In this pioneering and timely book, Lampert examines the ways in which cultural identities are constructed within young adult and children's literature about the attacks of September 11, 2001. Looking at examples including picture books, young adult novels, and a selection of DC Comics, Lampert finds the co-mingling of xenophobia and tolerance, the binaried competition between good and evil and global harmony and national insularity, and the glorification of both the commonplace hero and the super-human. Specifically, Lampert identifies three significant identity categories encoded in 9/11 books for children--ethnic identities, national identities, and heroic identities--arguing that their formation is contingent upon post-9/11 politics. These shifting identities offer implicit and explicit accounts of what constitute good citizenship, loyalty to nation and community, and desirable attributes in a Western post-9/11 context.

Lampert makes an original contribution to the field of children's literature by providing a focused and sustained analysis of how texts for children about 9/11 contribute to formations of identity in these complex times of cultural unease and global unrest.

Before she was a renowned children's author, J.K. Rowling was an educator. Her bestselling series, Harry Potter, places education at the forefront, focusing not only on Harry, Ron, and Hermione's adventures but also on their magical education. This multi-author collection shines a light on the central role of education within the Harry Potter series, exploring the pedagogical possibilities of using Harry Potter to enhance teaching effectiveness. Authors examine topics related to environments for learning, approaches to teaching and learning, and the role of mentorship. Created for scholars, teachers, and fans alike, this collection provides an entry into pedagogical theories and offers critical perspectives on the quality of Hogwarts education--from exemplary to abusive and every approach in between. Hogwarts provides many lessons for educators, both magical and muggle alike.

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

Following on the success of her first book The Bully in the Book and in the Classroom, C. J. Bott has written this sequel to help those who work with children and young adults become familiar with books that address the problem of bullying. More Bullies in More Books presents over 350 annotated titles, from picture books to high school books, dealing with bullying. Chapters address specific bullying behaviors or problems: name calling, putdowns, and gossip; being new and different; body image; cliques, groups, and gangs; "isms;" homophobia; cyberspace; and violence. Each chapter begins with an introduction that describes the harassment seen most often in each grade level and contains relevant books at all reading levels. Every entry features an in-depth summary, activities, and quotes from the book for students to discuss. An important resource about a real and harmful problem, this book will be of interest to teachers, librarians, counselors, administrators, and parents.

Can fairy tales subvert consumerism? Can fantasy and children's literature counter the homogenizing influence of globalization? Can storytellers retain their authenticity in the age of consumerism? These are some of the critical questions raised by Jack Zipes, the celebrated scholar of fairy tales and children's literature. In this book, Zipes argues that, despite a dangerous reconfiguration of children as consumers in the civilizing process, children's literature, fairy tales, and storytelling possess a uniquely powerful (even fantastic)capacity to resist the "relentless progress" of negative trends in culture. He also argues that these tales and stories may lose their power if they are too diluted by commercialism and merchandising.

Stories have been used for centuries as a way to teach children (and adults) how to see the world, as well as their place within it. In Relentless Progress, Zipes looks at the surprising ways that stories have influenced people within contemporary culture and vice versa. Among the many topics explored here are the dumbing down of books for children, the marketing of childhood, the changing shape of feminist fairy tales, and why American and British children aren?t exposed to more non-western fairy tales. From picture books to graphic novels, from children's films to video games, from Grimm's fairy tales to the multimedia Harry Potter phenomenon, Zipes demonstrates that while children's stories have changed greatly in recent years, much about these stories have remained the same?despite their contemporary, high-tech repackaging.

Relentless Progress offers remarkable insight into why classic folklore and fairy tales should remain an important part of the lives of children in today's digital culture.

