Cultural Representations of Transnational Childhoods Day Seminar 13/5/2017, University of Wroclaw

Cultural Representations of Transnational Childhoods

Day Seminar 13/5/2017, University of Wroclaw


organized by the Center for Young People’s Literature and Culture and the Center for Postcolonial Studies, Institute of English Studies, the University of Wroclaw

in collaboration with the Centre for European Studies, Australian National University


It is assumed in Western culture that children have a natural need for a stable and safe domestic and familial environment (Holloway and Valentine 2000). Yet research reveals that the number of children whose everyday lives have been marked by mobility and risks it entails is increasing substantially (Ní Laoire et al. 2010). Child-centered studies of migration in particular show that children often become actors in the immigration process as they negotiate their identifications with places and cultures. Acknowledging and understanding both children’s agency and their active participation in the mobility of their families, for example as language and cultural brokers, requires a transnational literacy (Spivak 1992, Brydon 2003, Lee 2011) and relying on child-centered critical and pedagogical methodologies aimed at examining the influence of transnationalism on children’s lives (Spivak 1992, Brydon 2003, Lee 2011). Therefore, while substantial attention has been given to these phenomena in sociological studies of childhood, children’s movement across geopolitical borders also needs to be analyzed from a cultural perspective. We invite papers exploring past and contemporary representations of transnational childhoods in literature, film and other media that foreground the mobile nature of children’s lives and thus encourage a reflection on children’s experiences of mobility as an essential factor in their cognitive and emotional development.

Possible areas of interest include

motifs of home and belonging, children’s creation of belonging

negotiations of belonging between/across cultures

intersections between children’s mobility, gender, class and race

children is diasporas

inter/intragenerational relationships

international and internal migrations

(digital) media and identity formation

emigration from “new” Europe to “old” Europe

ethnic/minority children in communism

longing for mobility in situations of restricted access to border-crossing

We welcome abstracts of 300 words before 1st April, 2017. To submit an abstract or for any questions, please email Dr. Justyna Deszcz-Tryhubczak at

The participation in the seminar is free of charge. We offer refreshments and cold lunch.

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Learning to Include/Wychowanie do nauczania włączającego

We would like to invite everyone to propagate the project Learning to Include, whose goal is to prepare educators to teach typically developing children about disabilities. The project team, coordinated by  Bartosz Wilimborek from  Warsaw Centre for Socio-Educational Innovation and Training, is developing a database of lesson plans to be used at schools. The plans reflect the contents of Agnieszka Kossowska’s Duże sprawy w małych głowach (Big Things in Small Heads), a richly illustrated collection of fictional children’s narratives describing various disabilities, as well as epilepsy. As a member of the project’s team, Justyna Deszcz-Tryhubczak co-organized a meeting with teachers at IFA (3/12/2016) and participated in the conference project’s conference  organized  on 13/12/2016 at Warsaw Centre for Socio-Educational Innovation and Training, where she presented on the use of children’s  and YA literature and culture in lessons about disabilities.

More information on the book and the project (in Polish)  is available here:

The website of the project:
Niedzielny poranek RDC z Beatą Jewiarz
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The book’s cover

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Dr. Agnieszka Kossowska

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The Conference

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Using children’s literature in teaching English/Wykorzystanie literatury dla dzieci w nauczaniu języka angielskiego


On November 17, IFA hosted Ms Jolanta Ziemba, the owner of  „Prospectus”, a  language school specializing in teaching children a foreign language primarily through contact with the literature and culture of a given country. The school’s mission is also to faciliate young learners’  creative self-realization and practical application of their knowledge. At the invitation of Dr. Justyna Deszcz-Tryhubczak, Ms Ziemba conducted a workshop for  3DSLstudents, so that they could gain hands-on experience with diverse  ways of using picture books during English lessons. The materials used during the activities were primarily books by Eric Carle. A short video  concerning this type of activities is available here:

17 listopada br. IFA gościła Panią Mgr Jolantę Ziembę, prowadzącą szkołę językową „Prospectus”, specjalizującą się w nauczaniu dzieci języka obcego przede wszystkim w kontakcie z literaturą i kulturą danego kraju oraz poprzez twórczą samorealizację i praktyczne zastosowanie zdobytej wiedzy kulturowej. Na zaproszenie dr Justyny Deszcz-Tryhubczak Pani Ziemba przeprowadziła warsztat dla studentów 3DSL, dzięki któremu mogli się oni zapoznać z różnorodnymi metodami wykorzystania książek obrazkowych podczas lekcji języka angielskiego. „Bohaterami” zajęć były książki Erica Carle’a. Krótki materiał dotyczący tego typu zajęć:

