1.This is the first book-length study of male homosexuality in children’s literature from the nineteenth and early twentieth centuries. 2.This book re-examines the central role of children and childhood to sexology and the articulation of homosexuality and gay identity. 3.This book reconsiders the history of gay literature by examining works for children by gay writers in the nineteenth and early twentieth centuries, including the first works for children known to have been described by their author as homosexual children’s literature. 4.This book calls for the reconsideration of the history of gay children’s and young adult literature and finds that important milestones occurred far earlier than the 1960s.

In the wake of the second wave of the Black Lives Matter movement, inequalities and disparities were brought to light across the publishing industry. The need for more diverse, representative young adult literature gained new traction, resulting in an influx of young adult speculative fiction featuring African American young women. While the #BlackGirlMagic movement inspired a wave of positive African American female heroes in young adult fiction, it is still important to acknowledge the history and legacy of enslavement in America and their impact on literature. Many of the depictions of young Black women in contemporary speculative fiction still rely on stereotypical representations rooted in American enslavement. African American Adolescent Female Heroes: The Twenty-First-Century Young Adult Neo-Slave Narrative investigates the application of the neo-slave narrative structure to the twenty-first-century young adult text. Author Melanie A. Marotta examines texts featuring a female, adolescent protagonist of color, including Orleans, Tankborn, The Book of Phoenix, Binti, and The Black God's Drums, as well as series like the Devil's Wake series, Octavia E. Butler's Parable series, and the Dread Nation series. Taken together, these chapters seek to analyze whether the roles for adolescent female characters of color are changing or whether they remain re-creations of traditional slave narrative roles. Further, the chapters explore if trauma, healing, and activism are enacted in this genre.

This book offers a rationale for and ways of reading popular culture for peace. It argues that we can improve peacebuilding theory and practice through examining popular culture's youth revolutionaries and their outcomes - from their digital and plastic renderings to their living embodiments in local struggles for justice. The study combines insights from post-structural, post-colonial, feminist, youth studies and peace and conflict studies theories to analyze the literary themes, political uses, and cultural impacts of two hit book series - Harry Potter and The Hunger Games - tracing how these works have been transformed into visible political practices, including social justice advocacy and government propaganda in the War on Terror. Pop culture production and consumption help maintain global hierarchies of inequality and structural violence but can also connect people across divisions through fandom participation. Including chapters on fan activism, fan fiction, Guantanamo Bay detention center, youth as a discursive construct in IR, and the merchandizing and tourism opportunities connected with The Hunger Games, the book argues that through taking youth-oriented pop culture seriously, we can better understand the local, global and transnational spaces, discourses, and the relations of power, within which meanings and practices of peace are known, negotiated, encoded and obstructed.

In this highly original collection leading scholars address the largely overlooked genre of childhood writings by major authors, and explore the genesis of genius. The book includes essays on the first writings of Jane Austen, Byron, Elizabeth Barrett, Charlotte and Branwell Bronte, Louisa May Alcott, George Eliot, John Ruskin, Lewis Carroll and Virginia Woolf. All began writing for pleasure as children, and later developed their professional ambitions. In bursts of creative energy, these young authors, as well as those like Daisy Ashford, who wrote only as a child, produced prose, verse, imitation and parody, wild romance and down-to-earth daily records. Their juvenile writings are fascinating both in themselves, and for the promise of greater works to come. The volume includes an invaluable and thorough annotated bibliography of juvenilia, and will stimulate many directions for research in this lively and fascinating topic.

This book explores the narratives of girlhood in contemporary YA vampire fiction, bringing into the spotlight the genre's radical, ambivalent, and contradictory visions of young femininity. Agnieszka Stasiewicz-Bienkowska considers less-explored popular vampire series for girls, particularly those by P.C. and Kristin Cast and Richelle Mead, tracing the ways in which they engage in larger cultural conversations on girlhood in the Western world. Mapping the interactions between girl and vampire corporealities, delving into the unconventional tales of vampire romance and girl sexual expressions, examining the narratives of women and violence, and venturing into the uncanny vampire classroom to unmask its critique of present-day schooling, the volume offers a new perspective on the vampire genre and an engaging insight into the complexities of growing up a girl.

