CfPs: Journals

Call for Abstracts ‘Neo-Victorianism and Gaming’

CfPs: Journals, Members' Publications, News, upcoming /

Special Issue of Victoriographies: A Journal of the Long Nineteenth Century Guest Edited by Paolo D’Indinosante and Federica Perazzini Games play a significant role in shaping contemporary understandings of the Victorian age across different generations. Yet, although research on Victorian-inspired games has expanded considerably in recent years (see, e.g., Napolitano 2019; Folléa 2020; Crofts 2023; Esser 2024; Beyvers 2025; Beyvers and Faber 2025; Bispo 2026; D’Indinosante 2026), gaming remains peripheral to the field of neo-Victorian studies, which is still predominantly concerned with literature, cinema, and television. This special issue of Victoriographies seeks to redress the imbalance and advance the field by bringing it into sustained dialogue with game studies through a collection of essays on neo-Victorian game and game-related adaptations, appropriations, and transmedia storytelling (Flanagan 2017; Stobbart 2018; Elleström 2019; Fehrle and Schäfke-Zell 2019; Sanders 2026). Building on recent scholarly work exploring the relationship between gaming and the long nineteenth century, including Cameron and Young (2024; 2025) and Pereira (2025), this special issue will constitute the first collective effort to adopt the neo-Victorian as its primary theoretical and analytical lens for examining the diverse intersections and interactions between contemporary global gaming and the Victorian past. It will also be the first collection of essays on Victorian-related games to foreground adaptations, appropriations, and transmedia storytelling as its primary objects of investigation. We invite scholarly contributions that explore and map the relatively uncharted region at the intersection of neo-Victorian studies and game studies. We particularly encourage contributions that examine forms underrepresented in the area of inquiry at the intersection of neo-Victorian and game studies, including analogue games, indie digital games, and (graphic) novelisations of popular Victorian-inspired video games, such as Assassin’s Creed: Syndicate (Ubisoft Quebec 2015) and the Dishonored games (Arkane Studios 2012; Arkane Lyon 2016; 2017). We are especially interested in contributions that offer new theoretical and methodological perspectives for analysing and teaching a wider range of previously overlooked neo-Victorian games and related cultural artefacts. We also welcome contributions that foster productive exchanges with recent developments in the field of game studies, particularly feminist, historical, postcolonial, queer, trans, and ecocritical game studies (Shaw 2014; Chapman 2016; Mukherjee 2017; Ruberg and Shaw 2017; Ruberg 2022; op de Beke et al. 2024). Topics may include, but are not limited to: Submission Guidelines We invite abstracts of approximately 300 words, accompanied by a list of works cited and a brief biographical sketch (about 100 words). Abstracts should be submitted as a PDF file to paolo.dindinosante@uniroma1.it by 4th September 2026. Authors will be notified of the outcome of the selection process by 21st September 2026. Accepted authors will then be invited to submit full articles by 13th December 2026, which should be 7,000–8,000 words (including endnotes) and prepared according to the journal’s style guide. Accepted authors will also be asked to read the journal’s submission guidelines carefully and to provide an abstract of about 200 words, 5–7 keywords (preferably not all words used in the title) for online searches, and a brief biographical sketch (about 50–100 words). If you have any questions, please write to paolo.dindinosante@uniroma1.it. Timeline For further info, check here

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CALL FOR PAPERS and Issue Publication Cross-Media Languages. Applied Research, Digital Tools and Methodologies

CfPs: Journals, Members' Publications, News, upcoming /

We are pleased to announce that Issue 4 (2026) of the international double-blind peer-reviwed accademic journal Cross-Media Languages. Applied Research, Digital Tools and Methodologies (E-ISSN:2974-8933) is now online: https://ojs.uniba.it/index.php/cml/issue/view/229. The journal explores the intersections between research, critical reflection, and pedagogical experimentation concerning the application of digital tools and methodologies in language education. It adopts a multilingual perspective, welcoming contributions focused on English, French, Italian, Spanish, German, Portuguese, Romanian, Russian, Arabic, and Polish.Recognizesd by ANVUR in 2025 as a scientific journal, CML also publishes research findings on the use of non-verbal and visual language across different linguistic and cultural contexts, through a variety of genres and text types. The call for papers for the 2027 issue is now open. Details can be found at: https://ojs.uniba.it/index.php/cml/callpapersThe deadline for the submission of abstract proposals is 12th July 2026.Issue 5 (2027) will be published in Spring 2027.

