Originally published in 1991. Focusing on 'boys' own' literature, this book examines the reasons why such a distinct type of combative masculinity developed during the heyday of the British Empire. This book reveals the motives that produced this obsessive focus on boyhood. In Victorian Britain many kinds of writing, from the popular juvenile weeklies to parliamentary reports, celebrated boys of all classes as the heroes of their day. Fighting fit, morally upright, and proudly patriotic - these adventurous young men were set forth on imperial missions, civilizing a savage world. Such noble heroes included the strapping lads who brought an end to cannibalism on Ballantyne's "Coral Island" who came into their own in the highly respectable "Boys' Own Paper", and who eventually grew up into the men of Haggard's romances, advancing into the Dark Continent. The author here demonstrates why these young heroes have enjoyed a lasting appeal to readers of children's classics by Stevenson, Kipling and Henty, among many others. He shows why the political intent of many of these stories has been obscured by traditional literary criticism, a form of criticism itself moulded by ideals of empire and 'Englishness'. Throughout, imperial boyhood is related to wide-ranging debates about culture, literacy, realism and romance. This is a book of interest to students of literature, social history and education.

Originally published in 1981. Many of the classics of children's literature were produced in the Victorian period. But Alice in Wonderland and The King of the Golden River were not the books offered to the majority of children of the time. When writing for children began to be taken seriously, it was not as an art, but as an instrument of moral suasion, practical instruction, Christian propaganda or social control. This book describes and evaluates this body of literature. It places the books in the economic and social contexts of their writing and publication, and considers many of the most prolific writers in detail. It deals with the stories intended to teach the newly-literate poor their social and religious lessons: sensational romances, tales of adventure and military glory, through which the boys were taught the value of self-help and inspired with the ideals of empire; and domestic novels, intended to offer girls a model for the expression of heroism and aspiration within the restricted Victorian woman's world.

Originally published in 1996. A detailed analysis of the art of children's literature covering world literature for children, children's literature as a canonical art form, the history of children's literature from a semiotic perspective, and epic, polyphony, chronotope, intertextuality, and metafiction in children's literature.

Originally published in 1985. This is a fascinating account of the life cycle of a minor literary genre, the boys' school story. It discusses early nineteenth-century precursors of the school story - didactic works with such revealing titles as The Parents' Assistant - and goes on to examine in detail the two major examples of the genre - Hughes's Tom Brown's School Days and Farrar's Eric. The slow development of the genre during the 1860s and 1870s is traced, and its institutionalisation by Talbot Baines Reed in, for example, The Fifth Form at St Dominic's, is described. Many similar works were subsequently published for adults and adolescents, and the author shows how they differ from the originals in being critical in tone and written to a formula in plot and style. This development is discussed in relation to the changing social structure of Britain up to 1945, by which time to life of the genre was almost ended.

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.

Storybridge to Second Language Literacy makes a case for using authentic children's literature- alternately also referred to as 'stories' or 'real books'-as the medium of instruction in teaching English to young learners, particularly in contexts where children must access general curriculum subjects in English. The author first proposes theoretical foundations for the argument that illustrated children's books are superior to traditional language teaching courses in the primary school. She builds the case around the motivational power of stories, the language and content of quality children's literature, and the potential of literature to contribute to development of second language academic literacy. She then reviews research of the past thirty years that clearly supports her claim. Finally, she uses transcripts from real classrooms to illustrate how teachers in diverse contexts make use of stories. Through the classroom vignettes, a practical model of literature-based instruction emerges that is adaptable to a wide range of primary school teaching contexts, including English as a second language contexts in core-English countries. Storybridge to Second Language Literacy compiles in one volume solid theoretical foundations for story-based instruction, research evidence of the past thirty years supporting the approach (not currently available in a single source), and extensive classroom vignettes illustrating diverse practical applications (not lesson plans).This makes the book valuable for anyone in the field of young learner ELT. MA students in TESOL will find the book useful and will develop an understanding of why and how literature-based instruction works and develop insight to guide their practice. Members of TESOL Elementary Education, EFL, and Bilingual Education SIGs, and IATEFL Young Learner SIG will be interested in the volume. Instructors of teacher development courses should also find the proposed volume a valuable addition to assigned readings. Each chapter is followed by 'Think about it' questions and 'Try it out' suggestions.

