CFP, edited collection on Adoption and Disability

Co-editors of the essay collection on Adoption and Disability are seeking contributions from emerging scholars in order to diversify representation of the current scholarship in both fields of study.

Please see below the original call for papers. Any contributions in response to the original call for papers (see below) are welcome, but at this stage of our work on the collection, we are especially interested in crossovers between adoption and disability that engage with LGBTQ theories, transnational aspects, visual/digital media, pre-natal issues, age-related issues.

The deadline for submissions is 15th January 2016. Earlier response will be given to earlier submissions.

Original CFP:

Co-editors Emily Hipchen and Marina Fedosik are seeking submissions for a collection of critical essays exploring cultural meanings of adoption through a combined lens of adoption and disability studies. Please send MLA-formatted full essays with 250-word abstracts to and by 15th January 2015. 7500-11000 words with Works Cited included. For more information about the project email Marina Fedosik

The overall ubiquity of the disability discourse in adoption culture is hard to deny. It is explicit, for instance, in constructions of single motherhood as psychopathology in the middle of the twentieth century in the U.S.—an ideology that intensified social pressure on single mothers to relinquish their children for adoption. It is also present in the cultural perceptions of infertility as a physical impairment, which adoption can remedy and conceal. It is employed within the context of the adoptee rights movement by the searching adoptees that support their claims to the knowledge of personal history by identifying with the debilitating condition of “genealogical bewilderment.” Such pervasiveness undoubtedly points to the importance of understanding how cultural ideas about disability inflect meanings and functions of adoption, kinship, family.

The co-editors invite the essays that may consider the following topics among others:

  • Disability and domestic, transracial, and/or transnational adoption
  • Disability and adoptive identity
  • American family, disability, and adoption
  • Adoption, disability and social/cultural institutions
  • Adoption and disability in film, literature, and other media
  • Adoption, disability, and kinship ideologies
  • Adoption, disability, and performance
  • Adoption and disability in history
  • Adoption, disability, and gender
  • Adoption, disability, and citizenship
  • Global perspectives on adoption and disability; disability, adoption, and
  • birth countries
  • Adoption, disability, and age
  • Body and affect in the context of adoption/disability
  • Disability and adoptive/birth parents

Dr. Allison P. Hobgood
Associate Professor
English Department; Women’s and Gender Studies Program
Willamette University
900 State Street
Salem, Oregon 97301
c: 404-825-4524
w: 503-370-6211

CCDS PhD Scholarship: “Learning about/from Blindness: Art, Literature, and Education in the 21st Century”

Centre of Culture and Disability Studies PhD Scholarship, Liverpool Hope University

Learning about/from Blindness: Art, Literature, and Education in the 21st Century

This project brings theoretical work on the representations of blindness in 20th Century Anglophone literature together with research into art and design education with an aim to develop transformative pedagogies, practices, and discourses relating to disability and education. The project will extend existing theoretical frameworks to a consideration of 21st Century arts and literature in order to apply them to a contemporary educational context.

The intersection of disability and education is too frequently identified with deficit-based approaches to so-called Special Educational Needs. This project, however, will pay attention to the appreciation and affirmation of difference.

Education, here, is perceived of within its broadest terms. As such, the project will enable the successful applicant to direct her or his work towards primary, secondary, or tertiary education; or to work within other educational contexts such as museum and gallery education, or with third-sector organisations.

The successful applicant will work with Dr. David Bolt and Dr Claire Penketh

Full details of the PhD subject areas and how to apply can be found here.

You can also contact Research Officer Mr Chris Lowry quoting ‘2015 Vice-Chancellor’s PhD Scholarships‘ for more information, by emailing

CFP: Journal of Narrative Theory, Special Issue on Dis/enabling Narratives

Journal of Narrative Theory, Special Issue on Dis/enabling Narratives

JNT invites submissions that further the discussion of disabling and enabling narratives from a disability studies perspective. JNT is a forum for the theoretical exploration of individual narrative texts and of the intersections between narrative, history, ideology, and culture more broadly. Essays might engage with topics such as literature and dis/enabling environments and social space, how narratives dis/enable at a structural level, theorizing about narrative using disability studies, dis/enabling subjectivities and inter-subjective experiences, disabling meta/master narratives, dis/enabling discourses, dis/enabling personal narratives and cultural narratives, narratives of overcoming, passing, medicalization, masquerade, complex embodiment, narrative prosthesis, compensation, suppression, inclusion, integration, rehabilitation, normalcy, and activism, narrative wholeness, disabling narrative conventions and enabling counter-narratives. We welcome submissions considering literature of all periods and are especially keen to ensure that some essays in the issue relate to the period before the modern concept of disability emerged in the mid-nineteenth century.

Please send two hardcopies of the complete manuscript in MLA style to Prof. Essaka Joshua, Department of English, 356 O’Shaughnessy Hall, University of Notre Dame, Notre Dame, Indiana 46556 USA, and email a digital copy to by 1 September 2016. Recommended submission length is 8000 words. Please omit references to the author in the manuscripts to ensure anonymous review. The journal does not accept manuscripts submitted for consideration simultaneously to other publication venues.