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CALL FOR PAPERS — SPECIAL ISSUE STUDI DI GLOTTODIDATTICA

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The role of Artificial Intelligence in EFL contexts: future prospects and entAIlments Editors: Gaetano Falco, Maristella Gatto, Francesco Meledandri https://ojs.uniba.it/index.php/glottodidattica/call_papers The rapid development of Artificial Intelligence (AI) has begun to reshape educational practices across disciplines, with language teaching and learning emerging as a particularly fertile field for innovation. Over the past decade, research has documented the growing use of digital and AI-driven tools such as intelligent tutoring systems, automated feedback and assessment, speech recognition technologies, adaptive learning platforms, and chatbots (Luckin et al., 2016; Chen et al. 2020; Ouyang & Jiao, 2021; Burudi et al., 2024). More recently, generative AI has expanded the range of possibilities by enabling dynamic content creation, personalized interaction, and real-time linguistic support based on the huge potential offered by Large Language Models (LLMs) (Kohnke et al., 2023). In language education, AI applications have been shown to influence key areas such as learner autonomy, motivation, pronunciation training, vocabulary development, writing support, and formative assessment. Studies have also highlighted the potential of AI to facilitate differentiated instruction and data-informed pedagogical decision-making (Ya, 2025). Yet, some issues have been part of the debate about the relationship between AI and learning environments, focusing not only on possible cognitive loss and decrease in critical thinking abilities (Kosmyna et al. 2025; Gerlich 2025), but also on questions regarding ethical considerations, data privacy, bias, transparency, teacher agency, and the pedagogical reliability of AI-mediated practices (e.g., Holmes et al., 2019; Sousa and Cardoso, 2025; Wang et al., 2025). Despite the growing body of research, the field is still evolving, and there remains a need for both theoretically and empirically grounded, practice-oriented studies that examine how AI solutions are actually being integrated into language teaching contexts. Considering the role of English as a lingua franca in both research and educational settings (particularly focusing on English as a Foreign Language, EFL), and the impact of AI-mediated solutions in English language learning environments (Guzmán Alvarado and Naranjo Andrade, 2025) this special issue seeks to contribute to this discussion by bringing together diverse perspectives on the design, implementation, evaluation, and critical examination of AI-based practices in EFL educational settings. Against this background, the primary aim of this special issue is to explore how AI solutions are being used, adapted, and conceptualized in language teaching practices across EFL educational contexts, determining AI’s role in contemporary and future language teaching practices. The issue seeks to: 1. Examine empirical evidence on the effectiveness and limitations of AI tools in language teaching and learning. 2. Investigate pedagogical models and instructional strategies that meaningfully integrate AI into language education. 3. Explore teachers’ and learners’ perceptions, beliefs, and experiences regarding AI-supported language learning. 4. Critically address ethical, social, and epistemological issues arising from the use of AI in language teaching. 5. Bridge the gap between research, policy, and classroom practice by highlighting innovative, reflective as well as fair and ethical uses of AI. We invite original research articles, theoretical papers, systematic reviews, and practice-based studies addressing, but not limited to, the following themes: • AI-supported language learning and teaching models • Intelligent tutoring systems and adaptive learning in language education • Generative AI (e.g., large language models) for writing, speaking, and interaction • Automated feedback and assessment of language skills • AI and pronunciation, speech recognition, and listening comprehension • Teacher roles, professional development, and AI literacy • Learner agency, motivation, and engagement in AI-mediated environments • Ethical issues, data privacy, bias, and transparency in AI-driven language education • Equity, accessibility, and inclusion in AI-supported language learning • Classroom-based studies and design-based research on AI integration Both qualitative and quantitative methodologies, as well as mixed-methods approaches, are welcome. Submission of proposals Authors wishing to send a contribution are invited to send a proposal (max. 350 words, excluding references) in English to gaetano.falco@uniba.it, maristella.gatto@uniba.it, and francesco.meledandri@uniba.it by April 15, 2026. Notification of acceptance will be sent by April 30, 2026. If accepted for this special issue, final contributions shall not exceed 35,000 characters and shall be sent in an editable format (e.g. Microsoft Word and/or Open Office, preferably in .doc/.docx or .odt) by July 31, 2026. Please refer to the Journal’s Author Guidelines for further information about text length, formatting and reference format. References Burudi S.W., Mugun D. J., Karani G.G.O., Cheptabok M.C., Lihanda M.A. 2024. Integration of Smartphone as an Instructional Resource in Enhancing Teaching of English Grammar. Open Access Library Journal, Volume 11, e12554. https://doi.org/10.4236/oalib.1112554 Chen L., Chen P, and Lin, Z. 2020. Artificial intelligence in education: A review. IEEE Access 8: 75264–75278. Gerlich M. 2025. AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15, 6. https://doi.org/10.3390/soc15010006 Guzmán Alvarado M.V., and Naranjo Andrade S.S. 2025. The Impact of Artificial Intelligence on English Language Learning: A Systematic Review of Tools, Methods, and Outcomes in Language Skills. Runas, Volume 6, no. 12, e250287. https://doi.org/10.46652/runas.v6i12.287 Holmes W., Bialik M., and Fadel C. 2019. Artificial intelligence in education: Promise and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign. Kohnke L., Moorhouse B. L., and Zou D. 2023. ChatGPT for language teaching and learning. RELC Journal, 54(2), 367–371. Kosmyna N. et al. 2025. Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. arXiv:2506.08872. https://doi.org/10.48550/arXiv.2506.08872 Luckin R., Holmes W., Griffiths M., and Forcier L. B. 2016. Intelligence unleashed: An argument for AI in education. London: Pearson Education. Ouyang F., and Jiao P. 2021. Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020 Sousa A. E., and Cardoso P. 2025. Use of Generative AI by Higher Education Students. Electronics 14/1258. DOI: 10.3390/electronics14071258 Wang F., Li N., Cheung A.C.K., and Wong G.K.W. 2025. In GenAI we trust: An investigation of university students’ reliance on and resistance to generative AI in language learning. International Journal of Educational Technology in Higher Education 22/59. DOI: 10.1186/s41239-025-00547-9 Ya B. 2025. Exploring the role and impact of artificial intelligence in personalized foreign language teaching. Discover Artificial Intelligence, Volume 5, 318.

