This edition of Multicultural and Ethnic Children's Literature in the United States addresses both quantitative and more qualitative changes in this field over the last decade. Quantitative changes include more authors, books, and publishers; book review sources, booklists, and awards; organizations, institutions, and websites; and criticism and other scholarship. Qualitative changes include: -More support for new and emerging writers and illustrators; -Promotion of multicultural literature both in the U.S. and around the world, as well as developments in global literature; -Developments in the literatures described throughout this book, as well as in research supporting this literature; -The impact of technology; -Characteristics and activities of four adult audiences that use and promote multicultural children's literature, and -Changes in leaders and their organizations. This is still a single reference source for busy and involved librarians, teachers, parents, scholars, publishers, distributors, and community leaders. Most books on multicultural children's literature are written especially for teachers, librarians, and scholars. They may be introductions to the literature, selection tools, teaching guides, or very theoretical books on choosing, evaluating, and using these materials. Multicultural and Ethnic Children's Literature in the United States focuses much more on the history of the development of this literature, from the nineteenth century to the present day. This book provides much more of a cultural and political context for the early development of this literature. It emphasizes the "self-determining" viewpoints and activities of diverse people as they produce materials for the young. Multicultural and Ethnic Children's Literature... describes organizations, events, activities, and other contributions of diverse writers, illustrators, publishers, researchers, scholars, librarians, educators, and parents. It also describes trends in the research on the literature. It elaborates more on ways in which diversity is still an issue in publishing companies and an extended list of related industries. It describes related literature from outside of the U.S. and makes connections to traditional global literature. Last, Multicultural and Ethnic Children's Literature, shows the impact of multiculturalism on education, libraries, and the mainstream culture, in general. While the other books on multiculturalism focus on how to find, evaluate, and use multicultural materials, especially in schools and libraries, this book is concerned over whether and how books are produced in the first place and how this material impact the broader society. In many ways, it supplements other books on multicultural children's literature.

From Pinocchio to The Chronicles of Narnia to Charlotte's Web, classic children's tales have shaped generations of young people. In recent years, homeschoolers and new classical schools have put these masterpieces of children's literature at the center of their curricula. And these stories continue to be embraced by parents, students, and educators alike. In Tending the Heart of Virtue, Vigen Guroian illuminates the power of classic tales and their impact on the moral imagination. He demonstrates how these stories teach the virtues through vivid depictions of the struggle between good and evil, while he also unveils components of the good, the true, and the beautiful in plot and character. With clarity and elegance, Guroian reads deeply into the classic stories. He demonstrates how these stories challenge and enliven the moral imaginations of children. And he shows the reader how to get "inside" of classic stories and communicate their lessons to the child. For more than two decades Tending the Heart of Virtue has been embraced by parents, guardians, and teachers for whom the stories it discusses are not only beloved classics but repositories of moral wisdom. This revised and expanded second edition includes three new chapters in which Guroian inteprets such stories as Hans Christian Andersen's The Ugly Duckling, the Grimms' Cinderella, and John Ruskin's The King of the Golden River. The concluding bibliographicsal essay has also been expanded.

This book visits contemporary British children's and young adult (YA) fiction alongside cosmopolitanism, exploring the notion of the nation within the context of globalization, transnationalism and citizenship. By resisting globalization's dehumanizing conflation, cosmopolitanism offers an ethical, humanitarian, and political outlook of convivial planetary community. In its pedagogical responsibility towards readers who will become future citizens, contemporary children's and YA fiction seeks to interrogate and dismantle modes of difference and instead provide aspirational models of empathetic world citizenship. McCulloch discusses texts such as J.K. Rowling's Harry Potter series, Jackie Kay's Strawgirl, Theresa Breslin's Divided City, Gillian Cross's Where I Belong, Kerry Drewery's A Brighter Fear, Saci Lloyd's Momentum, and Julie Bertagna's Exodus trilogy. This book addresses ways in which children's and YA fiction imagines not only the nation but the world beyond, seeking to disrupt binary divisions through a cosmopolitical outlook. The writers discussed envision British society's position and role within a global arena of wide-ranging topical issues, including global conflicts, gender, racial politics, ecology, and climate change. Contemporary children's fiction has matured by depicting characters who face uncertainty just as the world itself experiences an uncertain future of global risks, such as environmental threats and terrorism. The volume will be of significant interest to the fields of children's literature, YA fiction, contemporary fiction, cosmopolitanism, ecofeminism, gender theory, and British and Scottish literature.

