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.

Concurrent with increasing scholarly attention toward national children's literatures, Contemporary English-language Indian Children's Literature explores an emerging body of work that has thus far garnered little serious critical attention. Superle critically examines the ways Indian children's writers have represented childhood in relation to the Indian nation, Indian cultural identity, and Indian girlhood. From a framework of postcolonial and feminist theories, children's novels published between 1988 and 2008 in India are compared with those from the United Kingdom and North America from the same period, considering the differing ideologies and the current textual constructions of childhood at play in each. Broadly, Superle contends that over the past twenty years an aspirational view of childhood has developed in this literature-a view that positions children as powerful participants in the project of enabling positive social transformation. Her main argument, formed after recognizing several overarching thematic and structural patterns in more than one hundred texts, is that the novels comprise an aspirational literature with a transformative agenda: they imagine apparently empowered child characters who perform in diverse ways in the process of successfully creating and shaping the ideal Indian nation, their own well-adjusted bicultural identities in the diaspora, and/or their own empowered girlhoods. Michelle Superle is a Professor in the department of Communications at Okanagan College. She has taught children's literature, composition, and creative writing courses at various Canadian universities and has published articles in Papers and IRCL.

This book offers new critical approaches for the study of adaptations, abridgments, translations, parodies, and mash-ups that occur internationally in contemporary children's culture. It follows recent shifts in adaptation studies that call for a move beyond fidelity criticism, a paradigm that measures the success of an adaptation by the level of fidelity to the "original" text, toward a methodology that considers the adaptation to be always already in conversation with the adapted text. This book visits children's literature and culture in order to consider the generic, pedagogical, and ideological underpinnings that drive both the process and the product. Focusing on novels as well as folktales, films, graphic novels, and anime, the authors consider the challenges inherent in transforming the work of authors such as William Shakespeare, Charles Perrault, L.M. Montgomery, Laura Ingalls Wilder, and A.A. Milne into new forms that are palatable for later audiences particularly when-for perceived ideological or political reasons-the textual transformation is not only unavoidable but entirely necessary. Contributors consider the challenges inherent in transforming stories and characters from one type of text to another, across genres, languages, and time, offering a range of new models that will inform future scholarship.

This book explores the meaning of nation or nationalism in children's literature and how it constructs and represents different national experiences. The contributors discuss diverse aspects of children's literature and film from interdisciplinary and multicultural approaches, ranging from the short story and novel to science fiction and fantasy from a range of locations including Canada, Australia, Taiwan, Norway, America, Italy, Great Britain, Iceland, Africa, Japan, South Korea, India, Sweden and Greece. The emergence of modern nation-states can be seen as coinciding with the historical rise of children's literature, while stateless or diasporic nations have frequently formulated their national consciousness and experience through children's literature, both instructing children as future citizens and highlighting how ideas of childhood inform the discourses of nation and citizenship. Because nation and childhood are so intimately connected, it is crucial for critics and scholars to shed light on how children's literatures have constructed and represented historically different national experiences. At the same time, given the massive political and demographic changes in the world since the nineteenth century and the formation of nation states, it is also crucial to evaluate how the national has been challenged by changing national languages through globalization, international commerce, and the rise of English. This book discusses how the idea of childhood pervades the rhetoric of nation and citizenship, and how children and childhood are represented across the globe through literature and film.

The Mary Poppins that many people know of today--a stern, but sweet, loveable, and reassuring British nanny--is a far cry from the character created by Pamela Lyndon Travers in the 1930's. Instead, this is the Mary Poppins reinvented by Disney in the eponymous movie. This book sheds light on the original Mary Poppins, Myth, Symbol, and Meaning in Mary Poppins is the only full-length study that covers all the Mary Poppins books, exposing just how subversive the pre-Disney Mary Poppins character truly was. Drawing important parallels between the character and the life of her creator, who worked as a governess herself, Grilli reveals the ways in which Mary Poppins came to unsettle the rigid and rigorous rules of Victorian and Edwardian society that most governesses embodied, taught, and passed on to their charges.

Bringing together children's literature scholars from China and the United States, this collection provides an introduction to the scope and goals of a field characterized by active but also distinctive scholarship in two countries with very different rhetorical traditions. The volume's five sections highlight the differences between and overlapping concerns of Chinese and American scholars, as they examine children's literature with respect to cultural metaphors and motifs, historical movements, authorship, didacticism, important themes, and the current status of and future directions for literature and criticism. Wide-ranging and admirably ambitious in its encouragement of communication between scholars from two major nations, Representing Children in Chinese and U.S. Children's Literature serves as a model for examining how and why children's literature, more than many literary forms, circulates internationally.