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Deconstructing the Canon with Elementary School Students: Participatory Research in Practice: Part 2/Dekonstrukcja kanonu z uczniami szkoły podstawowej. Podejście partycypacyjne w praktyce: odsłona 2


We have just finished another stage of the participatory project we have been working on in cooperation with Primary School no. 28 in Wrocław. It has resulted in preparing a leaflet promoting the idea of a systemic and democratic inclusion of children in decision-making on the selection of obligatory school readings. At the moment we are working together on the dissemination of the results of the project as a model of activity propagating a democratic approach to the canon of school readings. We are also creating a database of possible activities promoting reading.For more information, see the school’s website

We encourage everyone to contribute to the reading promotion bank.

Dr. Justyna Deszcz Tryhubczak presented the project at the Nowa humanistyka: zajmowanie pozycji, negocjowanie autonomii conference in Poznań (3-4 Nov, 2017). 

Zakończyliśmy kolejny etap projektu realizowanego we współpracy ze SP 28 we Wrocławiu. Jego wynikiem jest broszura propagująca ideę systemowego i demokratycznego włączenia dzieci w decyzje dotyczące doboru lektur szkolnych oraz aktywnego promowania czytelnictwa przez młodych odbiorców literatury. Obecnie pracujemy wspólnie nad rozpowszechnieniem informacji na temat projektu jako modelu działalności wpierającej demokratyczne podejście do kwestii kanonu lektur oraz tworzymy bank działań promujących czytelnictwo. Zapraszamy do zapoznania się z relacją na stronie szkoły: i zapraszamy do włączenia się w budowę banku.

Dr Justyna Deszcz Tryhubczak zaprezentowała projekt na konferencji Nowa humanistyka: zajmowanie pozycji, negocjowanie autonomii (Poznań, 3-4  listopad, 2017). 

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Postcommunist Children’s Culture


Dear Colleagues,

We would like to invite you to submit articles to Miscellanea Posttotalitariana Wratislaviensia, a peer-reviewed scholarly journal published by the Interdisciplinary Research Center for Post-totalitarian Studies of the Institute of Slavic Studies (University of Wrocław, Poland) and indexed in Czasopisma Naukowe w Sieci (CNS), The Central European Journal of Social Sciences and Humanities (CEJSH), and Cambridge Scientific Abstracts (CSA, ProQuest). More specifically, we are seeking for essays and reviews for an issue on Post-communist Children’s Culture in Central, Eastern, and Southeast Europe, which will be devoted to mapping new phenomena in children’s literature and media culture that have emerged during the transition from late communism to late capitalism. As Anikó Imre argues in Globalization and the Transformation of Media Cultures in the New Europe (2009), children from Central, Eastern, and Southeast Europe are post-communist subjects for whom communism is an inherited memory, whose perspectives, values and skills differ from those of older generations, and whose subjectivities are developing in the shadow of adults’ anxieties about this divide. As sources of knowledge and social capital, children’s cultural products both reflect and attempt to resolve tensions caused by the formation of new individual and collective subjectivities. Exploration of regional, European and global affiliations shaping contemporary children’s culture in post-communist Europe offers a vital contribution to a broader inquiry into processes of cultural change and their significance for the formation of national identity in post-totalitarian countries. Contributions are welcomed from a range of fields, such as popular culture, new media, games, literature, education, and childhood.


Possible areas of investigation:


  • reflective and restorative nostalgia for communist children’s entertainment vs. technoeuphoria, neoliberalism, and the celebration of transnational mobility
  • childhood heritage
  • globalization vs. localization
  • children’s culture and Eurocentric values (e.g. the “Catching up with Europe” project, a pan-European democracy, the EuropaGO project)
  • children’s relations with interactive media, peer-to-peer technologies and participatory culture
  • edutainment vs. centralized, nationalized and literature-based education
  • children’s culture and citizenship education
  • nationalisms, ethnocentrism, homophobia, misogyny, racism, and xenophobia in children’s culture
  • relations between children’s and adult media cultures
  • children’s books markets
  • promotion of children’s literature and culture

Essay should be sent to Justyna Deszcz-Tryhubczak ( and Mateusz Świetlicki ( by 10th April 2017. Submissions should be 5000-6000 words. We will aim to reply to authors by 20th April 2017, with the aim of arranging reviews and completing revisions for 15th June and publication by the end of 2017. Please keep in mind that the essays must satisfy the formal requirements provided below.