This book explores representations of child autonomy and self-governance in children's literature.The idea of child rule and child realms is central to children's literature, and childhood is frequently represented as a state of being, with children seen as aliens in need of passports to Adultland (and vice versa). In a sense all children's literature depends on the idea that children are different, separate, and in command of their own imaginative spaces and places. Although the idea of child rule is a persistent theme in discussions of children's literature (or about children and childhood) the metaphor itself has never been properly unpacked with critical reference to examples from those many texts that are contingent on the authority and/or power of children. Child governance and autonomy can be seen as natural or perverse; it can be displayed as a threat or as a promise. Accordingly, the "child rule"-motif can be seen in Robinsonades and horror films, in philosophical treatises and in series fiction. The representations of self-ruling children are manifold and ambivalent, and range from the idyllic to the nightmarish. Contributors to this volume visit a range of texts in which children are, in various ways, empowered, discussing whether childhood itself may be thought of as a nationality, and what that may imply. This collection shows how representations of child governance have been used for different ideological, aesthetic, and pedagogical reasons, and will appeal to scholars of children's literature, childhood studies, and cultural studies.

Jason Marc Harris's ambitious book argues that the tensions between folk metaphysics and Enlightenment values produce the literary fantastic. Demonstrating that a negotiation with folklore was central to the canon of British literature, he explicates the complicated rhetoric associated with folkloric fiction. His analysis includes a wide range of writers, including James Barrie, William Carleton, Charles Dickens, George Eliot, Sheridan Le Fanu, Neil Gunn, George MacDonald, William Sharp, Robert Louis Stevenson, and James Hogg. These authors, Harris suggests, used folklore to articulate profound cultural ambivalence towards issues of class, domesticity, education, gender, imperialism, nationalism, race, politics, religion, and metaphysics. Harris's analysis of the function of folk metaphysics in nineteenth- and early twentieth-century narratives reveals the ideological agendas of the appropriation of folklore and the artistic potential of superstition in both folkloric and literary contexts of the supernatural.

J.K. Rowling has drawn deeply from classical sources to inform and color her Harry Potter novels, with allusions ranging from the obvious to the obscure. ""Fluffy,"" the vicious three-headed dog in Harry Potter and the Sorcerer's Stone, is clearly a repackaging of Cerberus, the hellhound of Greek and Roman mythology who guards the entrance to the underworld. But the significance of Rowling's quotation from the Greek tragedian Aeschylus in the frontispiece of Harry Potter and the Deathly Hallows is a matter of speculation. Rowling's use of classical material is abundant and varied, and often presented with irony and humor as she introduces a timeless literary tradition to a new readership. This extensive analysis of the Harry Potter series examines Rowling's wide range of allusion to classical characters and themes and her varied use of classical languages. Chapters discuss Harry and Narcissus, Dumbledore's many classical predecessors, Lord Voldemort's likeness to mythical figures, and magic in Harry Potter and classical antiquity - among many other topics.

The value of small-scale qualitative research projects into young people's reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people's reading practices. Bringing together contributors from six continents, this fascinating volume explores researchers' experiences of investigating the reading habits, preferences and practices of young people aged 12-21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media. Key issues addressed in the book include: the complexity of sociocultural similarities and differences in young people's reading in international contexts multilingual, bilingual and monolingual readers' experiences of reading how young readers use a range of different print and digital media how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research. Providing in-depth discussion of contributors' research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people's reading.

The value of small-scale qualitative research projects into young people's reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people's reading practices. Bringing together contributors from six continents, this fascinating volume explores researchers' experiences of investigating the reading habits, preferences and practices of young people aged 12-21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media. Key issues addressed in the book include: the complexity of sociocultural similarities and differences in young people's reading in international contexts multilingual, bilingual and monolingual readers' experiences of reading how young readers use a range of different print and digital media how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research. Providing in-depth discussion of contributors' research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people's reading.

This study examines the children's books of three extraordinary British writers-J.K. Rowling, Diana Wynne Jones, and Terry Pratchett-and investigates their sophisticated use of narrative strategies not only to engage children in reading, but to educate them into becoming mature readers and indeed individuals. The book demonstrates how in quite different ways these writers establish reader expectations by drawing on conventions in existing genres only to subvert those expectations. Their strategies lead young readers to evaluate for themselves both the power of story to shape our understanding of the world and to develop a sense of identity and agency. Rowling, Jones, and Pratchett provide their readers with fantasies that are pleasurable and imaginative, but far from encouraging escape from reality, they convey important lessons about the complexities and challenges of the real world-and how these may be faced and solved. All three writers deploy the tropes and imaginative possibilities of fantasy to disturb, challenge, and enlarge the world of their readers.