This volume visits death in children's literature from around the world, making a substantial contribution to the dialogue between the expanding fields of Childhood Studies, Children's Literature, and Death Studies. Considering both textual and pictorial representations of death, contributors focus on the topic of death in children's literature as a physical reality, a philosophical concept, a psychologically challenging adjustment, and/or a social construct. Essays covering literature from the US, Mexico, El Salvador, Guatemala, Canada, the UK, Sweden, Germany, Poland, Bulgaria, Brazil, Czechoslovakia, the Soviet Union, India, and Iran display a diverse range of theoretical and cultural perspectives. Carefully organized sections interrogate how classic texts have been adapted for the twenty-first century, how death has been politicized, ritualized, or metaphorized, and visual strategies for representing death, and how death has been represented within the context of play. Asking how different cultures present the concept of death to children, this volume is the first to bring together a global range of perspective on death in children's literature and will be a valuable contribution to an array of disciplines.

Colonial India in Children's Literature is the first book-length study to explore the intersections of children's literature and defining historical moments in colonial India. Engaging with important theoretical and critical literature that deals with colonialism, hegemony, and marginalization in children's literature, Goswami proposes that British, Anglo-Indian, and Bengali children's literature respond to five key historical events: the missionary debates preceding the Charter Act of 1813, the defeat of Tipu Sultan, the Mutiny of 1857, the birth of Indian nationalism, and the Swadeshi movement resulting from the Partition of Bengal in 1905. Through a study of works by Mary Sherwood (1775-1851), Barbara Hofland (1770-1844), Sara Jeanette Duncan (1861-1922), Rudyard Kipling (1865-1936), Upendrakishore Ray (1863-1915), and Sukumar Ray (1887-1923), Goswami examines how children's literature negotiates and represents these momentous historical forces that unsettled Britain's imperial ambitions in India. Goswami argues that nineteenth-century British and Anglo-Indian children's texts reflect two distinct moods in Britain's colonial enterprise in India. Sherwood and Hofland (writing before 1857) use the tropes of conversion and captivity as a means of awakening children to the dangers of India, whereas Duncan and Kipling shift the emphasis to martial prowess, adaptability, and empirical knowledge as defining qualities in British and Anglo-Indian children. Furthermore, Goswami's analysis of early nineteenth-century children's texts written by women authors redresses the preoccupation with male authors and boys' adventure stories that have largely informed discussions of juvenility in the context of colonial India. This groundbreaking book also seeks to open up the canon by examining early twentieth-century Bengali children's texts that not only draw literary inspiration from nineteenth-century British children's literature, but whose themes are equally shaped by empire.

This book is the first to offer a justice-focused cognitive reading of modern YA speculative fiction in its narrative and filmic forms. It links the expansion of YA speculative fiction in the 20th century with the emergence of human and civil rights movements, with the communitarian revolution in conceptualizations of justice, and with spectacular advances in cognitive sciences as applied to the examination of narrative fiction. Oziewicz argues that complex ideas such as justice are processed by the human mind as cognitive scripts; that scripts, when narrated, take the form of multiply indexable stories; and that YA speculative fiction is currently the largest conceptual testing ground in the forging of justice consciousness for the 21st century world. Drawing on recent research in the cognitive and evolutionary sciences, Oziewicz explains how poetic, retributive, restorative, environmental, social, and global types of justice have been represented in narrative fiction, from 19th century folk and fairy tales through 21st century fantasy, dystopia, and science fiction. Suggesting that the appeal of these and other nonmimetic genres is largely predicated on the dream of justice, Oziewicz theorizes new justice scripts as conceptual tools essential to help humanity survive the qualitative leap toward an environmentally conscious, culturally diversified global world. This book is an important contribution to studies of children's and YA speculative fiction, adding a new perspective to discussions about the educational as well as social potential of nonmimetic genres. It demonstrates that the justice imperative is very much alive in YA speculative fiction, creating new visions of justice relevant to contemporary challenges.

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.