Syracuse University Press: Critical Perspectives on Disability Studies Book Series

Syracuse University Press invites proposals for its award-winning Critical Perspectives on Disability series. The series explores the place of people with disabilities in society through the lens of disability studies, critical special education, disability law and disability legal studies, and international human rights. Scholars from Syracuse University guide the series as editors and offer diverse approaches from the university¹s Center on Human Policy, Law, and Disability Studies, the School of Education, and the College of Law.

The inaugural volume in the series, Steven Taylor¹s Acts of Conscience: World War II, Mental Institutions, and Religious Objectors garnered attention from NPR, Choice, and the Washington Post. This volume was followed by Disability and Mothering: Liminal Spaces of Embodied Knowledge, edited by Cynthia Lewiecki-Wilson and Jen Cellio in 2011, and Picturing Disability: Beggar, Freak, Citizen, and Other Photographic Rhetoric, by Robert Bogdan with Martin Elks and James Knoll in 2012. Disability Rhetoric, by Jay Dolmage, received the 2015 American Publishers Award for Professional and Scholarly Excellence in the category of Language and Linguistics. The series also includes the first edited collection on the relationship between the fields of disability studies, law and education, edited by Arlene Kanter and Beth Ferri.

The series features books from a wide range of disciplines, but focuses primarily on disability studies scholarship in sociology, law and public policy, history, anthropology, education, media and cultural studies and interdisciplinary work in the humanities. For a complete listing of series titles, click here.

For a proposal form and detailed submission guidelines, see our website.

Series Editors:

Professor Beth A. Ferri
Inclusive Education & Disability Studies
School of Education, Syracuse University

Professor Arlene S. Kanter
Director, Disability Law and Policy Program
College of Law, Syracuse University

Professor Steven J. Taylor
In Memoriam

Acquisitions Editor
Suzanne E. Guiod
Syracuse University Press

Postdoctoral Teaching and Research Fellow, History of Medicine, University of Edinburgh

The University of Edinburgh is pleased to advertise a Postdoctoral Teaching and Research Fellowship in the History of Medicine, tenable for eighteen months from 1 August 2015. The appointment will be based in the Science, Technology and Innovation Studies subject group of the School of Social and Political Sciences. The successful applicant will hold or be close to obtaining a PhD in the history of medicine, and will deliver the first-year survey course History of Medicine 1 in the autumn semester 2015 and again in autumn 2016. The remainder of the post holder’s time will be devoted to research and career development.

Salary: £31,342 – £37,394 per annum

Closing Date: Thursday 11th June 2015 at 5pm (GMT)

For further details, see our website.

Informal enquiries may also be directed to:

Prof Steve Sturdy
Head of Science, Technology and Innovation Studies
University of Edinburgh

Tel. +44 (0)131 651 4741

Disability and Disciplines Conference, Liverpool Hope University, 1-2 July 2015

The International Conference on Educational, Cultural, and Disability Studies

Centre for Culture and Disability Studies, Faculty of Education, Liverpool Hope University

1-2 July 2015

Keynote Speakers:

  • Julie Allan (University of Birmingham, UK)
  • Peter Beresford (Brunel University London, UK)
  • David Mitchell (George Washington University, USA)
  • Sharon Snyder (George Washington University, USA)

When we think of disability in Higher Education we are likely to think in terms of access, Learning Support Plans, and so on. These and other such things are of great importance but only represent part of the approach proposed at the biennial CCDS conference. What we explore is a more complex understanding of disability that challenges assumptions and prejudicial actions but also recognises qualities and positivity. While inclusive education is generally an improvement on integration and segregation, it often constitutes little more than what, in The Biopolitics of Disability (2015), David Mitchell and Sharon Snyder call a weakened strain of inclusionism. Until disability is recognised in the context of alternative lives and values that neither enforce nor reify normalcy we cannot truly encounter the material and ethical alternatives disabled lives engage. Inclusion may well be a legal requirement in some parts of the world, and perhaps a moral imperative everywhere, but it is also an educational opportunity. Not only students but also staff who identify as disabled should, as Mitchell and Snyder assert, recognize this peripheral embodiment as something to be cultivated as a form of alternative expertise, meaning that disability can become an active, unabashed, and less stigmatising part of classroom discourse. The aim of this biennial conference, then, is to encourage the transformation of academic disciplines by appreciating rather than avoiding disability.

For booking information, please visit the Online Store. In order to attend the conference you are required to book before 20 June 2015. This will allow us time to send details to catering and accommodation, and to finalise the programme. Unfortunately, the online store will be closed thereafter. Finally, in order to keep up with changes to the programme you can visit the Disability and Disciplines Facebook page (the current programme can be found under the photos tab).  For further information, please contact us via email.

CFP: Critical Disability Discourses/ Discours critiques dans le champ du handicap

Critical Disability Discourses/ Discours critiques dans le champ du handicap

Call for Papers, Volume 7

Critical Disability Discourses is a bilingual, interdisciplinary journal that was founded in 2009 by graduate students in York University’s Critical Disability Studies Program. We are interested in publishing articles that focus on both experiences and representations of disability from a critical theoretical perspective. We welcome submissions from graduate scholars in a variety of academic fields, as well as from community researchers and activists.