Translating Children's Literature is an exploration of the many developmental and linguistic issues related to writing and translating for children, an audience that spans a period of enormous intellectual progress and affective change from birth to adolescence. Lathey looks at a broad range of children's literature, from prose fiction to poetry and picture books. Each of the seven chapters addresses a different aspect of translation for children, covering: * Narrative style and the challenges of translating the child's voice; * The translation of cultural markers for young readers; * Translation of the modern picture book; * Dialogue, dialect and street language in modern children's literature; * Read-aloud qualities, wordplay, onomatopoeia and the translation of children's poetry; * Retranslation, retelling and reworking; * The role of translation for children within the global publishing and translation industries. This is the first practical guide to address all aspects of translating children's literature, featuring extracts from commentaries and interviews with published translators of children's literature, as well as examples and case studies across a range of languages and texts. Each chapter includes a set of questions and exercises for students. Translating Children's Literature is essential reading for professional translators, researchers and students on courses in translation studies or children's literature.

The widespread threat of terrorist and counter-terrorist violence in the twenty-first century has created a globalized context for social interactions, transforming the ways in which young people relate to the world around them and to one another. This is the first study that reads post-9/11 and 7/7 British writing for the young as a response to this contemporary predicament, exploring how children's writers find the means to express the local conditions and different facets of the global wars around terror. The texts examined in this book reveal a preoccupation with overcoming various forms of violence and prejudice faced by certain groups within post-terror Britain, as well as a concern with mapping out their social relations with other groups, and those concerns are set against the recurring themes of racist paranoia, anti-immigrant hostility, politicized identities, and growing up in countries transformed by the effects of terror and counter-terror. The book concentrates on the relationship between postcolonial and critical race studies, Britain's colonial legacy, and literary representations of terrorism, tracing thematic and formal similarities in the novels of both established and emerging children's writers such as Elizabeth Laird, Sumia Sukkar, Alan Gibbons, Muhammad Khan, Bali Rai, Nikesh Shukla, Malorie Blackman, Claire McFall, Miriam Halahmy, and Sita Brahmachari. In doing so, this study maps new connections for scholars, students, and readers of contemporary children's fiction who are interested in how such writing addresses some of the most pressing issues affecting us today, including survival after terror, migration, and community building.

Named the #1 Bestselling Non-Fiction Title by the Calgary Herald To camp means to occupy a place and/or time provisionally or under special circumstances. To camp can also mean to queer. And for many children and young adults, summer camp is a formative experience mixed with homosocial structure and homoerotic longing. In Queer as Camp, editors Kenneth B. Kidd and Derritt Mason curate a collection of essays and critical memoirs exploring the intersections of "queer" and "camp," focusing especially on camp as an alternative and potentially nonnormative place and/or time. Exploring questions of identity, desire, and social formation, Queer as Camp delves into the diverse and queer-enabling dimensions of particular camp/sites, from traditional iterations of camp to camp-like ventures, literary and filmic texts about camp across a range of genres (fantasy, horror, realistic fiction, graphic novels), as well as the notorious appropriation of Indigenous life and the consequences of "playing Indian." These accessible, engaging essays examine, variously, camp as a queer place and/or the experiences of queers at camp, including Vermont's Indian Brook, a single-sex girls' camp that has struggled with the inclusion of nonbinary and transgender campers and staff; the role of Jewish summer camp as a complicated site of sexuality, social bonding, and citizen-making as well as a potentially if not routinely queer-affirming place. They also attend to cinematic and literary representations of camp, such as the Eisner award-winning comic series Lumberjanes, which revitalizes and revises the century-old Girl Scout story; Disney's Paul Bunyan, a short film that plays up male homosociality and cross-species bonding while inviting queer identification in the process; Sleepaway Camp, a horror film that exposes and deconstructs anxieties about the gendered body; and Wes Anderson's critically acclaimed Moonrise Kingdom, which evokes dreams of escape, transformation, and other ways of being in the world. Highly interdisciplinary in scope, Queer as Camp reflects on camp and Camp with candor, insight, and often humor. Contributors: Kyle Eveleth, D. Gilson, Charlie Hailey, Ana M. Jimenez-Moreno, Kathryn R. Kent, Mark Lipton, Kerry Mallan, Chris McGee, Roderick McGillis, Tammy Mielke, Alexis Mitchell, Flavia Musinsky, Daniel Mallory Ortberg, Annebella Pollen, Andrew J. Trevarrow, Paul Venzo, Joshua Whitehead

