This book describes the history and characteristics of ethnic and multicultural children's literature in the U.S., as well as related materials published elsewhere. It relates in great detail the people, businesses, organizations, and institutions that create, disseminate, promote, critique, and collect these materials. Author Donna Gilton gives a detailed history of U.S. multicultural and ethnic children's literature throughout several historic periods, relating these developments to general social and political U.S. history. Chapters illustrate characteristics of U.S. multicultural children's books, the major issues in the field, and multicultural initiatives and mainstream responses, while also providing outlines of research possibilities in the field and suggesting other groups of people who should be emphasized more in the future. In doing all this, Multicultural and Ethnic Children's Literature in the United States brings together valuable and scattered information for the busy and involved librarians, teachers, parents, publishers, distributors, and community leaders who wish to use and promote this material with children.

Writing Youth: Young Adult Fiction as Literacy Sponsorship shows how many young adult novels model for young people ways to manage the various media tools that surround them. Jonathan Alexander examines not only young adult texts and their media ecologies but also young people's multiliterate media making in response to their favorite texts and stories. As such, this book will be of interest to anyone concerned about young people's literacies and the relationship between literacy development and the culture industries.

Dark novels, shows, and films targeted toward children and young adults are proliferating wildly. It is even more crucial now to understand the methods by which such texts have traditionally operated and how those methods have been challenged, abandoned, and appropriated. Reading in the Dark fills a gap in criticism devoted to children's popular culture by concentrating on horror, an often-neglected genre. These scholars explore the intersection between horror, popular culture, and children's cultural productions, including picture books, fairy tales, young adult literature, television, and monster movies. Reading in the Dark looks at horror texts for children with deserved respect, weighing the multitude of benefits they can provide for young readers and viewers. Refusing to write off the horror genre as campy, trite, or deforming, these essays instead recognize many of the texts and films categorized as ""scary"" as among those most widely consumed by children and young adults. In addition, scholars consider how adult horror has been domesticated by children's literature and culture, with authors and screenwriters turning that which was once horrifying into safe, funny, and delightful books and films. Scholars likewise examine the impetus behind such re-envisioning of the adult horror novel or film as something appropriate for the young. The collection investigates both the constructive and the troublesome aspects of scary books, movies, and television shows targeted toward children and young adults. It considers the complex mechanisms by which these texts communicate overt messages and hidden agendas, and it treats as well the readers' experiences of such mechanisms.

Alice in Wonderland' is a book loved worldwide by people of all ages. But 'Under His Hat' reveals other intriguing stories of Alice, who was known in real life as Alice Liddell, the daughter of Henry George Liddell, Dean of Christ Church College Oxford. Born into the privilege and wealth of English nobility, her real-life hatter was Coffee Johnny, an orphan. Introduced when Alice was very young during a family holiday to Ravensworth Castle, their affinity for each other lasted their lifetimes and he became her confidant and close friend. Their fascinating stories unfold in Tyneside, Windsor and Oxford in England at the start of the Industrial Revolution. The two become instrumental in inspiring Lewis Carroll to write his masterpieces. It is only much later learnt by the pair that Johnny was actually the illegitimate son of Dean Liddell, and so Alice's half brother.

Between Generations is a multidisciplinary volume that reframes children as powerful forces in the production of their own literature and culture by uncovering a tradition of creative, collaborative partnerships between adults and children in nineteenth- and early twentieth-century England. The intergenerational collaborations documented here provide the foundations for some of the most popular Victorian literature for children, from Margaret Gatty's Aunt Judy's Tales to Robert Louis Stevenson's Treasure Island. Examining the publication histories of both canonical and lesser-known Golden Age texts reveals that children collaborated with adult authors as active listeners, coauthors, critics, illustrators, and even small-scale publishers. These literary collaborations were part of a growing interest in child agency evident in cultural, social, and scientific discourses of the time. Between Generations puts these creative partnerships in conversation with collaborations in other fields, including child study, educational policy, library history, and toy culture. Taken together, these collaborations illuminate how Victorians used new critical approaches to childhood to theorize young people as viable social actors. Smith's work not only recognizes Victorian children as literary collaborators but also interrogates how those creative partnerships reflect and influence adult-child relationships in the world beyond books. Between Generations breaks the critical impasse that understands children's literature and children themselves as products of adult desire and revises common constructions of childhood that frequently and often errantly resign the young to passivity or powerlessness.