Godzilla stomped his way into American movie theaters in 1956, and ever since then Japanese trends and cultural products have had a major impact on children's popular culture in America. This can be seen in the Hello Kitty paraphernalia phenomenon, the popularity of anime television programs like Pokemon and Dragon Ball Z, computer games, and Hayao Miyazaki's award-winning films, such as Spirited Away and Princess Mononoke. The Japanification of Children's Popular Culture brings together contributors from different backgrounds, each exploring a particular aspect of this phenomenon from different angles, from scholarly examinations to recounting personal experiences. The book explains the interconnections among the various aspects of Japanese influence and discusses American responses to anime and other forms of Japanese popular culture.

The Child That Haunts Us focuses on the symbolic use of the child archetype through the exploration of miniature characters from the realms of children s literature.

Jung argued that the child archetype should never be mistaken for the real child. In this book Susan Hancock considers how the child is portrayed in literature and fairytale and explores the suggestion from Jung and Bachelard that the symbolic resonance of the miniature is inversely proportionate to its size.

We encounter many instances where the miniature characters are a visibly vulnerable other, yet often these occur in association with images of the supernatural, as the desired or feared object of adult imagination. In The Child That Haunts Us it is emphasised that the treatment by any society, past or present, of its smallest and most vulnerable members is truly revealing of the values it really holds.

This original and sensitive exploration will be of particular interest to undergraduate and postgraduate students as well as academics engaged in Jungian studies, children s literature, childhood studies and those with an interest in socio-cultural constructions of childhood.

This collection of essays offers innovative methodological and disciplinary approaches to the intersection of Anglophone literary cultures with children and childhoods across the twentieth century. In two acts of re-centering, the volume focuses both on the multiplicity of childhoods and literary cultures and on child agency. Looking at classic texts for young audiences and at less widely-read and unpublished material (across genres including poetry, fiction, historical fiction or biography, picturebooks, and children's television), essays foreground the representation of child voices and subjectivities within texts, explore challenges to received notions of childhood, and emphasize the role of child-oriented texts in larger cultural and political projects. Chapters frame themes of spectacle, self, and specularity across the twentieth-century; question tropes of childhood; explore identity and displacement in narrating history and culture; and elevate children as makers of literary culture. A major intent of the volume is to approach literary culture not just as produced by adults for consumption by children but also as co-created by young people through their actions as speakers, artists, readers, and writers.

This collection of essays focuses its critical sights on the figure of the girl sleuth, made famous by Nancy Drew but also characterized by other famous detectives like Cherry Ames, Trixie Belden, Linda Carlton, and even in contemporary media by Veronica Mars and Hermione Granger of the ""Harry Potter"" series (all of whom are represented in the book.) The girl sleuth is perhaps the ultimate in paradox - she is fearless but cautious; intelligent but undereducated; unbound yet always contained. She is almost impossibly feminine, perfectly appointed and impeccably dressed, yet she is also downright feminist, barging through barriers that her adult female counterparts would not get through for decades to come.And yet, in the face of the girl sleuth's paradoxical nature, solving mysteries is clearly her defining act. Fittingly, solving mysteries is what each of the authors represented in this collection strives to do, examining the questions and conundrums these girl sleuths have left in their wake as they have righted wrongs, stopped the bad guy, and saved the day.The topics include: the disputed origins of Nancy Drew and the Stratemeyer Syndicate; the firmly intertwined relationships between the Syndicate and Nancy Drew's many ghostwriters; the surprisingly distinct and evolving textual identities of the Cherry Ames series; the adaptation of the traditional girl sleuth archetype in contemporary girl detectives like Veronica Mars, Lulu Dark, and Ingrid Levin-Hill; and the ways in which Harry Potter's Hermione Granger, while a central female character in the series, is often at odds with the male-centric, fantasy-genre world of Harry Potter himself.

This book critically examines Le Guin's fiction for all ages, and it will be of great interest to her many admirers and to all students and scholars of children's literature.