Inklings nannte sich eine Gruppe von Schriftstellern und Geisteswissenschaftlern in Oxford, deren bekannteste Mitglieder J.R.R. Tolkien und C.S. Lewis waren. Die Inklings-Gesellschaft e. V. widmet sich seit 1983 dem Studium und der Verbreitung der Werke dieser und ihnen nahestehender Autoren sowie der Analyse des Phantastischen in Literatur, Film und Kunst allgemein. Ihre Jahrestagungen werden in Jahrbuchern dokumentiert. Dieser Band enthalt neun Vortrage der Tagung Dustere Aussichten - Margaret Atwoods imaginative Expeditionen in das Unwohnliche, die 2014 in Duren stattfand und sich neben Atwoods Romanen auch mit der Rolle des Nordens in der Literatur beschaftigte. Funf weitere Beitrage und zahlreiche Rezensionen erganzen das Buch. Inklings was the name of a group of Oxford scholars and writers whose best-known members were J.R.R. Tolkien and C.S. Lewis. The German Inklings-Gesellschaft, founded in 1983, is dedicated to the discussion and dissemination of their works and of writers commonly associated with them and to the study of the fantastic in literature, film and the arts in general. The proceedings of the annual Inklings conferences are being published in yearbooks. This volume contains nine papers presented at the 2014 conference on Dark Visions - Margaret Atwood's Imaginative Travels into the Regions of the Uncomfortable. The contributions deal with Atwood's novels and also with the role of the North in literature at large. In addition, there are five general articles and numerous reviews.

Disabling Characters provides detailed analyses of selected young adult (YA) novels and short stories. It looks at the relative agency of the disabled character, the behavior of the other characters, the environment in which the character must live, the assumptions that seem to be underlying certain scenes, and the extent to which the book challenges or perpetuates an unsatisfactory status quo. Class discussions about disability-themed literature, however well intentioned, have the potential to reinforce harmful myths or stereotypes about disability. In contrast, discussions informed by a critical disability studies perspective can help readers develop more sophisticated views of disability and contribute to a more just and inclusive society. The book examines discussion questions, lesson plans, study guides, and other supplemental materials aimed at students studying these texts, and it suggests more critical questions to pose about these texts and the positive and/or negative work they do, perhaps subliminally, in our culture. This book is a much-needed addition to college classes in YA literature, literary analysis, methods of teaching literature, disability studies, cultural studies, contemporary criticism, special education, and adolescent literacy.

Disabling Characters provides detailed analyses of selected young adult (YA) novels and short stories. It looks at the relative agency of the disabled character, the behavior of the other characters, the environment in which the character must live, the assumptions that seem to be underlying certain scenes, and the extent to which the book challenges or perpetuates an unsatisfactory status quo. Class discussions about disability-themed literature, however well intentioned, have the potential to reinforce harmful myths or stereotypes about disability. In contrast, discussions informed by a critical disability studies perspective can help readers develop more sophisticated views of disability and contribute to a more just and inclusive society. The book examines discussion questions, lesson plans, study guides, and other supplemental materials aimed at students studying these texts, and it suggests more critical questions to pose about these texts and the positive and/or negative work they do, perhaps subliminally, in our culture. This book is a much-needed addition to college classes in YA literature, literary analysis, methods of teaching literature, disability studies, cultural studies, contemporary criticism, special education, and adolescent literacy.

This study of children's literature as knowledge, culture, and social foundation bridges the gap between science and literature and examines the interconnectedness of fiction and reality as a two-way road. The book investigates how the civilized narrative orders experience by means of segregation, domestication, breeding, and extermination, arguing instead that the stories and narratives of wilderness project chaos and infinite possibilities for experiencing the world through a diverse community of life. AbdelRahim engages these narratives in a dialogue with each other and traces their expression in the various disciplines and books written for both children and adults, analyzing the manifestation of fictional narratives in real life. This is both an inter- and multi-disciplinary endeavor that is reflected in the combination of research methods drawn from anthropology and literary studies as well as in the tracing of the narratives of order and chaos, or civilization and wilderness, in children's literature and our world. Chapters compare and contrast fictional children's books that offer different real-world socio-economic paradigms, such as A.A. Milne's Winnie-the-Pooh projecting a civilized monarcho-capitalist world, Nikolai Nosov's trilogy on The Adventures of Dunno and Friends presenting the challenges and feats of an anarcho-socialist society in evolution from primitivism towards technology, and Tove Jansson's Moominbooks depicting the harmony of anarchy, chaos, and wildness. AbdelRahim examines the construction, transmission, and acquisition of knowledge in children s literature by visiting the very nature of literature, culture, and language and the civilized structures that domesticate the world. She brings radically new perspectives to the knowledge, culture, and construction of human beings, making an invaluable contribution to a wide range of disciplines and for those engaged in revolutionizing contemporary debates on the nature of knowledge, human identity, and the world."

Focusing on questions of space and locale in children's literature, this collection explores how metaphorical and physical space can create landscapes of power, knowledge, and identity in texts from the early nineteenth century to the present. The collection is comprised of four sections that take up the space between children and adults, the representation of 'real world' places, fantasy travel and locales, and the physical space of the children's book-as-object. In their essays, the contributors analyze works from a range of sources and traditions by authors such as Sylvia Plath, Maria Edgeworth, Gloria Anzaldua, Jenny Robson, C.S. Lewis, Elizabeth Knox, and Claude Ponti. While maintaining a focus on how location and spatiality aid in defining the child's relationship to the world, the essays also address themes of borders, displacement, diaspora, exile, fantasy, gender, history, home-leaving and homecoming, hybridity, mapping, and metatextuality. With an epilogue by Philip Pullman in which he discusses his own relationship to image and locale, this collection is also a valuable resource for understanding the work of this celebrated author of children's literature.

The Robber with the Witch's Head presents almost fifty new stories about demons and clever maidens and princes. Bursting with life, this is a storyteller's dream, full of adventure and magic, translated by Jack Zipes.

The book draws from literary, psychological, and sociological perspectives to discuss and to illustrate how these perspectives contribute to instructional practices in Young Adult Literature. The focus is on young adult identity development as it is integrated into reading literature and contributing to the young adult reader's personal growth. The suggestions for instruction range from complete lessons to mini-lessons as well as to student-developed lessons that encourage participation and responsibility of the student in his/her own learning. There is a section on integrating media, technology and literature in instruction. And finally, a look at implications and applications for assessment and curriculum.

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.

Exploring a history of activists writing for and about children of colour from abolition to Black Lives Matter, this open access book examines issues such as the space given to people of colour by white activists; the voice, agency and intersectionality in activist writing for young people; how writers used activism to expand definitions of Britishness for child readers; and how activism and writing about it has changed in the 21st century. From abolitionists and anti-colonialists such as Amelia Opie, Una Marson and Rabindranath Tagore; communist and feminist activists concerned with broader children's rights including Chris Searle and Rosemary Stones; to Black Panthers and contemporary advocates for people of colour from Farrukh Dhondy to Len Garrison, Catherine Johnson and Corinne Fowler, Karen Sands-O'Connor traces how these activists translated their values for children of colour. Beginning with historical events that sparked activism and the first cultural products for children and continuing to contemporary activism in the wake of the Windrush Scandal, this book analyses the choices, struggles and successes of writers of activist literature as they tried to change Britain and British literature to make it a welcoming place for all child readers. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.

This collection of new essays analyzes the work of 29 authors and illustrators. South African children's and youth literature, highly regarded internationally has a long history. South Africa is the most prolific publisher of children's books on the continent, producing arguably the highest quality literature in Africa. Its traditions, while unique, resonate within the larger world of children's literature and are solidly grounded in African myth and archetypes. The African diaspora in the U.S. and elsewhere have stories rooted in these oral traditions. Much has changed in South African literature for children since the 1994 election that transformed the country. A field once dominated by all white and mostly female writers and illustrators has diversified, adding many new voices in the last twenty years.

Since the "Automatic Binding Bricks" that LEGO produced in 1949, and the LEGO "System of Play" that began with the release of Town Plan No. 1 (1955), LEGO bricks have gone on to become a global phenomenon, and the favorite building toy of children, as well as many an AFOL (Adult Fan of LEGO). LEGO has also become a medium into which a wide number of media franchises, including "Star Wars," "Harry Potter," "Pirates of the Caribbean," "Batman," "Superman," "Lord of the Rings," and others, have adapted their characters, vehicles, props, and settings. The LEGO Group itself has become a multimedia empire, including LEGO books, movies, television shows, video games, board games, comic books, theme parks, magazines, and even MMORPGs.

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LEGO Studies: Examining the Building Blocks of a Transmedial Phenomenon "is the first collection to examine LEGO as both a medium into which other franchises can be adapted and a transmedial franchise of its own. Although each essay looks at a particular aspect of the LEGO phenomenon, topics such as adaptation, representation, paratexts, franchises, and interactivity intersect throughout these essays, proposing that the study of LEGO as a medium and a media empire is a rich vein barely touched upon in Media Studies.