Contributions by Cynthia Neese Bailes, Nina Batt, Lijun Bi, Helene Charderon, Stuart Ching, Helene Ehriander, Xiangshu Fang, Sara Kersten-Parish, Helen Kilpatrick, Jessica Kirkness, Sung-Ae Lee, Jann Pataray-Ching, Angela Schill, Josh Simpson, John Stephens, Corinne Walsh, Nerida Wayland, and Vivian Yenika-Agbaw Children, Deafness, and Deaf Cultures in Popular Media examines how creative works have depicted what it means to be a deaf or hard of hearing child in the modern world. In this collection of critical essays, scholars discuss works that cover wide-ranging subjects and themes: growing up deaf in a hearing world, stigmas associated with deafness, rival modes of communication, friendship and discrimination, intergenerational tensions between hearing and nonhearing family members, and the complications of establishing self-identity in increasingly complex societies. Contributors explore most of the major genres of children's literature and film, including realistic fiction, particularly young adult novels, as well as works that make deft use of humor and parody. Further, scholars consider the expressive power of multimodal forms such as graphic novel and film to depict experience from the perspective of children. Representation of the point of view of child characters is central to this body of work and to the intersections of deafness with discourses of diversity and social justice. The child point of view supports a subtle advocacy of a wider understanding of the multiple ways of being D/deaf and the capacity of D/deaf children to give meaning to their unique experiences, especially as they find themselves moving between hearing and Deaf communities. These essays will alert scholars of children's literature, as well as the reading public, to the many representations of deafness that, like deafness itself, pervade all cultures and are not limited to specific racial or sociocultural groups.

A COMPANION TO CHILDREN'S LITERATURE A collection of international, up-to-date, and diverse perspectives on children's literary criticism A Companion to Children's Literature offers students and scholars studying children's literature, education, and youth librarianship an incisive and expansive collection of essays that discuss key debates within children's literature criticism. The thirty-four works included demonstrate a diverse array of perspectives from around the world, introduce emerging scholars to the field of children's literature criticism, and meaningfully contribute to the scholarly conversation. The essays selected by the editors present a view of children's literature that encompasses poetry, fiction, folklore, nonfiction, dramatic stage and screen performances, picturebooks, and interactive and digital media. They range from historical overviews to of-the-moment critical theory about children's books from across the globe. A Companion to Children's Literature explores some of the earliest works in children's literature, key developments in the genre from the 20th century, and the latest trends and texts in children's information books, postmodern fairytales, theatre, plays, and more. This collection also discusses methods for reading children's literature, from social justice critiques of popular stories to Black critical theory in the context of children's literary analysis.

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.

This book explores the topic of ideological manipulation in the translation of children's literature by addressing several crucial questions, including how target language norms and conventions affect the quality of a translation, how translations are selected on the basis of what is culturally accepted, who is involved in the selection of what should be translated for children in the target culture, and how this process takes place. The author presents different ways of looking at the translation of children's books, focusing particularly on the practices of intralingual and interlingual translations as a form of rewriting across a selection of European languages. This book will be of interest to Translation Studies and children's literature scholars, as well as those with a wider interest in the impact of ideology on culture.

This book investigates how cultural sameness and difference has been presented in a variety of forms and genres of children's literature from Denmark, Germany, France, Russia, Britain, and the United States; ranging from English caricatures of the 1780s to dynamic representations of contemporary cosmopolitan childhood. The chapters address different models of presenting foreigners using examples from children's educational prints, dramatic performances, travel narratives, comics, and picture books. Contributors illuminate the ways in which the texts negotiate the tensions between the Enlightenment ideal of internationalism and discrete national or ethnic identities cultivated since the Romantic era, providing examples of ethnocentric cultural perspectives and of cultural relativism, as well as instances where discussions of child reader agency indicate how they might participate eventually in a tolerant transnational community.

This book analyses the success and adaptation of Michael Morpurgo's novel War Horse to stage, radio, live events, and feature film, in different cultures, on tours, and in translation. In under a decade, War Horse has gone from obscure children's novel to arguably one of the world's most recognisable theatrical brands, thanks to innovative puppet designs from South Africa's Handspring Puppet Company in an acclaimed stage production from the National Theatre of Great Britain. With emphasis on embodied spectatorship, collaborative meaning-making, and imaginative 'play,' this book generates fresh insights into the enduring popularity of the franchise's eponymous protagonist, Joey, offering the most in-depth study of War Horse to date.