The astonishing success of J.K. Rowling and other contemporary children's authors has demonstrated how passionately children can commit to the books they love. But this kind of devotion is not new. This timely volume takes up the challenge of assessing the complex interplay of forces that have created the popularity of children's books both today and in the past. The essays collected here ask about the meanings and values that have been ascribed to the term 'popular'. They consider whether popularity can be imposed, or if it must always emerge from children's preferences. And they investigate how the Harry Potter phenomenon fits into a repeated cycle of success and decline within the publishing industry. Whether examining eighteenth-century chapbooks, fairy tales, science schoolbooks, Victorian adventures, waif novels or school stories, these essays show how historical and publishing contexts are vital in determining which books will succeed and which will fail, which bestsellers will endure and which will fade quickly into obscurity. As they considering the fiction of Angela Brazil, Enid Blyton, Roald Dahl and J.K. Rowling, the contributors carefully analyse how authorial talent and cultural contexts combine, in often unpredictable ways, to generate - and sometimes even sustain - literary success.

As Canada came to terms with its role as an independent nation following Confederation in 1867, there was a call for a literary voice to express the needs and desires of a new country. Children's literature was one of the means through which this new voice found expression. Seen as a tool for both entertaining and educating children, this material is often overtly propagandistic and nationalistic, and addresses some of the key political, economic, and social concerns of Canada as it struggled to maintain national unity during this time. From Nursery Rhymes to Nationhood studies a large variety of children's literature written in English between 1867 and 1911, revealing a distinct interest in questions of national unity and identity among children's writers of the day and exploring the influence of American and British authors on the shaping of Canadian identity. The visions of Canada expressed in this material are often in competition with one another, but together they illuminate the country's attempts to define itself and its relation to the world outside its borders.

In the first full-length study in English of Carlo Collodi's The Adventures of Pinocchio, the authors show how the checkered history of the puppet illuminates social change from the pre World War One era to the present. The authors argue that most Americans know a trivialized, diluted version of the tale, one such source is Disney's perennial classic. The authors also discover that when adults are introduced to the 'real' story, they often deem it as unsuitable for children. Placing the puppet in a variety of contexts, the authors chart the progression of this childhood tale that has frequently undergone dramatic revisions to suit America's idea of children's literature.

Over the past 15 years, there has been a pronounced trend toward a particular type of picturebook that many would label "postmodern." Postmodern picturebooks have stretched our conventional notion of what constitutes a picturebook, as well as what it means to be an engaged reader of these texts. The international researchers and scholars included in this compelling collection of work critically examine and discuss postmodern picturebooks, and reflect upon their unique contributions to both the field of children's literature and to the development of new literacies for child, adolescent, and adult readers.

Serious scholarship on African American children's and young adult literature is a relatively recent phenomenon. To date, only a handful of book-length works-aside from doctoral dissertations-have been devoted to the exploration of this body of work and the historical works that are at its foundation. Embracing, Evaluating, and Examining African American Children's and Young Adult Literature features 12 original essays that present research related to African American children's literature-books intended for youth that are written by and about African Americans-conducted by scholars from leading academic institutions. Editors Wanda M. Brooks and Jonda C. McNair offer a bouquet of diverse perspectives on African American children's and young adult literature, focusing attention on texts, on readers, and on pedagogical strategies that have the potential to bring the texts and the readers together. Beginning with a foreword by one of the leading scholars in the field of African American children's and young adult literature, Rudine Sims Bishop, the varied disciplinary perspectives put forth in this book will inspire others to embrace, evaluate, and examine African American children's and young adult literature for many years to come.

The myth of the Victorian family remains a pervasive influence within a contemporary Britain that perceives itself to be in social crisis. Nostalgic for a golden age of "Victorian values" in which visions of supportive, united families predominate, the common consciousness, exhorted by social and political discourse, continues to vaunt the "traditional, natural" family as the template by which all other family forms are gauged. Yet this fantasy of family, nurtured and augmented throughout the Victorian era, was essentially a construct that belied the realities of a nineteenth-century world in which orphanhood, fostering, and stepfamilies were endemic.

Focusing primarily on British children's texts written by women and drawing extensively on socio-historic material, The Fantasy of Family considers the paradoxes implicit to the perpetuation of the domestic ideal within the Victorian era and offers new perspectives on both nineteenth-century and contemporary society.

