?
- To submit a paper proposal, please submit a 350-word abstract and a short biography by June 22nd 2019.
- Please email your submission as a single document
- To submit an abstract please email your submission as a single document
International Conference: Re-orientating E. M. Forster, Cambridge, 2-4 April 2020
An international anniversary conference, Cambridge, Thursday 2 to Saturday 4 April 2020
Confirmed speakers: Paul Armstrong (Brown), Stefan Collini (Cambridge), Santanu Das (Oxford), Leela Gandhi (Brown), Jane Goldman (Glasgow), Laura Marcus (Oxford), Stefania Michelucci (Genoa), Rachel Potter (East Anglia), and David Trotter (Cambridge).
E. M. Forster, one of the major British writers of the twentieth century, died on 7 June 1970. The fiftieth anniversary of his death affords a special opportunity for a comprehensive re-evaluation of his place and significance in the literary and wider culture of Britain and beyond. This conference, to be held at the Cambridge University Faculty of English and King's College -- where Forster was an undergraduate and where he later resided for many years as an Honorary Fellow -- invites a wide-ranging exploration of his life and work, while focusing attention on two broad areas: (a) Forster in his historical and cultural context; (b) receptions of Forster since 1970. A central aim is to facilitate a productive dialogue between these two perspectives, with a view to defamiliarizing dominant perceptions of Forster and his work, exposing what has been occluded, and identifying new directions of travel in Forster studies.
For fuller details, including information on the submission of proposals, visit the conference website. Please note that the submission deadline is Friday 10 May 2019.
Language and knowledge in Early Modern Britain: circulating words, expanding lexicons
Deadline 20 May 2019
Paris, 15-16 November 2019
In the early modern period, the humanist practice of translation of sacred as well as secular texts created new readerships in the vernacular for authoritative texts, religious or classical. While the circulation of vernacular languages within Europe contributed to reshuffle hierarchies between classical languages and vernacular tongues, the role of a unified language to promote unity was highlighted at a national level in manifestos. Transmission via translation was thus not only vertical, but also horizontal, and the contacts between European languages allowed for expanding local lexicons from sources other than Latin or Greek. In England, the controversy about “inkhorn terms” – those foreign borrowings, mainly from Romance languages, which were deemed superfluous by some because Saxon equivalents already existed – is well known. In this context, the conference will focus on the role of translation and lexical borrowing in the expansion of specific English lexicons (erudite, technical, or artisanal) as evidenced in printed texts from the early modern period. In an age of technical progress, geographic discoveries, easier communication, but also of growing interest in theorizing national literature and defining literary genres, how does multilingualism in print contribute to define specialised lexicons? What is the technical, but also the rhetorical import of the foreign words used in English texts? Are polyglot writers and speakers represented as particularly knowledgeable? Particular attention will be paid to translations (including self-translations) and to texts which feature a significant portion of non-English vocabulary in order to try and evidence potential correlations between the language used, the type of knowledge the author aims to share, the authority s/he intends to claim, and the targeted readership(s). Please send a 250-word abstract and a short (100-word) biography to the conference organisers: firstname.lastname@example.org by 20 May 2019.