CARTOON KIDZMAG IS A MULTICULTURAL CHILDREN'S MAGAZINE THAT IS EDUCATIVE, ENTERTAINING AND FUN TO READ .IT CUTS ACROSS ALL RACIAL DIVIDE, IT'S A TOTAL FAMILY MAGAZINE WITH SOMETHING FOR EVERYONE

Many African countries are caught up in perennial or recurrent political conflicts that often culminate in devastating wars. These flaring conflicts and wars create harrowing economic hardships, dire refugee problems, and sustain a sense of despair in such countries. By their nature, these conflicts and wars affect writers in profound and sometimes paradoxical ways. On the one hand, literature-whether fiction, poetry, drama, or even memoirs-is animated by conflict. On the other hand, the sense of dislocation as well as the humanitarian crises unleashed by wars and other kinds of conflicts also constitute grave impediments to artistic exploration and literary expression. Writers and artists are frequently in the frontline of resistance to the kinds of injustices and abuses that precipitate wars and conflicts. Consequently, they are often detained, exiled, and even killed either by agents of state terror or by one faction or another in the tussle for state control. Writers, Writing Conflicts and Wars in Africa is a collection of testimonies by various writers and scholars who have experienced, or explored, the continent's conflicts and woes, including how the disruptions shape artistic and literary production. The book is divided into two broad categories: in one, several writers speak directly, and with rich anecdotal details about the impact wars and conflicts have had in the formation of their experience and work; in the second, a number of scholars articulate how particular writers have assimilated the horrors of wars and conflicts in their literary creations. The result is an invaluable harvest of reflections and perspectives that open the window into an essential, but until now sadly unexplored, facet of the cultural and political experience of African writers. The broad scope of this collection-covering Darfur, the Congolese crisis, Biafra, Zimbabwe, South Africa, among others-is complemented by a certain buoyancy of spirit that runs through most of the essays and anecdotes. _______________________ * Okey Ndibe teaches fiction and literature at Trinity College in Hartford, Connecticut. He has also taught at Connecticut College in New London, Connecticut as well as Simon's Rock College in Great Barrington, Massachusetts. He was for one year on the editorial board of the Hartford Courant and, from 2001-2002, was a Fulbright professor at the University of Lagos, Nigeria. * Chenjerai Hove is an award-winning Zimbabwean novelist, poet, essayist and journalist whose work has been translated into numerous languages. Educated in Zimbabwe and South Africa, Hove's publications include the novels Bones (winner of the prestigious Noma Award, Baobab Books, Harare, and Heinemann, England, 1988), Shadows (Baobab and Heinemann, 1988), and Ancestors (Macmillan/Picador, England, 1996); such poetry collections as Up In Arms (Zimbabwe Publishing House, 1982), Blind Moon (Weaver Press, Harare, 2003), and Red Hills of Home (Mambo Press, Gweru, 1984). He is also the author of the collection of essays Shebeen Tales (Baobab Books, Harare, and Serif, London, 1994). Hove, who has published several volumes in his indigenous language of Shona, has worked as a columnist, translator, editor and lecturer in Zimbabwe and numerous other countries. Currently on exile in Norway, he has lived and taught in Kenya, the Netherlands, Germany, England, Switzerland, France, and the United States. He recently completed the translation of Shakespeare's King Lear into Shona.

A grandmother tells her young granddaughter about her emigration from Lebanon to the United States.

This volume discusses Children's Literature through the ages from fairy tales and early didactic literature through to the classics of the nineteenth and twentieth-centuries and the modern day.

For a long time, many American educators and educational stakeholders have drawn their ideas for educational reforms from ideas generated in Europe and Asia for the changing demographics of America's diverse classrooms. This book is therefore motivated by a bold attempt at advocating for the revision of existing pedagogic fora and the creation and addition of new fora that would provide for the inclusion of thoughts, perspectives and practices of African traditional oral literature in the pedagogical tools of content area classrooms especially in North America. The articles that are presented in this book provide theoretical frameworks for using African traditional oral literature and its various tenets as teaching tools. They bring together new voices of how African literature could be used as helpful tool in classrooms. Rationale for agitating for its use as ideal for pedagogic tool is the recurrent theme throughout the various articles presented. The book explores how educators, literacy educators, learners, activists, policy makers, and curriculum developers can utilize the powerful, yet untapped gem of African oral literature as pedagogical tools in content area classrooms to help expand educators repertoire of understanding beyond the 'conventional wisdom' of their pedagogic creed. It is a comprehensive work of experienced and diverse scholars, academicians, and educators who have expertise in multicultural education, traditional oral literature, urban education, children's literature and culturally responsive pedagogy that have become the focus of U.S. discourses in public education and teacher preparation. This anthology serves as part of the quest for multiple views about our 'global village', emphasizing the importance of linking the idea of diverse knowledge with realities of global trends and development. Consequently, the goal and the basic thrust of this anthology is to negotiate for space for non-mainstream epistemology to share the pedagogical floor with the mainstream template, to foster alternative vision of reality for other knowledge production in the academic domain. The uniqueness of this collection is the idea of bringing the content and the pedagogy of most of the genres of African oral arts under one umbrella and thereby offering a practical acquaintance and appreciation with different African cultures. It therefore introduces the world of African mind and thoughts to the readers. In summary, this anthology presents an academic area which is now gaining its long overdue recognition in the academia.