The submission deadline for our next issue is September 15th 2015.

We seek papers that discuss or apply a critical theoretical framework towards understanding disability as a category of experience and meaning. This may include articles that draw upon qualitative or quantitative research methods.

Possible topics can include but are not limited to:

  • Intersections of critical theory and disability. For example, intersections occurring within feminism, post-modernism, postcolonial theory, Marxism, queer theory, and critical race theory
  • Disability and other categories of difference, such as sexuality, gender, class, race, and age
  • Cultural representations of disability: in television, literature, and film, for instance
  • Accessibility rhetoric in law and public policy
  • Accommodations and the politics of disclosure
  • Disability and Labour/Labour Movements. For example, accessibility issues in unions
  • Histories of disability (from Antiquity to Present)
  • Disability and social justice/ social justice movements
  • Disability and access to social rights. For example, access to education, employment, and health care
  • Employment and income security in relation to disability

Please submit completed manuscripts by registering as an author on our website. Registration is free.

For more details, please refer to the submission guidelines and instructions listed on the website.

If you have any questions, contact CDD Managing Editor, Natalie Spagnuolo, at

CFP: Special Issue of Victorian Network Journal, ‘The Victorian Brain’

Call for Papers: Victorian Brain

Victorian Network is an open-access, MLA-indexed, peer-reviewed journal dedicated to publishing and promoting the best postgraduate and early career work across the broad field of Victorian Studies. We are delighted to announce that our eleventh issue (Summer 2016) will be guest edited by Professor Sally Shuttleworth (University of Oxford), on the theme of the Victorian Brain.

In the nineteenth century, the discipline of psychology, or the science of the mind, underwent a profound reorientation: a reorientation which was both fuelled by contemporary literature, and which influenced that literature’s form and content. Investigating the mind’s workings was the joint project of such diverse parties as authors and poets; natural scientists and doctors; but also the public, as citizen scientists. Phrenology and the legibility of physiognomy remained central concerns. Simultaneously, medical research created a counterweight to eighteenth-century folk psychology and pseudoscience. Observation of mentally-ill asylum inmates offered another route into the human psyche. These asylums in turn experienced restructuring, turning from spaces of “[chains], straw, filthy solitude, darkness and starvation” (Dickens) in the eighteenth century, to institutions implementing “moral management” by 1900. Mid-Victorians discussed the human brain extensively in both popular literature and specialized periodicals, ranging in disciplines from natural and medical sciences to literature and philosophy. The Journal of Mental Science and Dickens’s Household Words are but two examples from different sides of that spectrum. As these widespread discussions destabilized longstanding convictions including the supremacy of the mind and the integrated self, these convictions’ intricate connections to cultural concerns including gender and class grew evident. Investigations in all possible directions proliferated, bringing (especially in the century’s closing decades) rapid disciplinary changes in neuroscience (e.g. through the work of William Richard Gowers), psychology and psychotherapy.

The examination of human consciousness also occurred in the nineteenth-century novel. The period’s novelists had such a significant part in shaping the discourse on the mind not least because, in the words of Karen Chase, they “did not inherit a supple and illuminating picture of the mind, but […] had to construct it for themselves, taking insights where they found them.”

We invite submissions of around 7,000 words on any aspect of the theme. Possible topics include but are by no means limited to:

  • The novel as shaping and shaped by discourses on psychology, the mind, and the brain.
  • Mental science and poetry; the “psychological monologue”.
  • Animal dissection and vivisection.
  • The brain as central organ of the nervous system, mind and body as connected; the concept of the mental faculties; the soul as (no longer) extra-corporeal; religion vs scientific psychology. The senses.
  • The mind as culturally formed; national and international conceptions of psychology.
  • The gendered brain and its implications (gender as a universal taxonomy).
  • The Victorian mind in childhood.
  • The theatrical brain: displaying thought and memory on the Victorian stage; depicting mental illness and madness; character interiority; psychology and actor training.
  • Altered states of mind: drug use; mesmerism, hypnosis and trance; dreams and daydreams; somnambulis.
  • Memory and/or trauma; memory and objects (from diaries to post-mortem photography). Sites and cultures of remembering and forgetting.
  • Different disciplines and disciplinary developments: evolutionary and developmental psychology. Psychoanalysis: pre-Freudian concepts of the psyche.
  • Mental illness: asylums, “moral management”; depression; delusions; puerperal disorders; links between mental and bodily health.
  • Insanity and the law  (criminality, legislation, fitness to stand trial); the development of forensic psychology; insanity and sensation.
  • Automatism and volition: new conceptions of the unconscious (e.g. as possessing agency); the unconscious vs habit and self-discipline: automatism, responsibility and accountability.
  • 4e cognition (embodied, embedded, enacted and extended cognition) and Victorian literature and culture.
  • “wound culture”: its roots in the industrial nineteenth century, and the attendant renegotiation of private identity in public terms.
  • Neo-Victorian representations of any issue outlined above.

All submissions should conform to MHRA house style and the in-house submission guidelines. Submissions should be received by 15 August 2015. Contact: