Jane Newland explores how Deleuzian concepts can enhance and invigorate our readings of this literature, whose implied readership masks much paradox. She focuses on children's texts by some of the authors who fascinate Deleuze, including Virginia Woolf, James Joyce, Lewis Carroll, Andre Dhotel, Jean-Marie Gustave Le Clezio and Michel Tournier, as well as Deleuze's own children's book, L'oiseau philosophie (The Philosophy Bird). The authors are explored across chapters on central Deleuzian concepts: pure repetition, becoming, cartographies, stuttering and nonsense.

Jennifer Griffiths's At Risk: Black Youth and the Creative Imperative in the Post-Civil Rights Era focuses on literary representations of adolescent artists as they develop strategies to intervene against the stereotypes that threaten to limit their horizons. The authors of the analyzed works capture and convey the complex experience of the generation of young people growing up in the era after the civil rights movement. Through creative experiments, they carefully consider what it means to be narrowed within the scope of a sociological "problem," all while trying to expand the perspective of creative liberation. In short, they explore what it means to be deemed an "at risk" youth. This book looks at crucial works beginning in 1968, ranging from Sapphire's Push and The Kid, Walter Dean Myers's Monster, and Dael Orlandersmith's The Gimmick, to Bill Gunn's Johnnas. Each text offers unique representations of Black gifted children, whose creative processes help them to navigate simultaneous hypervisibility and invisibility as racialized subjects. The book addresses the ways that adolescents experience the perilous "at risk" label, which threatens to narrow adolescent existence at a developmental moment that requires an orientation toward possibility and a freedom to experiment. Ultimately, At Risk considers the distinct possibilities and challenges of the post-civil rights era, and how the period allows for a more honest, multilayered, and forthright depiction of Black youth subjectivity against the adultification that forecloses potential.

Im Mittelpunkt der Publikation stehen die Analyse und Interpretation ausgewahlter Kinderbucher zum Thema Behinderung. Der Untersuchungsschwerpunkt liegt auf der Darstellung von Geschwisterbeziehungen zwischen behinderten und nicht behinderten Kindern. Von ubergeordnetem Interesse ist die Frage, inwiefern sich die Behinderung eines Kindes auf seine nicht behinderten Schwestern und/oder Bruder auswirkt und ob in diesem Zusammenhang "gangige" geschlechtertypische Rollendivergenzen transparent werden. Die Arbeit beginnt mit soziologischen UEberlegungen zu den persoenlichen Problemen eines behinderten Kindes und seiner Familie, bevor dann die Situation der nicht behinderten Geschwister skizziert wird. Ein literaturhistorischer Abriss zeigt die Entwicklung des Behindertenbildes in der Kinder- und Jugendliteratur bis zur Gegenwart auf.

Contributions by Miranda A. Green-Barteet, Kathleen Kellett, Andrew McInnes, Joyce McPherson, Rebecca Mills, Cristina Rivera, Wendy Rountree, Danielle Russell, Anah-Jayne Samuelson, Sonya Sawyer Fritz, Andrew Trevarrow, and Richardine Woodall Home. School. Nature. The spaces children occupy, both physically and imaginatively, are never neutral. Instead, they carry social, cultural, and political histories that impose-or attempt to impose-behavioral expectations. Moreover, the spaces identified with childhood reflect and reveal adult expectations of where children "belong." The essays in Containing Childhood: Space and Identity in Children's Literature explore the multifaceted and dynamic nature of space, as well as the relationship between space and identity in children's literature. Contributors to the volume address such questions as: What is the nature of that relationship? What happens to the spaces associated with childhood over time? How do children conceptualize and lay claim to their own spaces? The book features essays on popular and lesser-known children's fiction from North America and Great Britain, including works like The Hate U Give, His Dark Materials, The Giver quartet, and Shadowshaper. Adopting a multidisciplinary approach in their analysis, contributors draw upon varied scholarly areas such as philosophy, race, class, and gender studies, among others. Without reducing the issues to any singular theory or perspective, each piece provides insight into specific treatments of space in specific periods of time, thereby affording scholars a greater appreciation of the diverse spatial patterns in children's literature.