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Call for papers for a special issue of Lingue e Linguaggi, “Redefining English Teaching and Learning in Digital Contexts at Tertiary Level

CfPs: Journals, News, upcoming /

Guest-editors: Federico Gaspari (Università Telematica San Raffaele di Roma, Italy) and Roxanne Holly Padley (Università Telematica Pegaso, Italy) Abstract proposals are sought for a special issue in the peer-reviewed international journal Lingue e Linguaggi focusing on how English teaching and learning at university are being redefined in digital contexts. New technologies, generative AI, and digital approaches to English teaching and learning are constantly evolving, with variable degrees of success and satisfaction for lecturers and students (e.g., Padley, 2020; Luppi, 2022; Iori, 2023). English is increasingly taught and learnt at university through online platforms, virtual environments and apps, and this applies both to specialist students (e.g., of languages, linguistics, translation, interpreting, and linguistic and cultural mediation) as well as to those in other areas and disciplines. In addition, the digital dimension is becoming more and more an integral part in both traditional academic settings (e.g., Kostka and Toncelli, 2023; Suárez and El-Henawy, 2023; Hassan, 2025) and in informal learning (e.g., Pavesi and Bianchi, 2024; De Riso, 2025; Lai and Wang, 2025). This special issue intends to encourage an open and inclusive debate on the issues, opportunities and challenges involved in teaching and learning English online at university, focusing on how traditional approaches and practices are being modified and updated, and on the new and emerging methodologies and technologies that exploit the full potential of digital language education. We invite theoretical, methodological, pedagogical and applied contributions, case studies and position papers in English with a strong research component that examine fully digital, hybrid, blended, synchronous and/or asynchronous university courses and classes at undergraduate and postgraduate level, including Masters’ and doctoral programmes, as well as those delivered in English within English as a second language contexts. Topics of particular interest for the special issue include, but are not limited to, the following: Abstract proposals in English (maximum 300 words, excluding references) should be sent by 15 May 2026 to both guest-editors: federico.gaspari@uniroma5.it and roxanneholly.padley@unipegaso.it Notification of acceptance: 1 June 2026 Deadline for submission of full manuscripts: 18 September 2026 Deadline for submission of revised papers: 1 February 2027 Publication: 2027 References De Riso, C. (2025) Informal Learning of English at University: A cross-sectional and longitudinal perspective. Roma: Franco Angeli. Hassan, A. Q. A. (2025) “The Role of Artificial Intelligence in Enhancing English Language Teaching (ELT): A Review of Tools, Trends, and Pedagogical Impacts”. Forum for Linguistic Studies 7(8): 827–844. Iori, I. (2023) “Online ELT during the Covid-19 Pandemic: A Case Study on Students’ Perspectives”. In Franca Poppi and Josef Schmied (eds) “A Terrible Beauty Is Born”: Opportunities and New Perspectives for Online Teaching and Assessment. Special issue of Lingue Culture Mediazioni 10(1): 231–255. Kostka, I. and R. Toncelli (2023) “Exploring Applications of ChatGPT to English Language Teaching: Opportunities, Challenges, and Recommendations”. The Electronic Journal for English as a Second Language 27(3): 1–19. Lai, C. and Q. Wang (2025) “Online informal learning of English and receptive vocabulary knowledge: Purpose matters”. ReCALL 37(1): 62–78. Luppi, F. (2022) “Tools and models for distance teaching in an English Language and Culture university course: the flipped classroom and cooperative learning in a digital environment”. Altre Modernità 27: 181–195. Padley, R. H. (2020) “Italian Coronavirus Teaching Emergency: A comparative analysis of university student motivation and performance – online vs face-to-face English language learning”. Journal of Applied Languages and Linguistics 4(1): 58–71. Pavesi, M. and F. Bianchi (eds) (2024) “‘In the Presence of English’ Informal English Language Learning in Italy”. Special Issue of Lingue e Linguaggi 66: 1–319. Suárez, M. and W. M. El-Henawy (eds) (2023) Optimizing Online English Language Learning and Teaching. Berlin: Springer.

