Cal for papers 2026 Volumen 10(1) Publication: first semester of 2026

Volume 10(1)
Publication: First semester of 2026

Violence situated in the social spaces of children and adolescents

Deadline for article submissions: February 15, 2026

Violence is the deliberate use of physical force or power with the intent to cause harm. Children and adolescents are especially vulnerable to violence, whether due to one cause or another.
Through research, the social sciences have helped reveal the various forms of violence that children experience in their everyday lives and within their relationships—both with peers and adults—thus enabling the development of protection policies and measures, as well as raising social awareness about violence against children and adolescents. This is a problem that exists in all societies and transcends cultural borders, social class, education, income, ethnic origin, and age.

The participation of children and adolescents in research processes concerning issues that affect them is a core feature of Childhood Studies. Thanks to this, we know that children clearly express the need to stop all forms of violence—both the violence they suffer and the violence they witness—violence that causes not only physical pain but also “internal pain,” often worsened by the acceptance or even approval of such violence by adults.

The purpose of this call for papers is to invite childhood researchers to share their findings on violence from the perspective of children and adolescents, addressing aspects such as:
▪ Violence situated in specific social contexts and observed by children, focusing on the effects and forms of resistance it provokes in them.
▪ The categories children construct around violence, including institutional violence (e.g., school systems, child protection systems).
▪ Epistemic violence, or the violence of non-recognition, which involves the denial of children's knowledge as legitimate in cases of violence.
▪ Institutionalized microviolences occurring in the everyday spaces inhabited by children—schools, playgrounds, institutions, cities—where constant regulation of children's bodies and time is exercised.
▪ Generational regimes that legitimize vertical power relations between adults and children, in which certain practices—such as authoritarian discipline or the denial of participation—are normalized as educational, even though they are experienced by children as violent.
▪ Peer violence, where the roles of victim and aggressor intertwine in ways that are difficult for children and adolescents to avoid or manage, and which causes them serious concern and suffering.