This is the first book monograph devoted to Anglophone Ukrainian Canadian children's historical fiction published between 1991 and 2021. It consists of five chapters offering cross-sectional and interdisciplinary readings of almost forty books - novels, novellas, picturebooks, short stories, and a graphic novel. The first three chapters focus on texts about the complex process of becoming Ukrainian Canadian, ones showcasing the experiences of the first two waves of Ukrainian immigration to Canada, including encounters with Indigenous Peoples and the First World War Internment. The last two chapters are devoted to the significance of the cultural memory of the Holodomor, the Great Famine of 1932-1933, and the Second World War for Ukrainian Canadians. All of the chapters demonstrate the entanglements of Ukrainian and Canadian history and point to the role Anglophone children's literature can play in preventing the symbolical seeds of memory from withering. This volume argues that reading, imagining, and reimagining history can lead to the formation of beyond-textual next-generation memory. Such memory created through reading is multi-dimensional as it involves the interpretation of both the present and the past by an individual whose reality has been directly or indirectly shaped by the past over which they have no influence. Next-generation memory is of anticipatory character, which means that authors of historical fiction anticipate the readers - both present-day and future - not to have direct links to any witnesses of the events they discuss and have little knowledge of the transcultural character of the Ukrainian Canadian diaspora.

Didactics and the Modern Robinsonade examines modern and contemporary Robinsonade texts written for young readers, looking specifically at the ways in which later adaptations of the Robinson Crusoe story subvert both traditional narrative structures and particular ideological codes within the genre. This collection redresses both the gender and geopolitical biases that have characterized most writings within the Robinsonade genre since its inception, and includes chapters on little-known works of fiction by female authors, as well as works from outside the mainstream of Anglo-American culture.

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.

Children are the future architects, clients and users of our buildings. The kinds of architectural worlds they are exposed to in picture books during their formative years may be assumed to influence how they regard such architecture as adults. Contemporary urban environments the world over represent the various stages of modernism in architecture. This book reads that history through picturebooks and considers the kinds of national identities and histories they construct. 12 specialist essays from international scholars address questions such as: Is modern architecture used to construct specific narratives of childhood? Is it taken to support 'negative' narratives of alienation, on the one hand, and 'positive' narratives of happiness, on the other? Do images of modern architecture support ideas of 'community'? reinforce 'family values'? If so, what kinds of architecture, community and family? How is modern architecture placed vis-a-vis the promotion of diversity (ethnic, religious, gender etc.)? How might the use of architecture in comic strips or the presence of specific kinds of building in fiction aimed at younger adults be related to the groundwork laid in picturebooks for younger readers? This book reveals what stories are told about modern architecture and shows how those stories affect future attitudes towards and expectations of the built environment.

This collection brings together scholars from disciplines including Children's Literature, Classics, and History to develop fresh approaches to children's culture and the uses of the past. It charts the significance of historical episodes and characters during the long nineteenth-century (1750-1914), a critical period in children's culture. Boys and girls across social classes often experienced different pasts simultaneously, for purposes of amusement and instruction. The book highlights an active and shifting market in history for children, and reveals how children were actively involved in consuming and repackaging the past: from playing with historically themed toys and games to performing in plays and pageants. Each chapter reconstructs encounters across different media, uncovering the cultural work done by particular pasts and exposing the key role of playfulness in the British historical imagination. -- .

Outside the world of children's literature studies, children's books by authors of well-known texts "for adults" are often forgotten or marginalized. Although many adults today read contemporary children's and young adult fiction for pleasure, others continue to see such texts as unsuitable for older audiences, and they are unlikely to cross-read children's books that were themselves cross-written by authors like Chinua Achebe, Anita Desai, Joy Harjo, or Amy Tan. Meanwhile, these literary voices have produced politically vital works of children's literature whose complex themes persist across boundaries of expected audience. These works form part of a larger body of activist writing "for children" that has long challenged preconceived notions about the seriousness of such books and ideas about who, in fact, should read them. They Also Write for Kids: Cross-Writing, Activism, and Children's Literature seeks to draw these cross-writing projects together and bring them to the attention of readers. In doing so, this book invites readers to place children's literature in conversation with works more typically understood as being for adult audiences, read multiethnic US literature alongside texts by global writers, consider children's poetry and nonfiction as well as fiction, and read diachronically as well as cross-culturally. These ways of reading offer points of entry into a world of books that refuse to exclude young audiences in scrutinizing topics that range from US settler colonialism and linguistic prejudice to intersectional forms of gender inequality. The authors included here also employ an intricate array of writing strategies that challenge lingering stereotypes of children's literature as artistically as well as intellectually simplistic. They subversively repurpose tropes and conventions from canonical children's books; embrace an epistemology of children's literature that emphasizes ambiguity and complexity; invite readers to participate in redefining concepts such as "civilization" and cultural belonging; engage in intricate acts of cross-cultural representation; and re-envision their own earlier works in new forms tailored explicitly to younger audiences. Too often disregarded by skeptical adults, these texts offer rich rewards to readers of all ages, and here they are brought to the fore.