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Call for Papers – Narrating Conflict and Human Rights: Literature as Witness, Archive and Agent of Change European Journal of English Studies, volume 31 (2027)

CfPs: Journals, ESSE CfP, Members' Publications, News, upcoming /

Guest editors: Tomasz Kalaga (Kujawy and Pomorze University in Bydgoszcz), Tiziana Ingravallo (University of Foggia), Loredana Salis (University of Sassari) The realities of conflict, including violations of human rights and the struggle for peace, provide rich thematic material for literary works. Literature can serve as a powerful tool for social change by denouncing injustices, fostering empathy, and engaging with injustices via its negotiation of the concepts of truth, reconciliation, and transitional justice. Writers can challenge official narratives surrounding conflict by giving voice to marginalised perspectives, exposing human rights abuses to a wider audience, and making invisible suffering visible. Literature, as an advocate for social change and human rights, raises awareness of ongoing conflicts and offers alternative understandings of historical events and their consequences. Operating through its innate symbolic quality and the power of telling and retelling myths, it can be approached as a dynamic arena capable of unsettling dominant epistemologies, reconfiguring what could be collectively claimed as justice. As a counter-discourse to official histories, literature has the potential to offer new ways of restoring a sense of humanity and shared responsibility by condemning all forms of imperialism and totalitarianism. This issue will reflect on and explore ways in which conflict can be narrated and the extent to which texts of literature contribute to defending or violating human rights. It also reflects on how language can justify and/or ignore human rights transgressions. The issue takes an interest in articles that investigate the ability of literary texts to interrogate and explore the legacies of political and civil conflict around the world as well as creating and (unwittingly) reinforcing hegemonic narratives. We welcome essays on a wide range of genres, including fiction, poetry, drama, memoir, testimony, speculative and activist writing, as well as works in translation, adaptation, journalism, and visual or digital storytelling. Although articles can address any topic related to literature and human rights, we are keen to receive proposals on five interrelated areas of literary engagement: a) literary depictions of experiences of war, displacement, surveillance, disenfranchisement, or environmental destruction; b) the role of literature in defining and articulating the concept of justice, documenting abuses, bearing witness to trauma, and narrating resistance and reconciliation; c) literary negotiations of power dynamics in conflict settings, including propaganda literature, translation and adaptation of conflict narratives, portrayals of nationalism and resistance movements, and the symbolic language of conflict and resolution; d) the concept of literature as magistra vitae in which historical insight is intertwined with visions of a more just future; e) narrative forms shaped by conflict, including fragmented storytelling and genre innovation, as well as activist literature addressing the intersections of human rights, environmental destruction, and the more-than-human world. Possible topics include (but are not limited to): ● Activist literature: from human rights violations to environmental destruction ● Activist role of literature: models for socio-cultural transformations, inclusive societies, transnational belongings ● Beyond the anthropocentric: rights of species, rivers, forests ● Censorship and dissent: literature as subversion and alternative standpoint ● Entanglements of ecology and power: resource wars, extractivism, forced displacement ● Individual freedom and human dignity vs human rights violations, surveillance, oppression, disenfranchisement ● Journalism, conflict and human rights ● Literature and justice: shaping and reshaping the notion of what is or can be just ● Literary depictions of ecological trauma and conflict: decolonial and indigenous perspectives, ● Literature as an archive of environmental injustice: resistance narratives, testimonies and speculative fiction and non-fiction. ● Magistra vitae: when history and hope rhyme ● Narrating nationalism, nationalists and nationalist causes ● Postcolonial and decolonial perspectives: alternative epistemologies of justice, restitution, and ecological interconnectedness ● Post-traumatic memory ● Propaganda literature ● The language of conflict and conflict resolution: myths and symbols retold ● The role of human rights in research on law and literature ● Translation and adaptation Detailed proposals (up to 1,000 words) for full essays (6,000-8,000 words) as well as a short biography (max. 100 words) should be sent to the editors by 15 January 2026: Tomasz Kalaga (t.kalaga @kpsw. edu. pl), Tiziana Ingravallo (tiziana. ingravallo @unifg. it), and Loredana Salis (lsalis@uniss.it). Selected authors should be able to submit a full-length draft by the end of May 2026, and a final version by mid-September. This issue will be part of volume 31 (2027). All inquiries regarding this issue can be sent to the three guest editors.

