Perceptions of the Great War have changed significantly since its outbreak and children's authors have continually attempted to engage with those changes, explaining and interpreting the events of 1914-18 for young readers. British Children's Literature and the First World War examines the role novels, textbooks and story papers have played in shaping and reflecting understandings of the conflict throughout the 20th century. David Budgen focuses on representations of the conflict since its onset in 1914, ending with the centenary commemorations of 2014. From the works of Percy F. Westerman and Angela Brazil, to more recent tales by Michael Morpurgo and Pat Mills, Budgen traces developments of understanding and raises important questions about the presentation of history to the young. He considers such issues as the motivations of children's authors, and whether modern children's books about the past are necessarily more accurate than those written by their forebears. Why, for example, do modern writers tend to ignore the global aspects of the First World War? Did detailed narratives of battles written during the war really convey the truth of the conflict? Most importantly, he considers whether works aimed at children can ever achieve anything more than a partial and skewed response to such complex and tumultuous events.

'No words can express the secret agony of my soul'. Dickens's tantalising hint alluding to his time at Warren's Blacking Factory remains a gnomic statement until Forster's biography after Dickens's death. Such a revelation partly explains the dominance of biography in early Dickens criticism; Dickens's own childhood was understood to provide the material for his writing, particularly his representation of the child and childhood. Yet childhood in Dickens continues to generate a significant level of critical interest. This volume of essays traces the shifting importance given to childhood in Dickens criticism. The essays consider a range of subjects such as the Romantic child, the child and the family, and the child as a vehicle for social criticism, as well as current issues such as empire, race and difference, and death. Written by leading researchers and educators, this selection of previously published articles and book chapters is representative of key developments in this field. Given the perennial importance of the child in Dickens this volume is an indispensable reference work for Dickens specialists and aficionados alike.

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.

Reading the Art in Caldecott Award Books is a practical and easy-to-use reference handbook explaining what makes the art in Caldecott Medal and Honor books distinguished. It is a useful manual for librarians, teachers, and others who want to better understand picture book illustration. This book includes many useful components: *Short entries about fifty-six books *Information on styles and media *Artistic analysis of the illustrations *Appendixes on selected sources for further reading, Randolph Caldecott Medal terms and criteria, bibliography of entries, and a list of Caldecott winners *Glossary of art terms * Indexes of author-illustrator-title, media, and style This book, used as a handbook in conjunction with Caldecott Award books, provides readers with ready-to-use information they can share with children and others, while helping to build confidence in one's ability to talk about art in all picture books.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Die Dokumentation eines Forschungsprojektes zielt auf die Rekonstruktion der Diskurse uber den Islam in Lesebuchern des Deutschen Kaiserreiches. Sie erschliesst mittels Digital Humanities und germanistisch-textanalytischer Verfahren ein digitalisiertes Textkorpus und leistet einen Beitrag zur historischen Schulbuchforschung. Wie sich zeigt, entwerfen die Lesebucher den Islam kontrastiv zum christlich gepragten kulturellen Selbstbild als eine orientalische, antimoderne Religion mit fatalistisch-bellizistischen Tendenzen. Konstitutives Element ist ein historisches Narrativ um die Begegnungen von christlicher und muslimischer Welt: Ereignisse diverser Epochen werden mit dem Ziel nationaler Sinnstiftung aufeinander bezogen, die Muslime als ernstzunehmende, doch unterlegene Gegner prasentiert.

In her reappraisal of canonical works such as Black Beauty, Beautiful Joe, Wind in the Willows, and Peter Rabbit, Tess Cosslett traces how nineteenth-century debates about the human and animal intersected with, or left their mark on, the venerable genre of the animal story written for children. Effortlessly applying a range of critical approaches, from Bakhtinian ideas of the carnivalesque to feminist, postcolonial, and ecocritical theory, she raises important questions about the construction of the child reader, the qualifications of the implied author, and the possibilities of children's literature compared with literature written for adults. Perhaps most crucially, Cosslett examines how the issues of animal speech and animal subjectivity were managed, at a time when the possession of language and consciousness had become a vital sign of the difference between humans and animals. Topics of great contemporary concern, such as the relation of the human and the natural, masculine and feminine, child and adult, are investigated within their nineteenth-century contexts, making this an important book for nineteenth-century scholars, children's literature specialists, and historians of science and childhood.

