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. Green Magic contains many traditional fairy tales, including "Rapunzel" by Grimm, "Ali Baba" by Diyab and Galland, and "Puss in Boots" by Perrault, as well as previously unknown tales, such as "The Golden Twins" by Iperescu and "The Brotherless Girl" by an anonymous author. It was Romer Wilson's intention to combine the familiar with the unknown, and introduce authors and cultures from a variety of countries. As a researcher, she uncovered a remarkable amount of stories from other countries that remain unknown today. The 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.

In a very short time, John Green has become an icon of young adult literature. His first novel, Looking for Alaska (2005) won the Michael Prinz award, Paper Towns (2008) received an Edgar Allan Poe award, and in 2014, Time magazine named him one its 100 Most Influential People. The Fault in Our Stars reached number one on the New York Times bestseller list, and the film adaptation was a worldwide hit. John Green: Teen Whisperer looks at the work of a versatile author whose works have fast become must-reads for teens and adults alike. After providing a biographical sketch of the author, subsequent chapters focus on different "types" of Green's writing: radio broadcasts, blogs, vlogs, YouTube videos, and, of course, his novels, including An Abundance of Katherines (2006) and Will Grayson, Will Grayson (2010). This volume concludes with an interview of Green and a unique final chapter that considers not only the young adult view of his work, but an adult perspective as well. Based on extensive research, this book captures the diverse elements of Green and his work: predictable, but surprising; stable, yet enigmatic; aloof, but deeply caring; hip, but homespun; irreverent, but deeply spiritual. Exploring why his writing reaches both teens and adults, John Green: Teen Whisperer will be of interest to librarians, scholars, and the author's many fans.

Expanding outward from previous scholarship on gender, queerness, and heteronormativity in children's literature, this book offers fresh insights into representations of sex and sexuality in texts for young people. In this collection, new and established scholars examine how fiction and non-fiction writing, picture books, film and television and graphic novels position young people in relation to ideologies around sexuality, sexual identity, and embodiment. This book questions how such texts communicate a sense of what is possible, impossible, taboo, or encouraged in terms of being sexual and sexual being. Each chapter is motivated by a set of important questions: How are representations of sex and sexuality depicted in texts for young people? How do these representations affect and shape the kinds of sexualities offered as models to young readers? And to what extent is sexual diversity acknowledged and represented across different narrative and aesthetic modes? This work brings together a diverse range of conceptual and theoretical approaches that are framed by the idea of sexual becoming: the manner in which texts for young people invite their readers to assess and potentially adopt ways of thinking and being in terms of sex and sexuality.

The genesis of the history of British colonization in India is often traced to traders, merchants, and the formation of the British East India Company. While this is indisputable, what is ignored is the creation and perpetual fueling of the steady stream of British officers into the Indian economy that happened due to the continuing efforts of British people and society. How did this ensue? In the contemporary world when we talk of the transnational terror networks we are filled with awe when we find children being engineered to the vocation of violence. However, this was true even of the earlier times when writers (albeit politely!) hid the colonial ideology within their literature. The children perhaps were tantalized by the beauties abroad, by the tigers, the rhinos, the 'native' Rajas! The use of animal imagery was conspicuous in such literature. This kind of narrative discourse was targeted not only at baby patriots but also at young adults, appealing them with adventurous stories of colonization in India. Through stories, museums, objects; the British children were continuously bombarded with knowledge of the colonies and its alluring bounties. These could be obtained only if the children would study them religiously, internalize the process of travel and looting; and actually reach the destination to perpetuate the imperial agenda. This book encapsulates the agenda of consciously training British children through underscoring resources and fauna in India pursued by the British society in the nineteenth century Victorian England.

Historical and Cultural Transformations of Russian Childhood is a collection of multidisciplinary scholarly essays on childhood experience. The volume offers new critical approaches to Russian and Soviet childhood at the intersection of philosophy, literary criticism, film/visual studies, and history. Pedagogical ideas and practices, and the ideological and political underpinnings of the experience of growing up in pre-revolutionary Russia, the Soviet Union, and Putin's contemporary Russia are central venues of analysis. Toward the goal of constructing the "multimedial childhood text," the contributors tackle issues of happiness and trauma associated with childhood and foreground its fluidity and instability in the Russian context. The volume further examines practices of reading childhood: as nostalgic text, documentary evidence, and historic mythology. Considering Russian childhood as historical documentation or fictional narrative, as an object of material culture, and as embodied in different media (periodicals, visual culture, and cinema), the volume intends to both problematize but also elucidate the relationship between childhood, history, and various modes of narrativity.