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CALL FOR PAPERS: ContactZone “Unruly Bodies and Astral Corporealities in Science Fiction Cinema and Television Series”, edited by G. Balirano and O. Palusci

CfPs: Journals, Members' Publications, News, upcoming /

We are pleased to share the Call for Papers for a special issue of ContactZone (ISSN: 2723-8881), titled “Unruly Bodies and Astral Corporealities in Science Fiction Cinema and Television Series”, edited by Giuseppe Balirano (University of Naples L’Orientale) and Oriana Palusci. This special issue explores how science fiction films and television series stage non-normative embodiments – both terrestrial and astral – to challenge conventional narratives about gender, sexuality, ability, and monstrosity. Contributions are invited on the ways in which sci-fi narratives construct, critique, and celebrate bodies that resist classification, disturb comfort zones, and gesture toward new forms of being in the universe. Key Dates:– Abstracts (300 words) and bio-note (100 words) due: 30 October 2025– Notification of acceptance: 10 November 2025– Full papers due: 20 January 2026– Publication: May 2026 Full details are available in the attached Call for Papers. Please feel free to circulate this Call for Papers among colleagues and networks who might be interested.

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CALL FOR PAPERS: LEA (Lingue e Letterature d’Oriente e d’Occidente) Special Issue on “Transimperial Encounters: Networks of Cultural and Literary Exchange Between India and Europe, 1870-1947”

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LEA (Lingue e Letterature d’Oriente e d’Occidente) is pleased to invite submissions for its forthcoming special issue: “Transimperial Encounters: Networks of Cultural and Literary Exchange Between India and Europe, 1870-1947”Edited by Prof. Ujjwal Jana (University of Delhi, India) and Prof. Greta Perletti (University of Trento, Italy) Articles intended for publication (6,000-7,000 words in length), accompanied by an abstract (see stylesheet), should be submitted to the Guest Editors – Prof. Ujjwal Jana (ujana@english.du.ac.in) and Prof. Greta Perletti (greta.perletti@unitn.it) – by 8 June 2026. The complete Call for Papers is available here:https://journals.fupress.net/call-for-paper/transimperial-encounters-networks-of-cultural-and-literary-exchange-between-india-and-europe-1870-1947/

CALL FOR PAPERS: LEA (Lingue e Letterature d’Oriente e d’Occidente) Special Issue on “Transimperial Encounters: Networks of Cultural and Literary Exchange Between India and Europe, 1870-1947” Read More »

Cross-Media Languages. Applied Research, Digital Tools and Methodologies: Issue 3 online and Call for Papers for Issue n. 4