Cultural Encounters in Translated Children's Literature offers a detailed and innovative model of analysis for examining the complexities of translating children's literature and sheds light on the interpretive choices at work in moving texts from one culture to another. The core of the study addresses the issue of how images of a nation, locale or country are constructed in translated children's literature, with the translation of Australian children's fiction into French serving as a case study. Issues examined include the selection of books for translation, the relationship between children's books and the national and international publishing industry, the packaging of translations and the importance of titles, blurbs and covers, the linguistic and stylistic features specific to translating for children, intertextual references, the function of the translation in the target culture, didactic and pedagogical aims, euphemistic language and explicitation, and literariness in translated texts. The findings of the case study suggest that the most common constructs of Australia in French translations reveal a preponderance of traditional Eurocentric signifiers that identify Australia with the outback, the antipodes, the exotic, the wild, the unknown, the void, the end of the world, the young and innocent nation, and the Far West. Contemporary signifiers that construct Australia as urban, multicultural, Aboriginal, worldly and inharmonious are seriously under-represented. The study also shows that French translations are conventional, conservative and didactic, showing preference for an exotic rather than local specificity, with systematic manipulation of Australian referents betraying a perception of Australia as antipodean rural exoticism. The significance of the study lies in underscoring the manner in which a given culture is constructed in another cultural milieu, especially through translated children's literature.

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 innovative collection of essays re-examines conventional ideas of the history of childhood, exploring the child's increasing prominence in eighteenth-century discourse and the establishment of the category of age as a marker of social distinction alongside race, class and gender. While scholars often approach childhood within the context of a single nation, this collection takes a comparative approach, examining the child in British, German and French contexts and demonstrating the mutual influences between the Continent and Great Britain in the conceptualization of childhood. Covering a wide range of subjects, from scientific and educational discourses on the child and controversies over the child's legal status and leisure activities, to the child as artist and consumer, the essays shed light on well-known novels like Tristram Shandy and Tom Jones, as well as on less-familiar texts such as periodicals, medical writings, trial reports and schoolbooks. Articles on visual culture show how eighteenth-century discourses on childhood are reflected in representations of the child by illustrators and portraitists. The international group of contributors, including Peter Borsay, Patricia Crown, Bernadette Fort, Brigitte Glaser, Klaus Peter Jochum, Dorothy Johnson and Peter Sabor, represent the disciplines of history, literature and art and reflect the collection's commitment to interdisciplinarity. The volume's unique range of topics makes it essential reading for students and scholars concerned with the history and representation of childhood in eighteenth-century culture.

Emerging in several different versions during the author's lifetime, Lewis Carroll's Alice novels have a publishing history almost as magical and mysterious as the stories themselves. Zoe Jaques and Eugene Giddens offer a detailed and nuanced account of the initial publication of Alice's Adventures in Wonderland and Through the Looking-Glass and investigate how their subsequent transformations through print, illustration, film, song, music videos, and even stamp-cases and biscuit tins affected the reception of these childhood favourites. The authors consider issues related to the orality of the original tale and its impact on subsequent transmission, the differences between the manuscripts and printed editions, and the politics of writing and publishing for children in the 1860s. In addition, they take account of Carroll's own responses to the books' popularity, including his writing of major adaptations and a significant body of meta-textual commentary, and his reactions to the staging of Alice in Wonderland. Attentive to the child reader, how changing notions of childhood identity and needs affected shifting narratives of the story, and the representation of the child's body by various illustrators, the authors also make a significant contribution to childhood studies.

In this sequel to her 2000 anthology, Valerie Sanders again brings together an influential group of women whose autobiographical accounts of their childhoods show them making sense of the children they were and the women they have become. The fourteen women included juxtapose recollections of the bizarre with the quotidian and accounts of external events with the development of a complex inner life. Reading and acting are important themes, as is the precariousness of childhood, whether occasioned by a father's financial pressures or the early death of a parent. Significantly, most grew up expecting to earn their own living. The collection includes children's authors (Frances Hodgson Burnett and E. Nesbit), political figures (Emmeline Pankhurst and Louisa Twining), and well-known writers (Mary Elizabeth Braddon, Anne Thackeray Ritchie, Sarah Grand). Of relevance to scholars working in the fields of women's autobiography, the history of childhood, and Victorian literature, this anthology includes a scholarly introduction and brief biographical sketches of each woman.