Cualquier literatura constituye un reflejo de la cultura a la que pertenece y lo manifiesta con la presencia de referencias culturales en sus textos. El objetivo de este libro es observar y analizar el tratamiento que reciben las referencias culturales que aparecen, en concreto, en la literatura infantil y juvenil como consecuencia de la dificultad que implica traducir para ninos y jovenes, entre otras razones, por sus escasos conocimientos de otras culturas. Para ello se observa todo lo dicho sobre la traduccion de las referencias culturales en los estudios de traduccion y se analiza el tratamiento que reciben en textos infantiles traducidos y publicados de la autora austriaca Christine Noestlinger.

This handbook is the first work to document all the fairy tales which appeared in the Grimm Brothers lifetime and locates them in their historico-cultural context. There is a detailed commentary on each tale, which draws on the most important international research literature; particular attention is paid both to thematic links within the collection and to the Tales continued survival and revitalisation in the most varied literary genres and audio-visual media. The Guide contains comprehensive indexes of names, works and subjects, together with indexes of titles, types of tale, motifs, sources and contributors. Key features: detailed commentaries on all tales extensive information on motifs, sources and subjects"

This text offers 6th - 12th grade educators guided instructional approaches for including diverse young adult (YA) literature in the classroom as a form of social justice teaching and learning. Through the YA books spotlighted in this text, educators are provided pre-, during-, and after reading activities that guide students to a deeper understanding of topics that are often considered taboo in the classroom - race, racism, mental health, immigration, gender, sexuality, sexual assault - while increasing their literacy practices.

Focusing on the attempted and successful banning of young adult fiction from media centers and classrooms, this book treats the legal and experiential history of censorship in libraries and public schools. It also looks closely at young adult novels from the early 1970s until today that have been the subject of book challenges. The authors discussed include Judy Blume, S.E. Hinton, Chris Crutcher, Jean Craighead George, M.E. Kerr, Mildred Taylor, and Sherman Alexie. This book offers parents, teachers and librarians arguments against censorship based on literary merit and societal benefit.

The picturebook is now recognized as a sophisticated art form that has provided a space for some of the most exciting innovations in the field of children's literature. This book brings together the work of expert scholars from the UK, the USA and Europe to present original theoretical perspectives and new research on picturebooks and their readers. The authors draw on a variety of disciplines such as art and cultural history, semiotics, philosophy, cultural geography, visual literacy, education and literary theory in order to revisit the question of what a picturebook is, and how the best authors and illustrators meet and exceed artistic, narrative and cultural expectations. The book looks at the socio-historical conditions of different times and countries in which a range of picturebooks have been created, pointing out variations but also highlighting commonalities. It also discusses what the stretching of borders may mean for new generations of readers, and what contemporary children themselves have to say about picturebooks. This book was originally published as a special issue of the New Review of Children's Literature and Librarianship.

Taking a close look at the forces that affect English education in schools-at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected-this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents' intellectual, emotional, and social selves.

For 21st-century young adults struggling for personal autonomy in a society that often demands compliance, the bestselling trilogy, The Hunger Games remains palpably relevant despite its futuristic setting. For Suzanne Collins' characters, personal agency involves not only the physical battle of controlling one's body but also one's response to such influences as morality, trauma, power and hope. The author explores personal agency through in-depth examinations of the lives of Katniss, Peeta, Gale, Haymitch, Cinna, Primrose, and others, and through an analysis of themes like the overabundance of bodily imagery, social expectations in the Capitol, and problem parental figures. Readers will discover their own "dandelion of hope" through the examples set out by Collins' characters, who prove over and over that human agency is always attainable.

Laura Ingalls Wilder wrote stories that have defined the American frontier for generations of readers. As both author and character in her own books, she became one of the most famous figures in American children s literature. Her famous "Little House on the Prairie" series, based on her childhood in Wisconsin, Kansas, Minnesota, and South Dakota, blended memoir and fiction into a vivid depiction of 19th-century settler life that continues to shape many Americans understanding of the country s past. Poised between fiction and fact, literature and history, Wilder s life is a fascinating window on the American west.

Placing Wilder s life and work in historical context, and including previously unpublished material from the Wilder archives, Sallie Ketcham introduces students to domestic frontier life, the conflict between Native Americans and infringing white populations, and the West in public memory and imagination."