CfPs: Journals, News, Uncategorized /

È online il numero 3 (2025) della rivista accademica internazionale double-blind peer-reviewed, Cross-Media Languages. Applied Research, Digital Tools and Methodologies (E-ISSN: 2974-8933).Il numero è consultabile open-access all’indirizzo: https://ojs.uniba.it/index.php/cml/issue/view/207 È attiva la call per il terzo fascicolo, di cui si possono trovare i dettagli nella sezione “Call for papers”, all’indirizzo: https://ojs.uniba.it/index.php/cml/pages/view/callpapers Data di invio delle proposte corredate da abstract: 20 giugno 2025. Il n. 4 (2026) uscirà nella primavera del 2026. The third issue (2025) of the double-blind peer-reviewed journal Cross-Media Languages. Applied Research, Digital Tools and Methodologies (E-ISSN: 2974-8933) is now online!The full issue can be browsed at: https://ojs.uniba.it/index.php/cml/issue/view/207 The call for papers for the fourth issue is now open: https://ojs.uniba.it/index.php/cml/pages/view/callpapersThe deadline for the submission of abstract proposals is 20th June 2025. Issue no. 4 is scheduled for publication in spring 2026.

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CFP From the European South Issue 19 | Special Issue: Dark Tourism in Colonial, Postcolonial and Decolonial Contexts: Topographies of Suffering, Narrative Constructions and the Consumption of Place(s) | Fall 2026

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Guest Editors: Eleonora Federici (University of Ferrara) and Marilena Parlati (University ofPadova) From the European South invites submissions for a special issue dedicated to exploring dark tourism in colonial, postcolonial and decolonial contexts, with a particular focus on the role literature, language, museum culture and storytelling in general may have in representing, but also cordoning off, global topographies of suffering, such as sites of catastrophes, genocide, environmental change and neocolonial exploitation. The editors of this issue aim to critically examine the complex relationships between dark tourism and colonial legacies, postcolonial realities and imagined communities, and also the possibilities entailed by decolonization processes. We specifically seek contributions that analyze how dark tourism sites are experienced, consumed and represented, especially in relation to the Global South.With reference to publications about dark tourism (Lennon and Foley, Dark Tourism, the Attraction of Death and Disaster 2000; Sion, Death Tourism Disaster as Recreational Landscape 2014), we wish to analyse how sites associated with death and disaster (assassination, slavery, genocide, war, tragic events) become tourist attractions. Linguistic, visual and multimodal elements help to create a representation of these sites as places of memory, education, but also, quite controversially, leisure.We are also interested in the ways in which the consumption of ‘shadow zones’ shapes these processes, both in the present and in a future-oriented perspective. We are aware that no singling out of ‘one’ memory is less than intensely debatable, since any past idea about national memory as cohesive and intrinsic has luckily often – although not everywhere – been dismantled. Thus, we would also welcome papers that help usher in discussions on the risk that memory sites (dark, in particular) may serve to reinforce overpowering ‘invented traditions’ and monolingual master narratives (see Derrida, The Monolingualism of the Other 1998). We suggest a few potential areas of focus which include, but are not limited to:● The influence of literature on the experience, interpretation and discursiverepresentation of dark tourism sites● The impact of colonial and postcolonial literatures on dark tourism site representationand vice versa● The role of fiction and non-fiction in shaping visitor expectations and experiences● Written narratives, on-site storytelling, multi-format (including digital) narratives indark tourism● Digital consumption of dark tourism places: virtual tours and social mediarepresentations● Linguistic and multimodal strategies in tourism texts (on site texts; leaflets,brochures, websites, blogs, social media)● The role of art and tourism discourse in commemorating and interpreting sites oftrauma, also in relation to reconciliation processes● Resistance, resurgence and/or reconciliation in dark tourism sites: mappingtopographies of suffering in colonial and postcolonial contexts● Tourism and postcolonial memory: the commodification of traumatic pasts, and therole of dark tourism in (postcolonial) nation-building and place branding● Indigenous tourism and dark sites: negotiating consumption, sacredness, andresistance● Shadow zones: Conflicting narratives and dissonant memories in colonial,postcolonial, decolonial dark tourism sites● ‘Authenticity’ and staged experiences in colonial/postcolonial/neocolonial darktourism sites● Intergenerational transmission of guilt, shame, and responsibility through darktourism● Dissonant memories: managing, re-presenting, revisiting conflicting historicalnarratives● Indigenous cosmologies and their integration in (or exclusion from) dark tourismnarratives We welcome contributions from various disciplines, including but not limited to: anthropology, cultural studies, gender studies, geography, history, literary studies, media studies, museum and heritage studies, philosophy, political science, postcolonial studies, religious studies, sociolinguistics, sociology, translation studies, tourism studies, urban planning. Please submit your abstract (500 words) and a brief bionote by Wednesday 1 October 2025 to both Eleonora Federici (eleonora.federici@unife.it) and Marilena Parlati (marilena.parlati@unipd.it).Notification of acceptance will be communicated by Monday 1 December 2025, with completed papers due 1 March 2026. FES 19 will be published in Fall 2026. https://www.fesjournal.eu/call/issue-19-special-issue-dark-tourism-in-colonial-postcolonial-and-decolonial-contexts-topographies-of-suffering-narrative-constructions-and-the-consumption-of-places-fall-2026/