Oscar Wilde's two collections of children's literature, The Happy Prince and Other Stories (1888) and A House of Pomegranates (1891), have often been marginalised in critical accounts as their apparently conservative didacticism appears at odds with the characterisation of Wilde as an amoral aesthete. In this, the first full-length study of Wilde's fairy tales for children, Jarlath Killeen argues that Wilde's stories are neither uniformly conservative nor subversive, but a blend of both. Killeen contends that while they should be read in relation to a literary tradition of fairy tales that emerged in nineteenth century Europe; Irish issues heavily influenced the work. These issues were powerfully shaped by the 'folk Catholicism' Wilde encountered in the west of Ireland. By resituating the fairy tales in a complex nexus of theological, political, social, and national concerns, Killeen restores the tales to their proper place in the Wilde canon.

Soviet literature in general and Soviet children 's literature in particular have often been labeled by Western and post-Soviet Russian scholars and critics as propaganda. Below the surface, however, Soviet children 's literature and culture allowed its creators greater experimental and creative freedom than did the socialist realist culture for adults. This volume explores the importance of children 's culture, from literature to comics to theater to film, in the formation of Soviet social identity and in connection with broader Russian culture, history, and society.

Eclectic library reading programs for young children have blossomed across the nation over the last decade, encouraging in toddlers a fondness for the library and an excitement for the caches of books to be found there. Likewise, in an effort to promote a love of language in babies as young as three months old, scores of early childhood initiatives are beginning to sprout as well. Aimed at children's librarians and other professionals who work with very young children, this librarian-tested sourcebook provides complete programs that spotlight the value and necessity of singing, speaking, and reading to babies in their earliest months. Ten ready-to-use programs are divided for their intended audience: five for 'pre-walkers' and five for walkers. Marino combines rhymes involving body movement, songs, fingerplays, circle games, and books in ways that teach interaction skills with young children and help to enrich their language and enhance their listening capabilities. Several of the rhymes are repeated in a take-home section to aid librarians and others in charge of children's programs to present parents and caregivers with the tools they need to use rhymes and activities whenever and wherever they want. A helpful bibliography lists the best picture books, programming books, rhyme collections, and numerous recordings that are suitable for very young children. The captivating activities in Babies in the Library! will delight the youngest library users while making it easy for librarians to create programs for this important and growing segment of the library population.

This comparative study looks at the way English books for girls are imported and translated into Dutch and Flemish culture. Fiction for girls has existed in Flanders and the Netherlands for more than one hundred years and started with the translation of Little Women into Dutch in 1876. Original fiction for girls in Dutch has developed especially in the Netherlands. Translations from English, German and French played an important role in developing the genre over time and Flanders plays an important role in bringing translations of narrative fiction for girls on the Dutch-Flemish market. Translations take many forms and the way a narrative is translated can vary a lot. It is often assumed that only the best of other cultures is translated, but that is not really the case. A large proportion of the translations analyzed in this study are popular fiction series which were heavily adapted and changed in the translation process. The same is true of classic girls' texts, such as Little Women, which are often unrecognizable in translation. However, not all translations take that many liberties with the original and many award-winning books are translated in a faithful way.

The Outside Child, In and Out of the Book is situated at the intersection between children's literature studies and childhood studies. In this provocative book, Christine Wilkie-Stibbs juxtaposes the narratives of literary and actual children/young adults to explore how Western culture has imagined, defined, and dealt with their outsider status - whether orphaned, homeless, refugee, victims of abuse, or exploited - and how processes of economic, social, or political impoverishment are sustained and naturalized in regimes of power, authority, and domination. In five chapters titled: "Outsider," "Displaced," "Erased," "Abject," "Unattached," and "Colonized," the book situates and repositions a range of pre- and post-millennium children's/young adult fictions, autobiographies, policy documents, and reports in the current climate of rabid globalization, new "out-group" definitions, and prescribed normativity. Children's/young adult fictions considered include: Malorie Blackman's Noughts and Crosses trilogy; Mark Haddon's The Curious Incident of the Dog in the Night-Time; Jacqueline Wilson's The Illustrated Mum; Shyam Selvadurai's Funny Boy; Ann Provoost's Falling; Meg Rosoff's, How I Live Now; Elizabeth Laird's A Little Piece of Ground. Autobiographical works include Zlata Filipovic's Zlata's Diary; Kevin Lewis's The Kid; Latifa's My Forbidden Face; and Valerie Zenatti's When I Was a Soldier.

