First published in 1998, this volume explores how the genre of school stories had become firmly established by the turn of the twentieth century, having been built on the foundations laid by writers such as Thomas Hughes and F.W. Farrar. Stories for girls were also taking on a more exciting complexion, inspired by the 'Katy' books of Susan Coolidge. The first five decades of the twentieth century saw further developments in children's fiction. In this comprehensive volume, John and Jonathan Cooper examine each decade in turn, with alphabetically arranged entries on popular children's writers that published works in English during that period. 206 different authors are covered, many from the United States and Canada. Each entry provides information on the author's pseudonyms, date of birth, nationality, titles of works, place and date of publication and the publisher's name. The artist responsible for a book's illustrations is also identified where possible. With over 200 illustrations of cover designs and dustwrappers, many of which are now rare and have never before been published, this book will delight collectors, dealers, scholars, librarians, parents and all those who simply enjoy reading children's fiction.

The Feminine Subject in Children's Literature builds upon and contributes to the growing academic interest in feminism within the field of children's literature studies. Christie Wilkie-Stibbs draws upon the work of Luce Irigaray, Helen Cixous, Julia Kristeva and Jacques Lacan in her analysis of particular children's literature texts to demonstrate how a feminist analysis opens up textual possibilities that may be applied to works of children's fiction in general. Her goal is to extend the range of textual engagements in children's literature through the application of a new post-structural critical apparati.

Introducing Children's Literature is an ideal guide to reading children's literature through the perspective of literary history. Focusing on the major literary movements from Romanticism to Postmodernism, Thacker and Webb examine the concerns of each period and the ways in which these concerns influence and are influenced by the children's literature of the time.
Each section begins with a general chapter, which explains the relationship between the major issues of each literary period and the formal and thematic qualities of children's texts. Close readings of selected texts follow to demonstrate the key defining characteristics of the form of writing and the literary movements.
Original in its approach, this book sets children's literature within the context of literary movements and adult literature. It is essential reading for students studying writing for children. Books discussed include:
*Louisa May Alcott's Little Women
* Charles Kingsley's The Water-Babies
*Lewis Carroll's Alice in Wonderland
*Frank Baum's The Wizard of Oz
*Frances Hodgson Burnett's The Secret Garden
*P.L.Travers' Mary Poppins
*E.B.White's Charlotte's Web
*Philip Pullman's Clockwork.

This volume explores the relationship between representation, affect, and emotion in texts for children and young adults. It demonstrates how texts for young people function as tools for emotional socialisation, enculturation, and political persuasion. The collection provides an introduction to this emerging field and engages with the representation of emotions, ranging from shame, grief, and anguish to compassion and happiness, as psychological and embodied states and cultural constructs with ideological significance. It also explores the role of narrative empathy in relation to emotional socialisation and to the ethics of representation in relation to politics, social justice, and identity categories including gender, ethnicity, disability, and sexuality. Addressing a range of genres, including advice literature, novels, picture books, and film, this collection examines contemporary, historical, and canonical children's and young adult literature to highlight the variety of approaches to emotion and affect in these texts and to consider the ways in which these approaches offer new perspectives on these texts. The individual chapters apply a variety of theoretical approaches and perspectives, including cognitive poetics, narratology, and poststructuralism, to the analysis of affect and emotion in children's and young adult literature.

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.

This book explores representations of child autonomy and self-governance in children's literature.The idea of child rule and child realms is central to children's literature, and childhood is frequently represented as a state of being, with children seen as aliens in need of passports to Adultland (and vice versa). In a sense all children's literature depends on the idea that children are different, separate, and in command of their own imaginative spaces and places. Although the idea of child rule is a persistent theme in discussions of children's literature (or about children and childhood) the metaphor itself has never been properly unpacked with critical reference to examples from those many texts that are contingent on the authority and/or power of children. Child governance and autonomy can be seen as natural or perverse; it can be displayed as a threat or as a promise. Accordingly, the "child rule"-motif can be seen in Robinsonades and horror films, in philosophical treatises and in series fiction. The representations of self-ruling children are manifold and ambivalent, and range from the idyllic to the nightmarish. Contributors to this volume visit a range of texts in which children are, in various ways, empowered, discussing whether childhood itself may be thought of as a nationality, and what that may imply. This collection shows how representations of child governance have been used for different ideological, aesthetic, and pedagogical reasons, and will appeal to scholars of children's literature, childhood studies, and cultural studies.