Ideologies of Identity in Adolescent Fiction examines the representation of selfhood in adolescent and children's fiction, using a Bakhtinian approach to subjectivity, language, and narrative. The ideological frames within which identities are formed are inextricably bound up with ideas about subjectivity, ideas which pervade and underpin adolescent fictions. Although the humanist subject has been systematically interrogated by recent philosophy and criticism, the question which lies at the heart of fiction for young people is not whether a coherent self exists but what kind of self it is and what are the conditions of its coming into being. Ideologies of Identity in Adolescent Fiction has a double focus: first, the images of selfhood that the fictions offer their readers, especially the interactions between selfhood, social and cultural forces, ideologies, and other selves; and second, the strategies used to structure narrative and to represent subjectivity and intersubjectivity.

Contributions by Megan Brown, Jill Coste, Sara K. Day, Rachel Dean-Ruzicka, Rebekah Fitzsimmons, Amber Gray, Roxanne Harde, Tom Jesse, Heidi Jones, Kaylee Jangula Mootz, Leah Phillips, Rachel L. Rickard Rebellino, S. R. Toliver, Jason Vanfosson, Sarah E. Whitney, and Casey Alane WilsonWhile critical and popular attention afforded to twenty-first-century young adult literature has exponentially increased in recent years, classroom materials and scholarship have remained static in focus and slight in scope. Twilight, The Hunger Games, The Fault in Our Stars, and The Hate U Give overwhelm conversations among scholars and critics - but these are far from the only texts in need of analysis. Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Fiction offers a necessary remedy to this limiting perspective, bringing together essays about the many subgenres, themes, and character types that have until now been overlooked. The collection tackles a diverse range of topics-modern updates to the marriage plot; fairy tale retellings in dystopian settings; stories of extrajudicial police killings and racial justice. The approaches are united, though, by a commitment to exploring the large-scale generic and theoretical structures at work in each set of texts. As a collection, Beyond the Blockbusters is an exciting entryway into a field that continues to grow and change even as its works captivate massive audiences. It will prove a crucial addition to the library of any scholar or instructor of young adult literature.

Do you remember your first visit to where the wild things are? Or curling up for hours on end to discover the secret of the Sorcerer's Stone, or the fate of the "one ring to rule them all?" So now, as parents, how do you instill in your kids that timeless, time-stopping, and extremely valuable joy of reading? Written by Pamela Paul, who oversees all book coverage at The New York Times, and Maria Russo, the children's book editor at the Times - and inspired by their 2018 article that went viral instantly, reaching hundreds of thousands of Times readers - How to Raise a Reader combines clear practical advice, wisdom, inspiration, tips, lists, and insider know-how to give parents all the tools they need to instill a love of reading in their children. Divided into four sections that correspond to the child's age and reading level, from baby to teenager - and whimsically illustrated by a different children's book artist per section - each page of the book offers something useful: how to develop rituals around reading, best ways to make reading a family activity, how to engage a reluctant reader, why not to push Harry Potter too early, building a library. There are "Pro Tips for Reading Out Loud," "What to Look for in Middle Grade Graphic Novels," "When Teenagers Take Reading Time-Outs," and so much more. Including an extensive final chapter listing "Books to Love by Theme and Reading Level," an invaluable reference for parents, grandparents, and even kids looking for their next book. School is where children learn they have to read. Home is where children can learn to love to read - and become readers. And reading, as experts now know, is essential to developing those life skills, like self-regulation and executive function, that make us all-around happier and better adjusted.

Now in its second edition, this book explores a great variety of genres and formats of young adult literature while placing special emphasis on contemporary works with nontraditional themes, protagonists, and literary conventions that are well suited to young adult readers. It looks at the ways in which contemporary readers can access literature and share the works they're reading, and it shows teachers the resources that are available, especially online, for choosing and using good literature in the classroom and for recommending books for their students' personal reading. In addition to traditional genre chapters, this book includes chapters on literary nonfiction; poetry, short stories, and drama; and film. Graphic novels, diversity issues, and uses of technology are also included throughout the text. The book's discussion of literary language-including traditional elements as well as metafictive terms-enables readers to share in a literary conversation with their peers (and others) when communicating about books. This book is an essential resource for preservice educators to help young adults understand and appreciate the excellent literature that is available to them. New to the second edition: New popular authors, books, and movies with a greater focus on diversity of literature Updated coverage of new trends, such as metafiction, a renewed focus on nonfiction, and retellings of canonical works Increased attention to graphic novels and multimodal texts throughout the book eResources with downloadable materials, including book lists, awards lists, and Focus Questions