Since the "Automatic Binding Bricks" that LEGO produced in 1949, and the LEGO "System of Play" that began with the release of Town Plan No. 1 (1955), LEGO bricks have gone on to become a global phenomenon, and the favorite building toy of children, as well as many an AFOL (Adult Fan of LEGO). LEGO has also become a medium into which a wide number of media franchises, including "Star Wars," "Harry Potter," "Pirates of the Caribbean," "Batman," "Superman," "Lord of the Rings," and others, have adapted their characters, vehicles, props, and settings. The LEGO Group itself has become a multimedia empire, including LEGO books, movies, television shows, video games, board games, comic books, theme parks, magazines, and even MMORPGs.

"

LEGO Studies: Examining the Building Blocks of a Transmedial Phenomenon "is the first collection to examine LEGO as both a medium into which other franchises can be adapted and a transmedial franchise of its own. Although each essay looks at a particular aspect of the LEGO phenomenon, topics such as adaptation, representation, paratexts, franchises, and interactivity intersect throughout these essays, proposing that the study of LEGO as a medium and a media empire is a rich vein barely touched upon in Media Studies.

This book considers how contemporary British children s books engage with some of the major cultural debates of recent years, and how they resonate with the current preoccupations and tastes of the white mainstream British reading public. A central assumption of this volume is that Britain s imperial past continues to play a key role in its representations of race, identity, and history. The insistent inclusion of questions relating to colonialism and power structures in recent children s novels exposes the complexities and contradictions surrounding the fictional treatment of race relations and ethnicity.

Postcolonial children s literature in Britain has been inherently ambivalent since its cautious beginnings: it is both transgressive and authorizing, both undercutting and excluding. Grzegorczyk considers the ways in which children s fictions have worked with and against particular ideologies of race. The texts analyzed in this collection portray ethnic minorities as complex, hybrid products of colonialism, global migrations, and the ideology of multiculturalism. By examining the ideological content of these novels, Grzegorczyk demonstrates the centrality of the colonial past to contemporary British writing for the young."

In this new book, Noga Applebaum surveys science fiction novels published for children and young adults from 1980 to the present, exposing the anti-technological bias existing within a genre often associated with the celebration of technology. Applebaum argues that perceptions of technology as a corrupting force, particularly in relation to its use by young people, are a manifestation of the enduring allure of the myth of childhood innocence and result in young-adult fiction that endorses a technophobic agenda. This agenda is a form of resistance to the changing face of childhood and technology's contribution to this change. Further, Applebaum contends that technophobic literature disempowers its young readers by implying that the technologies of the future are inherently dangerous, while it neglects to acknowledge children's complex, yet pleasurable, interactions with technology today. The study looks at works by well-known authors including M.T. Anderson, Monica Hughes, Lois Lowry, Garth Nix, and Philip Reeve, and explores topics such as ecology, cloning, the impact of technology on narrative structure, and the adult-child hierarchy. While focusing on the popular genre of science fiction as a useful case study, Applebaum demonstrates that negative attitudes toward technology exist within children's literature in general, making the book of considerable interest to scholars of both science fiction and children's literature.

This book is a literary analysis of J.M. Barrie's Peter Pan in all its different versions -- key rewritings, dramatisations, prequels, and sequels -- and includes a synthesis of the main critical interpretations of the text over its history. A comprehensive and intelligent study of the Peter Pan phenomenon, this study discusses the book's complicated textual history, exploring its origins in the Harlequinade theatrical tradition and British pantomime in the nineteenth century. Stirling investigates potential textual and extra-textual sources for Peter Pan, the critical tendency to seek sources in Barrie's own biography, and the proliferation of prequels and sequels aiming to explain, contextualize, or close off, Barrie's exploration of the imagination. The sources considered include Dave Barry and Ridley Pearson's Starcatchers trilogy, Regis Loisel's six-part Peter Pan graphic novel in French (1990-2004), Andrew Birkin's The Lost Boys series, the films Hook (1991), Peter Pan (2003) and Finding Neverland (2004), and Geraldine McCaughrean's "official sequel" Peter Pan in Scarlet (2006), among others.