This book visits contemporary British children's and young adult (YA) fiction alongside cosmopolitanism, exploring the notion of the nation within the context of globalization, transnationalism and citizenship. By resisting globalization's dehumanizing conflation, cosmopolitanism offers an ethical, humanitarian, and political outlook of convivial planetary community. In its pedagogical responsibility towards readers who will become future citizens, contemporary children's and YA fiction seeks to interrogate and dismantle modes of difference and instead provide aspirational models of empathetic world citizenship. McCulloch discusses texts such as J.K. Rowling's Harry Potter series, Jackie Kay's Strawgirl, Theresa Breslin's Divided City, Gillian Cross's Where I Belong, Kerry Drewery's A Brighter Fear, Saci Lloyd's Momentum, and Julie Bertagna's Exodus trilogy. This book addresses ways in which children's and YA fiction imagines not only the nation but the world beyond, seeking to disrupt binary divisions through a cosmopolitical outlook. The writers discussed envision British society's position and role within a global arena of wide-ranging topical issues, including global conflicts, gender, racial politics, ecology, and climate change. Contemporary children's fiction has matured by depicting characters who face uncertainty just as the world itself experiences an uncertain future of global risks, such as environmental threats and terrorism. The volume will be of significant interest to the fields of children's literature, YA fiction, contemporary fiction, cosmopolitanism, ecofeminism, gender theory, and British and Scottish literature.

This book investigates the reappearance of the 19th-century dream-child from the Golden Age of Children's Literature, both in the Harry Potter series and in other works that have reached unprecedented levels of popular success today. Discussing Harry Potter as a reincarnation of Lewis Carroll's Alice and J.M. Barrie's Peter Pan, Billone goes on to examine the recent resurrection of Alice in Tim Burton's Alice, and of Peter Pan in Michael Jackson and in James Bond. Visiting trends that have emerged since the Harry Potter series ended, the book studies revisions of the dream-child in texts and films that have inspired mass fandom in the twenty-first century: Stephenie Meyer's Twilight, E.L. James's 50 Shades of Grey and Suzanne Collins's The Hunger Games. The volume argues that the 21st-century desire to achieve dream-states in relationship to eternal youth results from the way that dreams provide a means of realizing the fantastic yet alarming possibility of escaping from time. This current identification with the dream-child stems from the threat of political unrest and economic and environmental collapse as well as from the simultaneous technophilia and technophobia of a culture immersed in the breathless revolution of the digital age. This book not only explores how the dream-child from the past has returned to reflect misgivings about imagined dystopian futures but also reveals how the rebirth of the dream-child opens up possibilities for new narratives where happy endings remain viable against all odds. It will appeal to scholars in a wide variety of fields including Childhood Studies, Children's/YA Literature, Cinema Studies, Cultural Studies, Cyberculture, Gender Studies, Queer Studies, Gothic Studies, New Media, and Popular Culture.

This book offers insights into the translation and adaptation of illustrated texts in an era in which visual texts are perceived as a dominant perceptual frame for interpreting social and cultural phenomena. Using source texts including illustrated books, comics, graphic novels and animated films, the authors analyze their translations and adaptations to address the works as multimodal entities, in which even the replacement of one component affects the entire whole. Interviews with the artists - writers, illustrators and animators - will shed more light on the observations. This volume's unique focus on the visual mode and the impact of its replacement on the multimodal whole is a topic that has not attracted as much attention as the translation of the verbal component, and will appeal to students and researchers of translation and adaptation, popular culture, media and communication, and children's literature alike.

Children's Literature? Have children ever really had a literature of their own? Jack Zipes - translator of the Grimm tales, teacher, storyteller, and scholar - has never flinched from the hard questions about kids and books. In Sticks and Stones he raises the stakes for everyone who cares about children's literature and culture. From the grisly nineteenth century moralism of Slovenly Peter (whose fingers get cut off) to the wildly successful Harry Potter books, children's literature is in many ways the 'grown-ups' version' - a story about childhood that adults tell kids. And that, argues Jack Zipes, can be a problem: even the experts don't really know what children make of what we give them.
Sticks and Stones argues that despite common American assumptions about children's books, our investment in children is paradoxically curtailing their freedom and creativity.
With refreshing independence, Jack Zipes contends that children are best served neither by the current polemics of the religious right or the radical left. Our society may believe that it is providing children with the materials and space in which to grow, but kids are becoming homogenized. Children's literature is a booming market whose success, he says, is disguising its limitations.
Sticks and Stones is a forthright and engaging book by someone who cares deeply about what and how children read.