This study examines the children s books of three extraordinary British writers J.K. Rowling, Diana Wynne Jones, and Terry Pratchett and investigates their sophisticated use of narrative strategies not only to engage children in reading, but to educate them into becoming mature readers and indeed individuals. The book demonstrates how in quite different ways these writers establish reader expectations by drawing on conventions in existing genres only to subvert those expectations. Their strategies lead young readers to evaluate for themselves both the power of story to shape our understanding of the world and to develop a sense of identity and agency. Rowling, Jones, and Pratchett provide their readers with fantasies that are pleasurable and imaginative, but far from encouraging escape from reality, they convey important lessons about the complexities and challenges of the real world and how these may be faced and solved. All three writers deploy the tropes and imaginative possibilities of fantasy to disturb, challenge, and enlarge the world of their readers."

Cooney's large body of work for adolescents defies easy classification. She has written award-winning adventure, suspense, romance, family, mystery, and historical fiction, as well as action-driven horror stories and a time-travel trilogy. Her purpose in some books, most notably horror like The Perfume, is just to encourage reluctant readers to enjoy literature. However, in her most serious and artistic books, Cooney relies on a source that is likely to surprise her readers: biblical stories and parables. For example, readers can find the seed of the idea that eventually became Whatever Happened to Janie in the story of King Solomon's wisdom when he was asked to decide which of two women, both of whom claimed to be mother of an infant, should be recognized as the true mother. The parable of the Good Samaritan provides a backdrop in several of Cooney's most successful novels. Cooney's understated use of biblical stories, and the way her Christian faith subtly informs her fiction, are explored in the book. The organization of the text reflects Cooney's major fiction categories: the "Janie" mysteries, romances, catastrophe novels, horror and suspense novels, the time travel trilogy, and her historical fiction. Representative books are discussed in detail within each chapter. Although most of the text is devoted to critical analysis of her literary work, and of the intersection of fiction and faith in her novels, Cooney's biography is also presented within the frame of her life as a single mother of grown children. The influences of her talents as an organist who played regularly for her church, the lessons she has learned from her children when they were teenagers, and life experiences that have led her to consider issues of race and gender, are examples of issues that are discussed. For children's and YA libraries and students of children's literature.

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.

Laura Ingalls Wilder wrote stories that have defined the American frontier for generations of readers. As both author and character in her own books, she became one of the most famous figures in American children s literature. Her famous "Little House on the Prairie" series, based on her childhood in Wisconsin, Kansas, Minnesota, and South Dakota, blended memoir and fiction into a vivid depiction of 19th-century settler life that continues to shape many Americans understanding of the country s past. Poised between fiction and fact, literature and history, Wilder s life is a fascinating window on the American west.

Placing Wilder s life and work in historical context, and including previously unpublished material from the Wilder archives, Sallie Ketcham introduces students to domestic frontier life, the conflict between Native Americans and infringing white populations, and the West in public memory and imagination."

Astrid Lindgren, author of the famed Pippi Longstocking novels, is perhaps one of the most significant children's authors of the last half of the twentieth century. In this collection contributors consider films, music, and picturebooks relating to Lindgren, in addition to the author's reception internationally. Touching on everything from the Astrid Lindgren theme park at Vimmerby, Sweden to the hidden folk songs in Lindgren's works to the use of nostalgia in film adaptations of Lindgren's novels, this collection offers an important international and intermedial portrait of Lindgren research today.

While Ralph Waldo Emerson and Henry David Thoreau are often credited with inventing American environmental writing, Matthew Wynn Sivils argues that the works of these Transcendentalists must be placed within a larger literary tradition that has its origins in early Republic natural histories, Indian captivity narratives, Gothic novels, and juvenile literature. Authors such as William Bartram, Ann Eliza Bleecker, and Samuel Griswold Goodrich, to name just a few, enabled the development of a credibly American brand of proto-environmental fiction. Sivils argues that these seeds of environmental literature would come to fruition in James Fenimore Cooper's The Pioneers, which he argues is the first uniquely environmental American novel. He then connects the biogeographical politics of Cooper's The Prairie with European anti-Americanism; and concludes this study by examining how James Kirke Paulding, Thomas Cole, and James Fenimore Cooper imaginatively addressed the problem of human culpability and nationalistic cohesiveness in the face of natural disasters. With their focus on the character and implications of the imagined American landscape, these key works of early environmental thought contributed to the growing influence of the natural environment on the identity of the fledgling nation decades before the influences of Emerson's Nature and Thoreau's Walden.