Book of the Week on Radio 4, and in the Observer, Sunday Times, Daily Mail and The Week 'Riveting, and immaculately written' Sunday Telegraph 'A superb psychological study of a literary genius' Business Post 'A rounded picture... and gets to Dahl's flawed, human core' Country Life 'Crisply done and well-judged' TLS Roald Dahl was one of the world's greatest storytellers. He conceived his vocation as one as intrepid as that of any explorer and, in his writing for children, he was able to tap into a child's viewpoint throughout his life. He crafted tales that were exotic in scenario, frequently invested with a moral, and filled with vibrant characters that endure in public imagination to the present day. In this brand-new biogrpahy, Matthew Dennison re-evaluates the received narrative surrounding Dahl - that of school sporting hero, daredevil pilot, and wartime spy-turned-author - and examines surviving primary resources as well as Dahl's extensive literary output to tell the story of a man who identified as a rule-breaker, an iconoclast and a romantic, both insider and outsider, hero and child's friend.

This volume focuses on a group of authors who began writing in the late 1980s. This group consists of eight authors who expanded the foundation and built a critical reputation that garnered a variety of nominations and awards. These authors are: Rita Williams-Garcia, Jacqueline Woodson, Angela Johnson, Nikki Grimes, Sharon Draper, Christopher Paul Curtis, and Sharon G. Flake, and Jewel Parker Rhodes. This volume has a chapter for each of these eight authors that focuses on their critical reception as authors, then discusses in some detail a single representative work, and, finally offers classroom activities for individual, small group, and whole class activities that will engage students in the work discussed.

'How did Long John Silver Lose His Leg?' is a diverting tour through some of the best-loved classics of children's literature, addressing many of the unanswered questions that inspire intense speculation when the books are laid down. Could Bobbie's train really have stopped in time ('The Railway Children')? Did Beatrix Potter have the 'flu in 1909, and did this lead to a certain darkness in her work ('The Tale of Mr Tod')? Would the 'rugby football' played by Tom Brown be recognised by sportsmen today ('Tom Brown's Schooldays')? The authors speculate entertainingly and informatively on the anomalies and unexplained phenomena found in children's literature and, having established the cultural importance of children's books in the modern age, also consider the more serious issues raised by the genre. Why are we so defensive of the idyllic worlds presented in children's books? Why have some of our best-loved authors been outed as neglectful parents to their own children? Should we ever separate the book from its creator and appreciate the works of writers convicted of crimes against children?A treat for any enthusiast of children's literature, two of the most distinguished writers on the subject provide rich detail, witty explication, and serious food for thought. Dennis Butts has taught Children's Literature at Reading University and is a former Chairman of The Children's Books History Society. He is co-editor of 'From the Dairyman's Daughter to Worrals of the WAAF' (The Lutterworth Press, 2006). Peter Hunt is Professor Emeritus at the School of English, Cardiff University, Visiting Professor at Newcastle University, and Visiting Professor at the Universita Ca' Foscari, Venice. In 2003 he was awarded the Brothers Grimm Award for services to children's literature, and in 1998 the Distinguished Scholarship Award, International Association for the Fantastic in the Arts. 'This is a book that wears its learning lightly but offers much in the way of cultural insight and some serious reflections on the condition and future of the children's book in a digital age.' Professor Kimberley Reynolds, School of English Literature, Language and Linguistics, Newcastle University. 'An imaginative and clever book that showcases some of children's literature's most beloved classics and the mysteries and puzzles they contain . . . a work certain to delight and inform children's book lovers of every age.' Professor Lynne Vallone, Department of Childhood Studies, Rutgers University.