Historical fiction has a great deal to offer as its readers and devotees have always known. The time is ripe however for the historical novel and historical picture book to be promoted more emphatically so that many more are made aware of the delight and learning to be found in the genre. The editors of this book invited authors, academic writers and teachers to reflect on the nature, scope, range and richness of historical fiction for children. What is collected here provides an overview of the field, a consideration of significant writers of historical fiction from the nineteenth century onwards, a sense of the various historical eras commonly explored (Stone Age to World War 2), a discussion of commonly raised issues, themes and topics such as child labor, slavery and migration, and a forum for writers to reveal their insights into the writing of historical fiction. Julian Atterton, Berlie Doherty, Michael Foreman and Philip Pullman have made contributions. It provides evidence of children and students engaging creatively with historical fiction.

While white racism has global dimensions, it has an unshakeable lease on life in South African political organizations and its educational system. Donnarae MacCann and Yulisa Maddy here provide a thorough and provocative analysis of South African children's literature during the key decade around Nelson Mandela's release from prison. Their research demonstrates that the literature of this period was derived from the same milieu - intellectual, educational, religious, political, and economic - that brought white supremacy to South Africa during colonial times. This volume is a signal contribution to the study of children's literature and its relation to racism and social conditions.

Reading Contemporary Picturebooks takes a look at one of the most vibrant branches of children's literature - the modern picturebook. This exciting new book takes a sample of contemporary picturebooks and closely examines the features that make them distinctive and then suggests a way of characterising the 'interanimation' of words and pictures that is the essence of the form. The reasons for the picturebook's vitality and flexibility are also explored and the close bond between the picturebook and its readers is analysed. Advances in our understanding of how visual images are organised are examined and the book concludes with an attempt to redescribe the picturebook in such a way that pictures, readers and text may be drawn together. Picturing Text will be of interest to students, teachers and researchers interested in reading, children's literature and media studies.

An invaluable resource for students and teachers of children's literature, this book covers Newbery's work and achievements as a publisher and bookseller.

Series Information:
Children's Literature and Culture

Children's Literature? Have children ever really had a literature of their own? Jack Zipes - translator of the Grimm tales, teacher, storyteller, and scholar - has never flinched from the hard questions about kids and books. In Sticks and Stones he raises the stakes for everyone who cares about children's literature and culture. From the grisly nineteenth century moralism of Slovenly Peter (whose fingers get cut off) to the wildly successful Harry Potter books, children's literature is in many ways the 'grown-ups' version' - a story about childhood that adults tell kids. And that, argues Jack Zipes, can be a problem: even the experts don't really know what children make of what we give them.
Sticks and Stones argues that despite common American assumptions about children's books, our investment in children is paradoxically curtailing their freedom and creativity.
With refreshing independence, Jack Zipes contends that children are best served neither by the current polemics of the religious right or the radical left. Our society may believe that it is providing children with the materials and space in which to grow, but kids are becoming homogenized. Children's literature is a booming market whose success, he says, is disguising its limitations.
Sticks and Stones is a forthright and engaging book by someone who cares deeply about what and how children read.

The presence of the Past studies the interaction of heritage and fiction written for children over a 40 year period in Britain, exploring a range of works for children from The Tale of Peter Rabbit to I Spy.

A collection of Japanese children's literature in translation spans three decades with contributions by major authors as well as familiar lullabies.

This book investigates the 'series' in children's literature. The works of several well-known children's authors - UK and the US, traditional and contemporary - are analyzed, and using these examples, the book explores the special nature and appeal of series writing for children. As well as providing an historical overview of the series, the author raises important questions about the nature of literary criticism applied to children's literature.

This book investigates the 'series' in children's literature. The works of several well-known children's authors - UK and the US, traditional and contemporary - are analyzed, and using these examples, the book explores the special nature and appeal of series writing for children. As well as providing an historical overview of the series, the author raises important questions about the nature of literary criticism applied to children's literature.

In this, the first modern study of the ancient fairytale, Graham Anderson asks whether the familiar children's fairytale of today existed in the ancient world. He examines texts from the classical period and finds many stories which resemble those we know today, including:
* a Jewish Egyptian Cinderella
* a Snow White whose enemy is the goddess Artemis
* a Pied Piper at Troy.
He puts forward many previously unsuspected candidates as classical variants of the modern fairytale and argues that the degree of violence and cruelty in the ancient tales means they must have been meant for adults.