Soon Come Home to This Island traces the representation of West Indian characters in British children's literature from 1700 to today. This book challenges traditional notions of British children's literature as mono-cultural by illuminating the contributions of colonial and postcolonial-era Black British writers. The author examines the varying depictions of West Indian islands and peoples in a wide range of picture books, novels, textbooks, and popular periodicals published over the course of more than 300 years. An excellent resource for any children's literature student or scholar, the book includes a chronological bibliography of primary source material that includes West Indian characters and twenty black-and-white illustrations that chart the changes in visual representations of West Indians over time.

Once Upon a Time in a Different World, a unique addition to the celebrated Children's Literature and Culture series, seeks to move discussions and treatments of ideas in African America Children's literature from the margins to the forefront of literary discourse. Looking at a variety of topics, including the moralities of heterosexism, the veneration of literacy, and the "politics of hair," Neal A. Lester provides a scholarly and accessible compilation of essays that will serve as an invaluable resource for parents, students, and educators. The much-needed reexamination of African American children's texts follows an engaging call-and-response format, allowing for a lively and illuminating discussion between its primary author and a diverse group of contributors; including educators, scholars, students, parents, and critics. In addition to these distinct dialogues, the book features an enlightening generational conversation between Lester and his teenage daughter as they review the same novels. With critical assessments of Toni and Slade Morrison's The Big Box and The Book of Mean People, bell hooks' Happy to Be Nappy, and Anne Schraff's Until We Meet Again, among many other works, these provocative and fresh essays yield a wealth of perspectives on the intersections of identity formations in childhood and adulthood.

Women have always been involved in war; a fact that has generally been acknowledged, but not always documented. The importance of the availability of good print, nonprint, and Internet resources for the study of women's involvement in war is especially important given the limited coverage of the subject in textbooks. Women Engaged in War covers the war efforts of females of all ages actively involved in various battles, wars, and war-time activities. Coverage ranges from Sybil Ludington's ride on horseback to rouse American soldiers to fight against the British to women's roles as nurses, doctors, spies, soldiers, correspondents, and photographers to women's roles on the home front. The scope of the book is multinational and multicultural and spans from the earliest historical records of women warriors to the present. Fiction, picture books, nonfiction, biographies, autobiographies, collective biographies, oral narratives, reference books, journal and periodical articles, and nonprint and electronic resources are included in this annotated guide. This helpful reference concludes with professional resources for educators; primary resources; an international directory of memorials, monuments, and museums; classroom activities, lessons, and booktalks; and recommendations for building a core collection.

Carpe Mundum analyzes German Youth culture during the Weimar Republic (1918-1933). Each chapter addresses a distinct topic: sex educational materials for young people, the language of the censorship debates, novels dealing with war, historical narration, magazines, popular science and science fiction, radio, and sports. Together the themes illustrate the influence of nineteenth-century holistic thinking in popular culture in early twentieth-century Germany. Public policies and institutions governing German youth culture during the Weimar Republic, including education and social welfare, evince spiritual underpinnings of Naturphilosophie - a movement which promoted the unity of all things. As cultural modernity in Germany enabled young people greater participation in shaping their culture, elements of a modernity of yough emerged as distinct from that of the adult world and its ideologically laden system of values. The essence of youthful modernity in Germany as evident most clearly in popular magazines, radio, and sports rests primarily on spontaneity, ingenuity and camaraderie.