Call For Papers

10-12 February, 2015, UNSW, Sydney

The GVRN seeks submissions from academics, practitioners, policy makers, activists and advocates that address any of the conference themes, as well as the topics below. Please note that there is a stream for literary and other cultural studies papers. The deadline for abstracts is Friday, 5 September 2014.

Forms of gendered violence, including:

- Sexual assault
- Domestic and family violence
- Intimate partner violence
- Child sexual abuse
- Trafficking for domestic and sexual slavery and exploitation
- Survival sex
- Conflict-related sexualised violence
- Gendered violence in migration, refugee and diaspora communities
- Female infanticide

Areas related to gendered violence, including:

-Cultural representations in literature, art, television and film
- Law and justice reform
- Theoretical and conceptual explorations
- Disability and other intersectional issues
- Intergenerational effects of colonisation
- Perpetrators and offenders
- Primary prevention
- Trauma-informed care
- Service gaps.

Submission Guidelines:

Proposals for complete panels (up to 3 presenters) and suggestions for chairs are also welcome. The deadline for abstracts is Friday, 5 September 2014

Please submit abstracts of up to 200 words for 20 minute oral/paper presentations (excluding time for Q&A) along with a brief biography using the link to UNSW’s online conference manager as below:




Sunday 7 December – Monday 8 December, Australian National University.         

A workshop hosted by the Association for Canadian Studies in Australia and New Zealand (ACSANZ) with support of the Canadian High Commission and Australian National University.

World War I holds a potent place in Australia, New Zealand, and Canada, a place that will be the subject of significant discussion and debate in the coming years’ commemorations of the centenary of the War. Each country has significant moments in their national mythologies tied to WWI campaigns, including Gallipoli for Australia and New Zealand and Vimy Ridge for Canada. A moment of maturation, the Great War often also stands as a point at which some in the colonies saw themselves outgrowing Britain, its military failures denoting—perhaps for the first time—a broader sense of the limits of British cultural, moral, and social hegemony.

The commemoration of the centenary of the War and each nation’s involvement in it is also likely to provoke critique and controversy. Its shifting and contested meanings should prompt acts of remembering and memorialisation not only against the backdrop of WWI itself, but also within the context of contemporary Canada, Australia, and New Zealand. This anniversary offers the space for a multidisciplinary debate in which to consider what WWI means in relation to contemporary military actions and the diverse roles that the three states have in peacebuilding and peacekeeping, as well as in conflict.

This workshop seeks papers that explore the complex ways in which New Zealand, Canada, and Australia represent and remember WWI. Possible topics include, but are not limited to:

-WWI: defining nationhood and independence
-Race, cultural difference, and nation in WWI
-Writing war
-Australia, New Zealand, Canada, and the Central Powers
-War and modernism
-Changing statehoods
-War, law, and rights
-WWI and peace
-Wartime femininities and masculinities
-Imperial relationships
-The home front during WWI
-Memorials in film, fiction, and fact
-The impact of WWI on today’s foreign and defence policy

Papers will be of 15 minutes duration. Selected articles from this workshop will be published in a special issue of Australasian Canadian Studies, April 2015.  Please send 250 word abstracts to both workshop convenors:

Dr Benjamin Authers
Dr Robyn Morris by Friday, 5th September, 2014.

6-8 December 2014, University of Melbourne

 Australian and New Zealand History of Education Society (ANZHES) invites abstracts for panel sessions and individual papers for its annual conference. This year’s theme is ‘Knowledge, Learning and Expertise’. Sub-themes include:

- Historiographical studies relating to changing understandings of knowledge and expertise in the history of education
-Historical curriculum wars: hierarchies of knowledge within systems of education
-Specialisation and the ‘expert’, educated professional
-Faith-based educational institutions, knowledge and concepts of teaching and learning
-Gender and educational systems, institutions, policies and teaching practices
-Historically under-represented populations
-Diversity, cultural and linguistic value systems and education practices
-First Peoples
-Catering for student abilities and life stages
-Technologies and their impact on knowledge, teaching, learning and expertise
-Policy-making and the politics of knowledge, expertise and learning
-Educational biographies of learning and expertise
-Useful methodologies
-New knowledges, curriculum and the history of education
-Schools and other educational institutions as knowledge disseminators, expertise builders and learning factories
-Visual representations of knowledge, expertise and learning encompassing historical photographs, textbook illustrations, cinema, book covers, posters, architectural styles, classroom maps and other educational ephemera and paraphernalia.

Please send abstracts of no more than 300 words with paper title, institutional address and 60 word biography to Dr Sianan Healy by 30 September 2014:

A PDF flyer is available here.

The next ASAL mini-conference will be held at the University of New England in February 2015. Guest speakers are Helen Garner and Fiona Capp. For further details and to access the Call for Papers see below:

23-26 July 2015, Australian Catholic University, Sydney.

The Grounding the Sacred conference invites papers and presentations from artists, writers, musicians, academics and religious who are interested in the interplay between the arts and the sacred. The conference asks how literature and the arts can make the sacred tangible: do they enable us to touch the sacred? Do they offer a way of structuring our experiences of the sacred? Do they provide a common ground for people of different faiths – or none – to explore the ineffable? And where does creativity sit in relation to religion and the search for meaning? Are a sense of the sacred and the means to express it essential for human flourishing?

Abstracts of 250 words are invited for 20 minute papers and presentations that address the conference theme. They may be from creators talking about their work as it expresses the sacred; from researchers seeking to explain the relationship between creativity, religion and well-being; and from interpreters bringing to light the sacred dimensions of pre-existing creative works. Submissions should include the author’s name, affiliation, email address, title of abstract, body of abstract, and a short biography. Potential presenters who wish to have their work considered for inclusion in a special Australian issue of Literature and Theology should forward full papers.

Abstracts should be sent to Elaine Lindsay at by 27 February 2015. Full papers intended for Literature and Theology are due by 13 March 2015. Grounding the Sacred will be held from 23-26 July 2015 at Australian Catholic University, 25A Barker Road, Strathfield NSW 2135, Australia. The conference is part of ACU’s 25th anniversary celebrations.

For further details, visit:

Inquiries can be made of the conveners: or

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