The Fairy Tale World is a definitive volume on this ever-evolving field. The book draws on recent critical attention, contesting romantic ideas about timeless tales of good and evil, and arguing that fairy tales are culturally astute narratives that reflect the historical and material circumstances of the societies in which they are produced. The Fairy Tale World takes a uniquely global perspective and broadens the international, cultural, and critical scope of fairy-tale studies. Throughout the five parts, the volume challenges the previously Eurocentric focus of fairy-tale studies, with contributors looking at: * the contrast between traditional, canonical fairy tales and more modern reinterpretations; * responses to the fairy tale around the world, including works from every continent; * applications of the fairy tale in diverse media, from oral tradition to the commercialized films of Hollywood and Bollywood; * debates concerning the global and local ownership of fairy tales, and the impact the digital age and an exponentially globalized world have on traditional narratives; * the fairy tale as told through art, dance, theatre, fan fiction, and film. This volume brings together a selection of the most respected voices in the field, offering ground-breaking analysis of the fairy tale in relation to ethnicity, colonialism, feminism, disability, sexuality, the environment, and class. An indispensable resource for students and scholars alike, The Fairy Tale World seeks to discover how such a traditional area of literature has remained so enduringly relevant in the modern world.

What should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries. Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. Moreover, they consider relevant aspects of the educational environments, such as the inclusion of picturebooks in the curriculum, the significance of school libraries, and the impact of publishers. Exploring Challenging Picturebooks in Education sheds new light on the multiple dimensions relevant to investigating the impact of picturebooks on learning processes and the development of multimodal literacy competencies. It thus makes a significant contribution to the growing area of picturebook research and will be key reading for educators, researchers, and post-graduate students in the field of literacy studies, children's literature, and education research.

Communist Propaganda at School is based on an analysis of reading primers from the Soviet bloc and recreates the world as presented to the youngest schoolchildren who started their education between 1949 and 1989 across the nine Eastern European countries. The author argues that those first textbooks, from their first to last pages, were heavily laden with communist propaganda, and that they share similar concepts, techniques and even contents, even if some national specificities can be observed. This volume reconstructs the image of the world presented to schoolchildren in the first books they were required to read in their school life, and argues that the image was charged with communist propaganda. The book is based on the analysis of over sixty reading primers from nine countries of the Soviet bloc: Albania, Bulgaria, Czechoslovakia, the German Democratic Republic, Hungary, Poland, Romania, the Soviet Union and Yugoslavia from the period. Written with simplicity and straightforwardness, this book will be a valuable resource, not only to international academics dealing with the issues of propaganda, censorship, education, childhood and everyday life under communism in Eastern and Central Europe, but can also academics dealing with education under communism or with the content of primary education. It also brings educational experiences of the Soviet bloc to international researchers, in particular to researchers of education under totalitarian and authoritarian regimes.

With a Preface and biographies from Jack Zipes, as well as the original illustrations by Kay Nielsen, this collection of fairy tales originally published by the award-winning Romer Wilson - Green Magic (1928), Silver Magic (1929), and Red Magic (1930) - offers a combination of classic fairy tales, alongside lesser known, global and diverse tales. Red Magic contains such classics as "Aladdin and the Wonderful Lamp" from the Arabian Nights, "A Child's Dream on a Star" by Dickens, and "The Chimera" by Hawthorne. It also contains previously unpublished tales such as "Princess Silver Silk" and "The Enchanted Deer." It was Romer Wilson's intention to combine the familiar with the unknown, and to introduce authors and cultures from a variety of countries. As a researcher, Wilson uncovered a remarkable amount of stories from other countries that remain unknown today. This collection gives voice to unique and intriguing tales that inspire children to have a better understanding of how people and their stories are alike despite major differences. Through his Preface and commentary, Jack Zipes shows how all three books are a means to bring people together in the name of peace and justice. These books will, therefore, be of interest to anyone researching or studying fairy tales, folklore and children's literature, as well as global or comparative literature and social justice.

With a Preface and biographies from Jack Zipes, as well as the original illustrations by Violet Brunton, this collection of fairy tales originally published by the award-winning Romer Wilson - Green Magic (1928), Silver Magic (1929), and Red Magic (1930) - offers a combination of classic fairy tales, alongside lesser known, global and diverse tales. Silver Magic contains classic fairy tales including "Cinderella," "Beauty and the Beast," and Hawthorne's "The Miraculous Pitcher," as well as several anonymous and previously undiscovered tales such as "Lohengrin." It was Romer Wilson's intention to combine the familiar with the unknown, and to introduce authors and cultures from a variety of countries. As a researcher, Wilson uncovered a remarkable amount of stories from other countries that remain unknown today. This collection gives voice to unique and intriguing tales that inspire children to have a better understanding of how people and their stories are alike despite major differences. Through his Preface and commentary, Jack Zipes shows how all three books are a means to bring people together in the name of peace and justice. These books will, therefore, be of interest to anyone researching or studying fairy tales, folklore and children's literature, as well as global or comparative literature and social justice.