Guest Editors

Dr. Justyna Deszcz-Tryhubczak (Institute of English Studies, University of Wroclaw)

and Dr. Mateusz Świetlicki (Institute of Slavic Studies, University of Wroclaw)





Editors reserve the right to reject submitted texts if they do not meet the publishing requirements.

All submitted articles undergo a double-blind review process prior to acceptance. The identities of the authors are concealed from the reviewers and vice versa. Reviewers shall issue their opinions on the acceptance or ineligibility of the reviewed text for publication taking into account, among others, such criteria as compliance with the journal’s profile; the innovative approach to the subject; the adequacy of the methodology used; the validity of the references used; and the contribution of the conclusions to the state of research.


In accordance with the current copyright law and related rights, authors of the texts submitted for publication are fully responsible for their authenticity and originality. The submitted text must be accompanied by a declaration of the author(s) stating that it has not been published anywhere (including the Internet) or sent to another journal for consideration. The declaration corresponds with the recommendations of the Ministry of Science and Higher Education of Poland counteracting the reprehensible practices of “ghostwriting” and “guest authorship”, which are unethical and reflect scientific misconduct. The declaration can be found on our website autorow-193


  • The submitted text must be accompanied by an abstract and title of the article (max. 150 words); five key words; a biographical note (affiliation; title or degree; position held; research interests; current work address and email – max. 80 words).


  • The name(s) and affiliation(s) of the author(s) should be listed in the upper left-hand corner of the first page:

Marianna Zacharska

Uniwersytet Jagielloński (Kraków, Polska)


  • Formatting and Style Guide:
  • a)  Standard printout: 30 lines per page; 60 characters per line (1800 characters with spaces per page); justified text; margins: top, bottom – 2,5; left – 3,5, right – 1,5
  • b)  font: Times New Roman in 12 point size.
  • c)  title of the article – centered, font – 14 point size.
  • d)  spacing: 1,5 in the main text; single spaced in the footnotes.
  • e)  titles of literary works cited in the text for the first time should be accompanied by the original title (not in transliteration) and the date of publication in parentheses; titles of literary works should be italicized (do not use quotation marks).
  • f)  quotations should be given in the original language (not in transliteration); longer quotations (more than 40 words) should be set apart from the surrounding text, in block format, indented from the left margin, and single spaced; font: 10 point size.
  • g)  names appearing in the text for the first time should be given in full.


  • FOOTNOTES should be placed at the bottom of the page on which the reference appears. Use continuous footnote numbering.
  1. a) bibliographic description in the footnotes should be given in the original language; please follow the examples:
  2. Book:
  3. Smith, History, Warsaw 2009, p. 25.

Ibidem, s. 15.

  1. Smith, History, op. cit., p. 37.
  2. Excerpts from publications of the same author:
  3. Shamone, Rap Culture, [in:] eadem, The History of Music, New York 2012, pp. 67-98.

Ibidem, p. 75.

  1. Shamone, Rap Culture, op. cit., p. 90.
  2. Chapter in a collective work:
  3. Blake, Feminism and Masculinity, trans. by I. Kurz,
    [in:] Gender Studies, ed. A. Johnes et al. introduction by M. Sahara, London 2008, pp. 109-117.
  4. Journal article:
  5. Noovy, Jane Austen and Romanticisms „English Studies” 2006, no. 1, pp. 32-73.
  6. Online journal article:
  7. Adams, American History, „SSHA” 14 July 2013 [ – accessed: 20.01.20013].



  • Reference list or bibliography should be included at the end of the text.
  • The word bibliography should be in bold and aligned to the left. Font: Times New Roman in 12 point size.
  • List the sources in alphabetical order by the authors’ last names.
  • All sources must be justified and 1.5–spaced. Font: Times New Roman in 12 point size.
  • Use: The Chicago Manual of Style



One author

Pollan, Michael. 2006. The Omnivore’s Dilemma: A Natural History of Four Meals. New York: Penguin.

Two or more authors

Ward, Geoffrey C., and Ken Burns. 2007. The War: An Intimate History, 1941–1945. New York: Knopf.

Editor, translator, or compiler instead of author

Lattimore, Richmond, trans. 1951. The Iliad of Homer. Chicago: University of Chicago Press.

Editor, translator, or compiler in addition to author

García Márquez, Gabriel. 1988. Love in the Time of Cholera. Translated by Edith Grossman. London: Cape.