"Picturebook," spelled as a single word to identify its unique qualities and to differentiate the genre from other books with illustrations, is one that tells a story either in pictures alone or in almost equal partnership with text. The picturebook has great potential for bridging the differences among us; the concept of a story is one common to all, a shared experience that sets the stage for communication. And the goal of multiculturalism is to emphasize the positive attributes of human society, the outstanding, rather than the stereotype. Because children born today will interact with people from different cultures much more than previous generations, it is important that they are taught about other cultures, starting at a young age. Multicultural picturebooks are, therefore, an excellent teaching tool for meeting this educational challenge. The picturebooks profiled are appropriate for children in grades K - 4 but can be used with older children, depending on the curriculum and the students' comprehension level. Books covering Asia and the Pacific, The Middle East, Africa, South America, North America (Native Americas, Inuit, etc.), and books specific to the immigrant experience are profiled. Each book is described in one paragraph that includes an engaging review of the story line, special features of the content, the look and style of the artwork, interior design, and layout of the book. The authors emphasize that the visual qualities of picturebooks affect their ability to tell stories about people whose values and behaviors are different from those of the reader. The analyses, therefore, used in selecting the books include not only the informational content, but also the emotional content-the feelings generated by the text and art. In choosing books for this volume, the authors have used the following criteria: Does the book tell an engaging story? Do the illustrations convincingly portray and represent humans, animals, and objects? Is the use of the media consistent? Do the text and the pi

Children have occupied a prominent place in Yiddish literature since early modern times, but children's literature as a genre has its beginnings in the early 20th century. Its emergence reflected the desire of Jewish intellectuals to introduce modern forms of education, and promote ideological agendas, both in Eastern Europe and in immigrant communities elsewhere. Before the Second World War, a number of publishing houses and periodicals in Europe and the Americas specialized in stories, novels and poems for various age groups. Prominent authors such as Yankev Glatshteyn, Der Nister, Joseph Opatoshu, Leyb Kvitko, made original contributions to the genre, while artists, such as Marc Chagall, El Lissitzky and Yisakhar Ber Rybak, also took an active part. In the Soviet Union, meanwhile, children's literature provided an opportunity to escape strong ideological pressure. Yiddish children's literature is still being produced today, both for secular and strongly Orthodox communities. This volume is a pioneering collective study not only of children's literature but of the role played by children in 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 pioneering study is the first full-length treatment of feminism and the environment in children's literature. Drawing on the history, philosophy and ethics of ecofeminism, it examines the ways in which post-apocalyptic landscapes in young adult fiction reflect contemporary attitudes towards eco-crisis and human responsibility. Identifying the neoliberal discourses of individualism and self-advancement that 'feminise' categories lying outside the parameters of the adult white male, it explores the ways in which contemporary young adult authors attempt to develop a sustainable ethic of care that can encompass 'feminised' peoples and spatialities, including nonhumans and the environment. With particular reference to the ways in which global processes are mapped onto the local landscape, it advocates a poetics of earth to replace the disengaged planetary consciousness often engendered through crisis. This study lays forth various transformative responses to eco-crisis at a time of escalating global concern over the environment. Discussing a range of contemporary texts and authors, including The Hunger Games trilogy by Suzanne Collins and Meg Rosoff's How I Live Now, this engaging book offers a significant contribution to children's literature studies.

Children's picturebooks are the very first book we encounter and play a major role in introducing us to both art and language. But what does it take to create a successful picturebook for children? Children's Picturebooks, Second Edition is the revised edition of a bestselling title that carries invaluable insight into a highly productive, dynamic sector of the publishing world. Featuring interviews with leading illustrators and publishers from across the world, it remains essential reading for students and aspiring children's book illustrators and writers. Aimed at arts and literature students as well as aspiring children's book illustrators and writers. This book covers everything from the change in children's picturebooks over time to a breakdown of the children's publishing industry including, the editorial process, approaching publishers and literary agents and the printing process. With 15 new case studies from well-known illustrators like Jon Klassen, Oliver Jeffers and Beatrice Alemagna and publishers such as Puffin Picture Books, Thames and Hudson and Enchanted Lion Books, this revised edition also includes a brand new chapter devoted to non-fiction, especially the rise of both narrative non-fiction and big books.

Reading the Art in Caldecott Award Books is a practical and easy-to-use reference handbook explaining what makes the art in Caldecott Medal and Honor books distinguished. It is a useful manual for librarians, teachers, and others who want to better understand picture book illustration. This book includes many useful components: *Short entries about fifty-six books *Information on styles and media *Artistic analysis of the illustrations *Appendixes on selected sources for further reading, Randolph Caldecott Medal terms and criteria, bibliography of entries, and a list of Caldecott winners *Glossary of art terms * Indexes of author-illustrator-title, media, and style This book, used as a handbook in conjunction with Caldecott Award books, provides readers with ready-to-use information they can share with children and others, while helping to build confidence in one's ability to talk about art in all picture books.