* New edition will include updated, recent children's literature and popular culture examples * Expanded attention to censorship, culturally and linguistically diverse learners, and the needs of students around the world. * Invites multiple ways for engaging with children's literature that extend beyond the typical genre and elements approach * Explains and shows how to integrate children's literature into and across the curriculum in effective, purposeful ways * Shows what a critical approach looks like in real classrooms- numerous vignettes throughout offer examples of teachers implementing critical pedagogy * The materials and practical strategies focus on issues that impact children's lives-building from students' personal experiences and cultural knowledge * Updated Companion Website enriches and extend sthe text-includes annotated bibliography of literature selections; suggested text sets; resources by chapter; and syllabi, strategies, and assignments

Literary critics and authors have long argued about the importance or unimportance of an author's relationship to readers. What can be said about the rhetorical relationship that exists between author and reader? How do authors manipulate character, specifically, to modulate the emotional appeal of character so a reader will feel empathy, awe, even delight? In At Arm's Length: A Rhetoric of Character in Children's and Young Adult Literature, Mike Cadden takes a rhetorical approach that complements structural, affective, and cognitive readings. The study offers a detailed examination of the ways authorial choice results in emotional invitation. Cadden sounds the modulation of characters along a continuum from those larger than life and awe inspiring to the life-sized and empathetic, down to the pitiable and ridiculous, and all those spaces between. Cadden examines how authors alternate between holding the young reader at arm's length from and drawing them into emotional intensity. This balance and modulation are key to a rhetorical understanding of character in literature, film, and television for the young. Written in accessible language and of interest and use to undergraduates and seasoned critics, At Arm's Length provides a broad analysis of stories for the young child and young adult, in book, film, and television. Throughout, Cadden touches on important topics in children's literature studies, including the role of safety in children's media, as well as character in multicultural and diverse literature. In addition to treating ""traditional"" works, he analyzes special cases-forms, including picture books, verse novels, and graphic novels, and modes like comedy, romance, and tragedy.

Publishing for children between 1930 and 1960 has been denigrated as a relatively fallow period for creativity and quality, certainly in comparison with the 'golden ages' of children's literature that preceded and succeeded it. This book questions this perception by using archival evidence to argue that the work of what was predominantly a female group of editors, illustrators, authors and librarians (collectively referred to as bookwomen) resulted in many titles which are still considered as 'classics' today. The bookwomen reframed ideas about how children's publishing should be approached and valued and, in doing so, laid the foundations for a subsequent generation of children's authors and publishers who were to achieve far greater prominence. The key to the success of the bookwomen was their willingness to experiment, the strength of their relationships and their comprehensive understanding of the book production process. By focusing on a selection of women working across all aspects of the book production process, this book demonstrates that, both individually and collectively, women capitalised on their position as 'other' to the existing male institutions.

This book explores the lives of young people through the lens of storytelling. Using extensive qualitative and empirical data from young people's conversations following storytelling performances in secondary schools in the UK, the author considers the benefits of stories and storytelling for learning and the subsequent emotional, behavioural and social connections to story and other genres of narrative. Storytelling has both global and transnational relevance in education, as it allows individuals to compare their experiences to others: young people learn through discussion that their opinions matter, that they are both similar to and different from their peers. This in turn can facilitate the development of critical thinking skills as well as encouraging social learning, co-operation and cohesion. Drawing upon folklore and literary studies as well as sociology, philosophy, youth studies and theatre, this volume explores how storytelling can shape the lives of young people through storytelling projects. This reflective and creative volume will appeal to students and scholars of storytelling, youth studies and folklore.

This edited volume explores how success is conceptualized and represented in texts for young people in Asia. The essays in this collection examine how success for children relates to education, family, gender, race, class, community, and the nation. It answers the following questions: How is success for children represented in literature, cinema, and popular media? In what ways are these images grounded in the historical, political, and cultural contexts in which they are produced and consumed? How does childhood agency influence ideas about success in Asia? Highlighting the similarities and differences in how success is defined for children and young adults in Japan, South Korea, People's Republic of China, Singapore, Taiwan, Indonesia, Vietnam, and India, this volume argues that success is an important keyword in the literary and cultural study of childhood in Asia.

