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Voici un appel à contributions pour la publication d'un recueil d'articles sur la représentation du ou des mondes extra-européens dans l'éducation et la littérature de jeunesse à l'époque moderne. Ce projet est mené par deux doctorants, Pauline Pujol (ENS Paris) et Nicholas Miller (Université de Potsdam). Les articles seront rédigés en anglais ou en allemand, l'appel est donc, une fois n'est pas coutume, diffusé en anglais.Early Modern European Children and the Non-European WorldWe invite proposals for chapter-length contributions to an upcomingvolume concerning the ways children participated in the expansion ofglobal knowledge and horizons over the course of the early modern period(c. 1500 - 1800) in Europe. We are particularly interested in pursuingthis through the study of media created for or presented to children,approached through a variety of disciplinarian perspectives, includinghistory, literary studies, art history, history of science, andphilosophy.Great discoveries of global diversity, both social andgeographical, were made over the early modern period, and such newknowledge was spread across Europe through materials such as travelnarratives, material objects, children.s books, periodicals, and popularhistories. To what extent was this new knowledge popularised withchildren directly in mind? And what was the function of presenting thisnew knowledge? Was the exotic simply to serve as light, superficialentertainment, or was there a more serious intent in mind? Could exoticknowledge serve in some manner as an edifying force? In which contextswas such knowledge presented?Global diversity had significant impacts upon notions of Europeanidentity, as well as upon national self-identification. What impact didgrowing knowledge of global social diversity have upon thestudy/teaching of Antiquity? And how was religious diversity treated?These sources also offer compelling insights into changes in pedagogicalsentiments over our period. Adults invariably filter knowledge down tochildren, but what are their selection criteria? What is seen asparticularly suitable for the needs or interests of children, and whatas inappropriate? How can these inform our understanding of contemporaryconcepts of childhood?We are also interested in how this theme relates to more general framesin the European history of knowledge. How did the function of knowledgeshift from enabling the Humanist ideal of internal universal reflectionto securing the Enlightenment notion of knowledge as a form of socialmembership production?Contributions concerned with some of these questions are welcomed, asare contributions from graduate students. This collection will bepublished as part of the "Aufklärung und Moderne" series of the WehrhahnVerlag, Hannover. Papers can be written in English or German. Ifinterested in contributing, please send a short abstract (in eitherEnglish or German) of 300 words and a CV to one of the addresses belowby the 15th of October 2010. Additionally, if you have any furtherquestions, please do not hesitate to contact one of us.Nicholas Miller, Universität Potsdamnmiller@uni-potsdam.dePauline Pujo, École Normale Supérieurepujo@clipper.ens.fr