In this, the first modern study of the ancient fairytale, Graham Anderson asks whether the familiar children's fairytale of today existed in the ancient world. He examines texts from the classical period and finds many stories which resemble those we know today, including:
* a Jewish Egyptian Cinderella
* a Snow White whose enemy is the goddess Artemis
* a Pied Piper at Troy.
He puts forward many previously unsuspected candidates as classical variants of the modern fairytale and argues that the degree of violence and cruelty in the ancient tales means they must have been meant for adults.

In 1922, Mildred Pitts Walter was born in DeRidder, Louisiana, to a log cutter and a midwife/beautician. She became the first member of her family to go to college, graduating in 1940. Walter moved to California, where she worked as an elementary school teacher. After being encouraged by a Publisher to write books for and about African American children, Walter went on to become a pioneer of African American children's literature. Most notably, she wrote Justin and the Best Biscuits in the World, which bent preconceptions with tales of black cowboys and men doing "women's work." She was also a contributing book reviewer to the Los Angeles Times. In Something Inside So Strong: Life in Pursuit of Choice, Courage, and Change, Walter recollects major touchstones in her life. The autobiography, divided into three parts, "Choice," "Courage," and "Change," covers Walter's life beginning with her childhood in the 1920s and moving to the present day. In "Choice," Walter describes growing up in a deeply segregated Louisiana and includes memories of school, rural home life, World War II, and participating in neighborhood activities like hog killing and church revivals. "Courage" documents her adjustment to living away from family, her experiences teaching in Los Angeles and her extensive work with her husband for the Los Angeles chapter of the Congress of Racial Equality. The final section, "Change," shows how Walter's writing and activism merged, detailing her work as an education consultant and as an advocate for nonviolent resistance to racism. It also reveals how her world travels expanded her personal inquiry into Christianity and African spirituality. Something Inside So Strong is one woman's journey to self-discovery.

Every child is entranced by the magic of story, regardless of national boundaries. Many of the most memorable childhood stories have their origins in other countries. Exposing children to this multi-national body of literature introduces them to the great diversity of people and cultures that populate the world at a young age, enabling them to become more thoughtful and generous individuals. Children's Books from Other Countries is a complete and current guide to international children's literature. The concept of a bibliography of international children's literature is not new. In the past, many books have accomplished this task. The last two decades, however, have not yet produced a current reference source devoted to international children's books. Children's Books from Other Countries wonderfully rectifies this lack of attention. An introductory essay provides an overview of the field including a discussion on the rationale of sharing international books with children, a brief history of the children's literature movement, related books and awards, and basic information about the International Board on Books for Young People (IBBY) and its American branch, the United States Board on Books for Young People (USBBY). An annotated bibliography contains over 700 titles from 29 different countries printed between 1950 and 1996. All titles are available in English; many have been translated and others have originated in other English-speaking countries. The titles are organized by genre and have been selected for their high quality. They are primarily targeted for children ages 0-14, although a few outstanding young adult titles are included. Winners of the Mildred Batchelder Award and the Hans Christian Andersen Medal are listed in the appendix. Indexes include Author-Title Index, Country of Origin Index, and Subject Index. Affordable and readable, this timely resource is certainly a "must" for librarians and teachers, and other professionals working with children. Sponsored by the United State

This book bridges the fields of Children's Literature and Italian Studies by examining how turn-of-the-century children's books forged a unified national identity for the new Italian State. Through contextualized close readings of a wide range of texts, Truglio shows how the 19th-century concept of recapitulation, which held that ontogeny (the individual's development) repeats phylogeny (the evolution of the species), underlies the strategies of this corpus. Italian fairy tales, novels, poems, and short stories imply that the personal development of the child corresponds to and hence naturalizes the modernizing development of the nation. In the context of Italy's uneven and ambivalent modernization, these narrative trajectories are enabled by a developmental melancholia. Using a psychoanalytic lens, and in dialogue with recent Anglophone Children's Literature criticism, this study proposes that national identity was constructed via a process of renouncing and incorporating paternal and maternal figures, rendered as compulsory steps into maturity and modernity. With chapters on the heroic figure of Garibaldi, the Orientalized depiction of the South, and the role of girls in formation narratives, this book discloses how melancholic itineraries produced gendered national subjects. This study engages both well-known Italian texts, such as Collodi's The Adventures of Pinocchio and De Amicis' Heart, and books that have fallen into obscurity by authors such as Baccini, Treves, Gianelli, and Nuccio. Its approach and corpus shed light on questions being examined by Italianists, Children's Literature scholars, and social and cultural historians with an interest in national identity formation.