Our children grow up into a world of stories-in books, on screens-but what do they make of the stories we offer them? What do they think and feel as they listen to a parent read a picture-book? What if a story confuses or upsets them? Over the past fifty years, several intelligent, committed mothers undertook the onerous task of recording exactly what their children said and did in response to the stories they shared. Some of their records extended over five years, or even longer. Their research, done without funding or academic supervision, offers us unparalleled insight into children's minds long before they learn to speak-let alone learn to read. In Self and Story in Early Childhood, Hugh Crago draws on his unusual combination of expertise in literary studies, developmental psychology and psychotherapy to re-examine the startling implications of this neglected body of evidence. He highlights how much children can achieve without formal teaching, but with the supportive presence of a trusted adult who will participate with them in the story experience. This book will be of great interest to scholars of developmental psychology, early literacy and narratology, as well as to professionals working with preschoolers. Most of all, it will fascinate parents who themselves share stories with their child.

In The Transformative Potential of LGBTQ+ Children's Picture Books, Jennifer Miller identifies an archive of over 150 English-language children's picture books that explicitly represent LGBTQ+ identities, expressions, and issues. This archive is then analyzed to explore the evolution of LGBTQ+ characters and content from the 1970s to the present. Miller describes dominant tropes that emerge in the field to analyze historical shifts in representational practices, which she suggests parallel larger sociocultural shifts in the visibility of LGBTQ+ identities. Additionally, Miller considers material constraints and possibilities affecting the production, distribution, and consumption of LGBTQ+ children's picture books from the 1970s to the present. This foundational work defines the field of LGBTQ+ children's picture books thoroughly, yet accessibly. In addition to laying the groundwork for further research, The Transformative Potential of LGBTQ+ Children's Picture Books presents a reading lens, critical optimism, used to analyze the transformative potential of LGBTQ+ children's picture books. Many texts remain attached to heteronormative family forms and raced and classed models of success. However, by considering what these books put into the world, as well as problematic aspects of the world reproduced within them, Miller argues that LGBTQ+ children's picture books are an essential world-making project and seek to usher in a transformed world as well as a significant historical archive that reflects material and representational shifts in dominant and subcultural understandings of gender and sexuality.

Who is the proper occupant of the nursery? The obvious answer is the child, and not an archive, a seductive troll-princess, or poor fosterlings. Nevertheless, characters in Hedda Gabler, The Master Builder, and Little Eyolf intend to host these improper occupants in their children's rooms. Dr. Gunn calls these dramas 'the empty nursery plays' because they all describe rooms intended for offspring, as well as characters' plans for refilling that space. One might expect nurseries to provide an ideal setting for a realist playwright to dramatize contemporary problems. Rather than mattering to Ibsen in terms of naturalist detail or explicit social critique, however, they are reserved for the maintenance of characters' fears and expectations concerning the future. Empty Nurseries, Queer Occupants intervenes in scholarly debates in child studies by arguing that the empty bourgeois nursery is a better symbol for innocence than the child. Here, 'emptiness' refers to the common construction of the child as blank and latent. In Ibsen, the child is also doomed or deceased, and thus essentially absent, but nurseries persist as spaces of memorialization and potential alike. Nurseries also gesture toward the domains of childhood and women's labor, from birth to domestic service. 'Bourgeois nursery' points to the classed construction of innocence and to the more materialist aspects of this book, which inform our understanding of domesticity and family in the West and uncover a set of reproductive connotations broader than 'the innocent child' can convey.