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.

Recent scholarship on children s literature displays a wide variety of interests in classic and contemporary children s books. While environmental and ecological concerns have led to an interest in ecocriticism, as yet there is little on the significance of the ecological imagination and experience to both the authors and readers young and old of these texts. This edited collection brings together a set of original international research-based chapters to explore the role of children s literature in learning about environments and places, with a focus on how children s literature may inform and enrich our imagination, experiences and responses to environmental challenges and injustice. Contributions from Australia, Canada, USA and UK explore the diverse ways in which children s literature can provide what are arguably some of the first and possibly most formative engagements that some children might have with nature . Chapters examine classic and new storybooks, mythic tales, and image-based and/or written texts read at home, in school and in the field. Contributors focus on exploring how children s literature mediates and informs our imagination and understandings of diverse environments and places, and how it might open our eyes and lives to other presences, understandings and priorities through stories, their telling and re-telling, and their analysis.

This book was originally published as a special issue of Environmental Education Research."

Black Authors and Illustrators of Books for Children and Young Adults is a biographical dictionary that provides comprehensive coverage of all major authors and illustrators - past and present. As the only reference volume of its kind available, this book is a valuable research tool that provides quick access for anyone studying black children's literature - whether one is a student, a librarian charged with maintaining a children's literature collection, or a scholar of children's literature. The Fourth Edition of this renowned reference work illuminates African American contributions to children's literature and books for young adults. The new edition contains updated and new information for existing author/illustrator entries, the addition of approximately 50 new profiles, and a new section listing online resources of interest to the authors and readers of black children's literature.

In this new book, Julie Cross examines the intricacies of textual humor in contemporary junior literature, using the tools of literary criticism and humor theory. Cross investigates the dialectical paradoxes of humor and debunks the common belief in oppositional binaries of simple versus complex humor. The varied combinations of so-called high and low forms of humor within junior texts for young readers, who are at such a crucial stage of their reading and social development, provide a valuable commentary upon the culture and values of contemporary western society, making the book of considerable interest to scholars of both children s literature and childhood studies.

Cross explores the ways in which the changing content, forms and functions of the many varied combinations of humor in junior texts, including the Lemony Snickett series, reveal societal attitudes towards young children and childhood. The new compounds of seemingly paradoxical high and low forms of humor, in texts for developing readers from the 1960s onwards, reflect and contribute to contemporary society s hesitant and uneven acceptance of the emergent paradigm of children s rights, abilities, participation and empowerment. Cross identifies four types of potentially subversive/transgressive humor which have emerged since the 1960s which, coupled with the three main theories of humor relief, superiority and incongruity theories enables a long-overdue charting of developments in humor within junior texts. Cross also argues that the gradual increase in the compounding of the simple and the complex provide opportunities for young readers to play with ambiguous, complicated ideas, helping them embrace the complexities and contradictions of contemporary life."

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.

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.

Focusing upon contemporary young adult literature, this collection features an academic look at the use of the classic fairy tale and its Gothic elements in the creation of both new tales and retellings of classic stories.

In this book, Blackford historicizes the appeal of the Persephone myth in the nineteenth century and traces figurations of Persephone, Demeter, and Hades throughout girls literature of the nineteenth and twentieth centuries. She illuminates developmental patterns and anxieties in E. T. A. Hoffmann s Nutcracker and Mouse King, Louisa May Alcott s Little Women, Emily Bronte s Wuthering Heights, J. M. Barrie s Peter and Wendy, Frances Hodgson Burnett s The Secret Garden, E. B. White s Charlotte s Web, J. K. Rowling s Harry Potter and the Chamber of Secrets, Stephenie Meyer s Twilight, and Neil Gaiman s Coraline. The story of the young goddess s separation from her mother and abduction into the underworld is, at root, an expression of ambivalence about female development, expressed in the various Neverlands through which female protagonists cycle and negotiate a partial return to earth. The myth conveys the role of female development in the perpetuation and renewal of humankind, coordinating natural and cultural orders through a hieros gamos (fertility coupling) rite. Meanwhile, popular novels such as Twilight and Coraline are paradoxically fresh because they recycle goddesses from myths as old as the seasons. With this book, Blackford offers a consideration of how literature for the young squares with broader canons, how classics flexibly and uniquely speak through novels that enjoy broad appeal, and how female traditions are embedded in novels by both men and women."