CFP From the European South Issue 19 | Special Issue: Dark Tourism in Colonial, Postcolonial and Decolonial Contexts: Topographies of Suffering, Narrative Constructions and the Consumption of Place(s) | Fall 2026 Read More »

CALL FOR PAPERS for Volume 30 of the European Journal of English Studies to be published in 2026

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Accessing Shakespearean Drama through (Re)translation and Audiovisual Adaptation in the 21st Century Guest editors: Judit Mudriczki (Károli Gáspár University, Hungary) and Irene Ranzato (Sapienza University of Rome, Italy)Recent developments in adaptation studies, audiovisual translation and retranslation studies as well as the spread of concerns about accessibility and inclusiveness in academic and professional circles have called attention to the variety of intercultural and multimodal transfers of meaning in Shakespearean drama. This special issue invites discussion to explore a wide range of translation practices that shape and promote Shakespeare scholarship in the 21st century from various points of view. While shifting attention from performability of drama texts to meeting the needs of audiences with different linguistic and cultural backgrounds, we perceive the concept of accessibility inthree different ways. First, we are interested in intralingual translation and retranslation practices that have long made Shakespeare’s plays available in languages other than English. As these practices are influenced and shaped by cultural factors, for example, censorship or canonization, we welcome case studies that discuss translation flows from an interdisciplinary perspective. Second, stage and film adaptations play a crucial role in bridging the distance between drama texts written for an audience in the early modern period and audiovisual performances in the 21st century. Third, as a result of such AVT practices as subtitling for the deaf and hard of hearing or audio description, even hearing or visually impaired persons have been provided with access to media content including Shakespeare adaptations. The aim of this journal issue is to study how all these translation practices extend our understanding of the cultural dynamics of Shakespeare’s legacy today, as well as throw light on how re-interpretations of Shakespeare through language and media point towards the ever-changing landscape of global identities, technologies, and values. We welcome contributions that bring together discussions from translation studies, film studies, media studies, cultural theory, and/or performance studies, etc., and address (but are not limited to) the following topics: • translation flows of Shakespearean drama in the 21st century,• interlingual translation and retranslation practices,• intersemiotic translation and adaptation,• the role of translation and adaptation in canonization,• censorship and ideological manipulation in translation,• the presence of postcolonial concerns in Shakespeare translations,• inclusiveness and media accessibility of Shakespeare adaptations,• audiovisual translation practices of screen adaptations,• audio description and subtitling of Shakespeare on screen,• surtitling Shakespeare performances. Detailed proposals (up to 1,000 words) for full essays (approx. 7,500 words), as well as a short biography (max.100 words) should be sent to both editors by 20 April 2025: Judit Mudriczki (mudriczki.judit@kre.hu) and Irene Ranzato (irene.ranzato@uniroma1.it) EJES operates in a two-stage review process.1. Contributors are invited to submit proposals for essays on the topic in question by 20 April 2025.2. Following review of the proposals by the editorial board panel, informed by external specialists as appropriate, the guest editors will invite the authors of short-listed proposals to submit full-length essays for review with a summer 2025 deadline.3. The full-length essays undergo a second round of review, and a final selection for publication is made. Selected essays are revised and then resubmitted to the guest editors in late 2025 for publication in 2026. EJES employs Chicago Style (T&F Chicago AD) and British English conventions for spelling. For more information about EJES, see: http://www.essenglish.org/ejes.html and https://[www.tandfonline.com/toc/neje20/current]www.tandfonline.com/toc/neje20/current

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