Since the 1980s novels about childhood for adults have been a booming genre within the contemporary British literary market. Childhood in the Contemporary English Novel offers the first comprehensive study of this literary trend. Assembling analyses of key works by Ian McEwan, Doris Lessing, P. D. James, Nick Hornby, Sarah Moss and Stephen Kelman and situating them in their cultural and political contexts, Sandra Dinter uncovers both the reasons for the current popularity of such fiction and the theoretical shift that distinguishes it from earlier literary epochs. The book's central argument is that the contemporary English novel draws on the constructivist paradigm shift that revolutionised the academic study of childhood several decades ago. Contemporary works of fiction, Dinter argues, depart from the notion of childhood as a naturally given phase of life and examine the agents, interests and conflicts involved in its cultural production. Dinter also considers the limits of this new theoretical impetus, observing that authors and scholars alike, even when they claim to conceive of childhood as a construct, do not always give up on the idea of its 'natural' core. Accordingly, this book reconstructs how the English novel between the 1980s and the 2010s oscillates between an acknowledgment of constructivism and an endorsement of childhood as the last irrevocable quintessence of humanity. In doing so, it successfully extends the literary and cultural history of childhood to the immediate present.

This book presents the first large-scale investigation of the structure and functions of linguistic impoliteness and impoliteness metalanguage in contemporary British children's fiction. The study ties together findings from pragmatics, language acquisition research, literary studies, and translation studies with novel data-driven insights. The study shows that children's fiction prefers direct, unmitigated impoliteness tokens to highlight key aspects of plot and characterisation. Impoliteness metalanguage is used to clarify impoliteness events to the child. The study provides a framework for the investigation of impoliteness in translation, which gives evidence of pragmatic differences, as well as differing views of children's cognitive abilities in two linguacultures.

At the request of her many fans, Patty Campbell, editor of the Scarecrow Studies in Young Adult Literature series, has selected some of her best essays, articles, columns, and speeches in Campbell's Scoop. These pieces define the boundaries between children's and adult literature and review the trends, censorship, problems, and glories of the genre. Other essays reflect on some concerns and interests of young adult literature as it has matured: the verse novel, ambivalent endings, violence, the sometimes dubious value of awards and honor lists, the graphic novel, and the difficulties of the genre's recent overwhelming success. A section titled "Inside ALA" looks at the author's many years of service to that organization with, among other pieces, a firsthand look at the Best Books committee at work and a report of her attempt to unite booksellers and librarians in common cause. Many of these selections show the idiosyncratic wit and passion that have made Campbell's column a favorite with Horn Book readers: an exploration of the meaning of the glut of YA novels with death as a theme or character; an indignant denunciation of the fictional abuse of animals; a snarky analysis of "chick lit;" and a technical review from the belly-dancing critic of a YA novel featuring that ancient art. On a more serious note, Campbell pleads for what she calls "Godsearch" in books for teens and pays tribute to her late friend Robert Cormier. Without question, the essays in Campbell's Scoop provide readers with the unique insights of an advocate who is passionate about young adult literature and its future.

Frances Hodgson Burnett gained famed not only as an author of social fictions and romances but also for writing the immensely popular children's novel Little Lord Fauntleroy. She seemed an unlikely candidate to pen a quiet, realistic, and unsentimental paean to disagreeable children and the natural world, which has the power to heal them. But it is precisely these qualities that have garnered The Secret Garden both a continued audience and a central place in the canon of children's literature for a century. In Frances Hodgson Burnett's The Secret Garden: A Children's Classic at 100, some of the most respected scholars of children's literature consider Burnett's seminal work from modern critical perspectives. Contributors examine the works and authors that influenced Burnett, identify authors who have drawn on The Secret Garden in their writing, and situate the novel in historical and theoretical contexts. These essays push beyond the themes that have tended to occupy the majority of academic scholars who have written about The Secret Garden to date. In doing so, they approach the text from theoretical perspectives that allow new light to illuminate old debates. Scholars and students of children's literature, women's literature, transcontinental literature, and the Victorian/Edwardian period will find in this collection refreshing new looks at a children's classic.

Youth Fiction and Trans Representation is the first book that wholly addresses the growth of trans and gender variant representation in literature, television, and films for children and young adults in the twenty-first century. Ranging across an array of media-including picture books, novels, graphic novels, animated cartoons, and live-action television and feature films-Youth Fiction and Trans Representation examines how youth texts are addressing and contributing to ongoing shifts in understandings of gender in the new millennium. While perhaps once considered inappropriate for youth, and continuing to face backlash, trans and gender variant representation in texts for young people has become more common, which signals changes in understandings of childhood and adolescence, as well as gender expression and identity. Youth Fiction and Trans Representation provides a broad outline of developments in trans and gender variant depictions for young people in the late twentieth and early twenty-first centuries and closely analyzes a series of millennial literary and screen texts to consider how they communicate a range of, often competing, ideas about gender, identity, expression, and embodiment to implied child and adolescent audiences.