Chapter or other part of a book

Kelly, John D. 2010. “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War.” In Anthropology and Global Counterinsurgency, edited by John D. Kelly, Beatrice Jauregui, Sean T. Mitchell, and Jeremy Walton, 67–83. Chicago: University of Chicago Press.

Chapter of an edited volume originally published elsewhere (as in primary sources)

Cicero, Quintus Tullius. 1986. “Handbook on Canvassing for the Consulship.” In Rome: Late Republic and Principate, edited by Walter Emil Kaegi Jr. and Peter White. Vol. 2 of University of Chicago Readings in Western Civilization, edited by John Boyer and Julius Kirshner, 33–46. Chicago: University of Chicago Press. Originally published in Evelyn S. Shuckburgh, trans., The Letters of Cicero, vol. 1 (London: George Bell & Sons, 1908).

Preface, foreword, introduction, or similar part of a book

Rieger, James. 1982. Introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley, xi–xxxvii. Chicago: University of Chicago Press.

Book published electronically

Austen, Jane. 2007. Pride and Prejudice. New York: Penguin Classics. Kindle edition.

Kurland, Philip B., and Ralph Lerner, eds. 1987. The Founders’ Constitution. Chicago: University of Chicago Press.


Journal article

Article in a print journal

Weinstein, Joshua I. 2009. “The Market in Plato’s Republic.” Classical Philology 104:439–58.

Article in an online journal

Include a DOI (Digital Object Identifier) if the journal lists one. If no DOI is available, list a URL.

Kossinets, Gueorgi, and Duncan J. Watts. 2009. “Origins of Homophily in an Evolving Social Network.” American Journal of Sociology 115:405–50. Accessed February 28, 2010. doi:10.1086/599247.

Article in a newspaper or popular magazine

Mendelsohn, Daniel. 2010. “But Enough about Me.” New Yorker, January 25.

Stolberg, Sheryl Gay, and Robert Pear. 2010. “Wary Centrists Posing Challenge in Health Care Vote.” New York Times, February 27. Accessed February 28, 2010.


Book review

Kamp, David. 2006. “Deconstructing Dinner.” Review of The Omnivore’s Dilemma: A Natural History of Four Meals, by Michael Pollan. New York Times, April 23, Sunday Book Review.


Thesis or dissertation

Choi, Mihwa. 2008. “Contesting Imaginaires in Death Rituals during the Northern Song Dynasty.” PhD diss., University of Chicago.


Paper presented at a meeting or conference

Adelman, Rachel. 2009. “ ‘Such Stuff as Dreams Are Made On’: God’s Footstool in the Aramaic Targumim and Midrashic Tradition.” Paper presented at the annual meeting for the Society of Biblical Literature, New Orleans, Louisiana, November 21–24.



Google. 2009. “Google Privacy Policy.” Last modified March 11.

McDonald’s Corporation. 2008. “McDonald’s Happy Meal Toy Safety Facts.” Accessed July 19.


Blog entry or comment

Posner, Richard. 2010. “Double Exports in Five Years?” The Becker-Posner Blog, February 21.


Item in a commercial database

Choi, Mihwa. 2008. “Contesting Imaginaires in Death Rituals during the Northern Song Dynasty.” PhD diss., University of Chicago. ProQuest (AAT 3300426).

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YA Literature and Theory of Mind

Dr. Justyna Deszcz-Tryhubczak participated in the YA Literature and Theory of Mind panel convened by prof. Lydia Kokkolę (Luleå University of Technology ) and prof. Alison Waller (University of  Roehampton) at the conference European Society for the Study of English, organized in Galway, in August 2016. During the panel she gave the presentation on  „Cognitive Lessons about Social Movements: Social Minds, Theory of Mind and Empathy in Radical Fantasy Fiction for Young Readers.”

Dr. Justyna Deszcz-Tryhubczak uczestniczyła w panelu  „YA Literature and Theory of Mind”, zorganizowan przez prof. Lydię Kokkolę (Luleå University of Technology ) i prof. Alison Waller (Uniwersytet w Roehampton) na międzynarodowej konferencji the European Society for the Study of English w Galway (sierpień 2016). Podczas panelu Dr. Deszcz-Tryhubczak wygłosiła referat „Cognitive Lessons about Social Movements: Social Minds, Theory of Mind and Empathy in Radical Fantasy Fiction for Young Readers”.

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„Duże sprawy w małych głowach”

Zachęcamy do zapoznania się i wsparcia tej inicjatywy.

Pracownia uczestniczy w szerszym projekcie dotyczącym nauczania o niepełnosprawnościach i chorobach.

Zapraszamy do obejrzenia fimiku:


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