From the best-selling author of The Tall Man and The Arsonist, a personal tale about death, life and the enchantment of stories. With illustrations by Anna Walker. Let me tell you a story... When Chloe Hooper's partner is diagnosed with a rare and aggressive illness, she has to find a way to tell their two young sons. By instinct, she turns to the bookshelf. Can the news be broken as a bedtime tale? Is there a perfect book to prepare children for loss? Hooper embarks on a quest to find what practical lessons children's literature-with its innocent orphans and evil adults, magic, monsters and anthropomorphic animals-can teach about grief and resilience in real life. As she discovers, 'the right words are an incantation, a spell of hope for the future.' From the Brothers Grimm to Frances Hodgson Burnett and Tolkien and Dahl-all of whom suffered childhood bereavements-she follows the breadcrumbs of the world's favourite authors, searching for the deep wisdom in their books and lives. Both memoir and manual, Bedtime Story is stunningly illustrated by the New York Times award-winning Anna Walker. In an age of worldwide uncertainty, here is a profound and moving exploration of the dark and light of storytelling. 'Exquisitely beautiful. This book is an act of love.' Anna Funder, author of All That I Am and Stasiland 'Chloe Hooper has a formidable talent to take complex stories and ideas and truths, and to distil them into a language of direct and powerful beauty. This is a story of grief and of patience, of hope and acceptance. It is also a reminder of the solace that books give us, and of how the imaginary worlds we dive into as children remain with is for all our lives, of how they guide us into adulthood and maturity. There is a quiet courage and strength in this book. It is both gentle and uncompromising, a love letter to family and to literature that is bracingly unsentimental. I was profoundly moved, and profoundly grateful.' Christos Tsiolkas, author of The Slap and Damascus

The Rhetorical Power of Children's Literature is an edited volume with contributions from established and new scholars of rhetoric offering case studies that analyze a full array of genres in children's literature from picture books to young adult novels. Collectively, this volume's contributions interrogate how children's literature is a powerful yet under examined space of rhetorical discourse that influences one of the most vulnerable segments of our population. This book is singularly unique given that it will be the first collection of essays on children's literature from the distinct perspective of the field of Communication. Beyond topical novelty, the contributors utilize a range of scholarly methods to analyze instances of the rhetoric of children's literature. Consequently, essays in this volume may be read for both their specific topical content and as exemplars for multiple methodological approaches to the study of the rhetoric of children's literature. Collectively, the contributors set out to contribute to our knowledge of how instances of children's literature operate as rhetorical discourses. The volume is organized by case studies approached through critical, rhetorical lenses that analyze specific instances of children's literature from two distinct stages of children's developmental reading experiences including pre/early literacy and fluent reading. Structurally, the book includes eight content chapters divided evenly with four chapters analyzing books for young children and four chapters analyzing books targeting audiences from late-childhood to adolescence. An overview of each content chapter accompanies this proposal.

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. -- .

Do you want to be friends like Jessica and Madison? All you need is the will to learn. This is a book for all little girls who want to be nice and kind, and to know that you are beautiful all the time.

English Literature for Young People is an introduction to the great works of English literature. H. E. Marshall's story of England 's literary heritage is rich and compelling---a masterly account of 1500 years of the literary arts in Great Britain, extending from early Irish legends through the Golden Age of English letters to the modern age.The Living Books Press hardcover edition is a republication of the 1909 edition, English Literature for Boys and Girls. Our edition has been significantly revised and expanded to improve its use as a study text. Added are a biography of the author, an expanded Chronology of Writers, a bibliography of books recommended by the author, maps of the British Isles, an expanded index, and enhanced illustrations and images. Intended for students age 10 through high school.

Movable books are an innovative area of children's publishing. Commonly equated with spectacular pop-ups, movable books have a little-known history as interactive, narrative media. Since they are hybrid artifacts consisting of words, images and movable components, they cross the borders between story, toy, and game. Interactive Books is a historical and comparative study of early movable books in relation to the children who engage with them. Jacqueline Reid-Walsh focuses on the period movable books became connected with children from the mid-17th to the early-19th centuries. In particular, she examines turn-up books, paper doll books, and related hybrid experiments like toy theaters and paignion (or domestic play set) produced between 1650 and 1830. Despite being popular in their own time, these artifacts are little known today. This study draws attention to a gap in our knowledge of children's print culture by showing how these artifacts are important in their own right. Reid-Walsh combines archival research with children's literature studies, book history, and juvenilia studies. By examining commercially produced and homemade examples, she explores the interrelations among children, interactive media, and historical participatory culture. By drawing on both Enlightenment thinkers and contemporary digital media theorists Interactive Books enables us to think critically about children's media texts paper and digital, past and present.

This book is designed to meet the needs of professionals working with children and their books. Intented for use as a reference book for library assistants and librarians, in children's libraries, school libraries, resource centres, and general reference libraries, it should also to provide sound information for trainee librarians, teachers and parents. The primary function of this book is to serve as a guide to the selection of books for children, recognising the vast range of books published and the individual rates of reading and social development of different children.The first section focuses on 'The Child: Growing and Knowing through Books', applying reading development theories of the 20th and 21st century to the selection of specific books and covering the characteristics of the various genres of children's literature, including the classics and award winners.There is also coverage of books for special situations and dilemmas and for children who are reluctant to read, along with a section on electronic formats.The second section focuses on 'The Professional: Knowing and Growing', providing ideas for book promotion within the children's library or school library and classroom.This section includes a contribution from Tricia Kings and covers the selection of books for children from ethnic groups communities through out the world.There are also ideas for books for fathers and sons to enjoy reading together.