This basic textbook on the classifications and uses of children's literature in the elementary school is designed for pre-service teachers and undergraduate students in elementary education. Each chapter provides a fresh approach to familiar literary landscapes by examining each principle in turn, as it relates to classics old and new. Unlike other children's literature texts that are strictly genre-based, Literacy and Learning is founded on Outward Bound's ten design principles of Expeditionary Learning: Primacy of self discovery, Having of wonderful ideas, Responsibility for learning, Intimacy and caring, Success and failure, Collaboration and competition,

This book is a study of the best-selling writer for children Enid Blyton (1897-1968) and provides a new account of her career. It draws on Blyton's business correspondence to give a fresh account of a misunderstood figure who for forty years was one of Britain's most successful and powerful authors. It examines Blyton's rise to fame in the 1920s and considers the ways in which she managed her career as a storyteller, journalist and magazine editor. There is discussion of her most famous series including the Famous Five, the Secret Seven, Malory Towers and Noddy, but attention is also given to lesser-known works including the family stories she published to acclaim in the 1940s and early 1950s, as well as her attempts to become a dramatist. The book also discusses Blyton's fluctuating critical reputation, how she and her works were received and how Blyton the person has fared at the hands of biographers and the media.

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.

It is often assumed that picturebooks are for very young readers because of their emphasis on the illustrations and their scarcity of text; however, there are increasing numbers of picturebooks where the age of the implied reader is questionable. These are picturebooks whose controversial subject matter and unconventional, often unsettling style of illustration challenge the reader, pushing them to question and probe deeper to understand what the book is about. In addition to the book challenging the reader, the reader often challenges the book in an attempt to understand what is being said. These increasingly popular picturebooks work on many different levels; they are truly polysemic and worthy of in-depth analysis. They push the reader to ask questions and in many instances are intrinsically philosophical, often dealing with fundamental life issues. Challenging and Controversial Picturebooks examines these unconventional, non-conformist picturebooks, considering what they are, their audience and their purpose. It also considers: Children's and adults' thoughts on these kinds of picturebooks. How challenging and unsettling wordless picturebooks can play with the mind and promote philosophical thought. What creates non-conformity and strangeness ... is it the illustrations and their style, the subject matter or a combination of both? Why certain countries create, promote and accept these picturebooks more than others. Why certain picturebooks are censored and what factors are in play when these decisions are made. The role of publishers in translating and publishing these picturebooks. Children's creative and critical responses to strange, unsettling and often disturbing visual texts. This inspiring and thought-provoking volume explores the work of a number of highly respected, international picturebook experts and includes an exclusive interview with the legendary Klaus Flugge, Managing Director of Andersen Press, one of the few remaining independent children's book publishers in England. It is an indispensable reference for all interested in or working with picturebooks, including researchers, students in higher and teacher education, English advisors/inspectors, literacy consultants and classroom teachers.

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.

First published in 1996. There has been no more important relationship between folk artist and folklorist than that between Zsuzsanna Palko and Linda Degh. Degh's painstaking collection of Mrs. Palko's tales attracted the admiration of the Hungarian-speaking world. In 1954 Mrs. Palko was named Master of Folklore by the Hungarian government and summoned to Budapest to receive ceremonial recognition. The unlettered 74-year-old woman from Kakasd had become "Aunt Zsuzsi" to Linda Degh-and was about to become one of the world's best known storytellers, through Degh's work.

Young writers have historically played a pivotal role in shaping autobiographical genres and this continues into the graphic and digital texts which characterise contemporary life writing. This volume offers a selection of pertinent case studies which illuminate some of the core themes which have come to characterise autobiographical writings of childhood, including: cultural and identity representations and tensions, coming into knowledge and education, sexuality, prejudice, war, and trauma. The book also reveals preoccupations with the cultural forms of autobiographical writings of childhood and youth take, engaging in discussions of archives, graphic texts, digital forms, testimony, didacticism in autobiography and the anthologising of life writing. This collection will open up broader conversations about the scope of life writing about childhood and youth and the importance of life writing genres in prompting dialogues about literary cultures and coming of age. This book was originally published as a special issue of Prose Studies.