This book provides a new critical methodology for the study of landscapes in children's literature. Treating landscape as the integration of unchanging and irreducible physical elements, or topoi, Carroll identifies and analyses four kinds of space sacred spaces, green spaces, roadways, and lapsed spaces that are the component elements of the physical environments of canonical British children s fantasy. Using Susan Cooper's The Dark Is Rising Sequence as the test-case for this methodology, the book traces the development of the physical features and symbolic functions of landscape topoi from their earliest inception in medieval vernacular texts through to contemporary children's literature. The identification and analysis of landscape topoi synthesizes recent theories about interstitial space together with earlier morphological and topoanalytical studies, enabling the study of fictional landscapes in terms of their physical characteristics as well as in terms of their relationship with contemporary texts and historical precedents. Ultimately, by providing topoanalytical studies of other children s texts, Carroll proposes topoanalysis as a rich critical method for the study and understanding of children s literature and indicates how the findings of this approach may be expanded upon. In offering both transferable methodologies and detailed case-studies, this book outlines a new approach to literary landscapes as geographical places within socio-historical contexts."

Innocence, Heterosexuality, and the Queerness of Children s Literature examines distinguished classics of children s literature both old and new including L. Frank Baum s Oz books, Laura Ingalls Wilder s Little House series, J. K. Rowling s Harry Potter novels, Lemony Snicket s A Series of Unfortunate Events, and Stephenie Meyer s Twilight series to explore the queer tensions between innocence and heterosexuality within their pages. Pugh argues that children cannot retain their innocence of sexuality while learning about normative heterosexuality, yet this inherent paradox runs throughout many classic narratives of literature for young readers. Children s literature typically endorses heterosexuality through its invisible presence as the de facto sexual identity of countless protagonists and their families, yet heterosexuality s ubiquity is counterbalanced by its occlusion when authors shield their readers from forthright considerations of one of humanity s most basic and primal instincts.

The book demonstrates that tensions between innocence and sexuality render much of children s literature queer, especially when these texts disavow sexuality through celebrations of innocence. In this original study, Pugh develops interpretations of sexuality that few critics have yet ventured, paving the way for future scholarly engagement with larger questions about the ideological role of children's literature and representations of children's sexuality.

Tison Pugh is Associate Professor in the Department of English at the University of Central Florida. He is the author of Queering Medieval Genres and Sexuality and Its Queer Discontents in Middle English Literature and has published on children s literature in such journals as Children s Literature, The Lion and the Unicorn, and Marvels and Tales."

Responding to the increasingly powerful presence of dystopian literature for young adults, this volume focuses on novels featuring a female protagonist who contends with societal and governmental threats at the same time that she is navigating the treacherous waters of young adulthood. The contributors relate the liminal nature of the female protagonist to liminality as a unifying feature of dystopian literature, literature for and about young women, and cultural expectations of adolescent womanhood. Divided into three sections, the collection investigates cultural assumptions and expectations of adolescent women, considers the various means of resistance and rebellion made available to and explored by female protagonists, and examines how the adolescent female protagonist is situated with respect to the groups and environments that surround her. In a series of thought-provoking essays on a wide range of writers that includes Libba Bray, Scott Westerfeld, Tahereh Mafi, Veronica Roth, Marissa Meyer, Ally Condie, and Suzanne Collins, the collection makes a convincing case for how this rebellious figure interrogates the competing constructions of adolescent womanhood in late-twentieth- and early twenty-first-century culture.

The eruption of rural distress in Ireland and the foundation of the Land League in 1879 sparked a number of novels, stories and plays forming an immediate response to what became known as the Irish Land war. These works form a literary genre of their own and illuminate both the historical events themselves and the material conditions of reading and writing in late nineteenth-century Ireland. Divisions into 'us' and 'them' were convenient for political reasons, but the fiction of the period frequently modifies this alignment and draws attention to the complexity of the land problem. This collection includes studies of canonical land war novels, publication channels, collaborations between artists and authors, literary conventions and the interplay between personal experience and literary output. It also includes unique resources such as a reprinted letter by the author Mary Anne Sadlier and a reproduction of Rosa Mulholland's little-known play Our Boycotting. The book concludes with a detailed bibliography of land war fiction between 1879 and 1916, which should inspire further reading and research into the genre.