This volume offers a novel approach to exploring how literary response groups can be used as part of teacher education programs to help preservice teachers navigate "wobble" moments. Focusing uniquely on the potential of young adult literature (YAL), the text draws on the first-hand experiences of teacher candidates and uses a range of well-known books to demonstrate how narrative-based inquiry and analysis of fictional depictions of teaching and learning can support reflection on a range of common challenges. The volume presents how YAL literary response groups are shown to enhance participants' ability to reflect on practice, build resilience, and develop deeper understanding of pedagogical principles by offering a shared dialogical space. These insights ultimately contribute to teacher education program improvement by enhancing teacher candidates' understanding of pedagogy. This text will benefit researchers, doctoral students, and academics in the fields of teaching, teacher mentoring, and teacher education more specifically. Those interested in literature studies and young adult literature (YAL) more broadly will also benefit from this volume.

Of the many themes occurring in young adult literature, one that bears more extensive exploration is the adolescent-animal connection. Although substantial critical commentary has addressed children's animal stories and animals in adult fiction, very few studies have been devoted to adolescent-animal encounters. In Animals in Young Adult Fiction, Walter Hogan examines several hundred novels and stories to explore the ways in which animals are represented in these works. In additional to providing an historical survey, Hogan looks at both realistic fiction and speculative works, including fantasy, supernatural, horror, and science fiction. Hogan reviews stories that feature wild animal encounters, stories centered on relationships with horses, dogs, and other working and performing animals, and those featuring relationships with pets. Drawing upon established scholarship, this book examines human-animal relationships from multiple angles, making it an invaluable resource for librarians, teachers, and students of children's and young adult literature.

This book considers the English Civil Wars and the civil wars in Scotland and Ireland through the lens of historical fiction-primarily fiction for the young. The text argues that the English Civil War lies at the heart of English and Irish political identities and considers how these identities have been shaped over the past three centuries in part by the children's literature that has influenced the popular memory of the English Civil War. Examining nearly two hundred works of historical fiction, Farah Mendlesohn reveals the delicate interplay between fiction and history.

This is a unique and interdisciplinary study offering a fresh perspective on recorded sound, challenging our assumptions about reading, listening, and the processes of choice and interpretation. The intersection of the sonic and the literary will appeal to a range of subjects including sound studies, cultural studies, media studies and literature. The crisp and lively writing style draws readers into a compelling central argument regarding how media is produced and consumed, both commercially and hermeneutically.

The idea of freedom, changed and contested throughout the ages, has become the staple of liberal democracies and a beacon of hope amidst dark tendencies that endanger the future. This books offers an analysis of freedom in the context of its historical significance for the Western civilization, newly emerging socio-political trends, and the proliferation of innovative technologies that all converge to shape human life in the nearest future. All of these prolific topics permeate modern literature, and in particular the work of American dystopian writers who convey visions of the future where profound refiguration of freedom and the whole democratic paradigm is inevitable.

Equipping Space Cadets: Primary Science Fiction for Young Children argues for the benefits and potential of "primary science fiction," or science fiction for children under twelve years old. Science fiction for children is often disregarded due to common misconceptions of childhood. When children are culturally portrayed as natural and simple, then they seem like a poor audience for the complex scientific questions brought up by the best science fiction. The books and the children who read them tell another story. Using three empirical studies and over 350 children's books including If I Had a Robot Dog, Bugs in Space, and Commander Toad in Space, Equipping Space Cadets presents interdisciplinary evidence that science fiction and children are compatible after all. Primary science fiction literature includes many high-quality books that cleverly utilize the features of children's literature formats in order to fit large science fiction questions into small packages. In the best of these books, authors make science fiction questions accessible and relevant to children of various reading levels and from diverse backgrounds and identities. Equipping Space Cadets does not stop with literary analysis, but also presents the voices of real children and practitioners. The book features three studies: a survey of teachers and librarians, quantitative analysis of lending records from school libraries across the United States, and coded read-aloud sessions with elementary school students. The results reveal how children are interested in and capable of reading science fiction, but it is the adults, including the most well-intentioned librarians and teachers, who hinder children's engagement with the genre due to their own preconceptions about the genre and children.