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.

This book is the story of the emergence and development of writing for children in modern Korea. Starting in the 1920s, a narrator-adult voice began to speak directly to a child-reader. This child audience was perceived as unique because of a new concept: the child-heart, the perception that the child's body and mind were transparent and knowable, and that they rested on the threshold of culture. This privileged location enabled writers and illustrators, educators and psychologists, intellectual elite and laypersons to envision the child as a powerful antidote to the present and as an uplifting metaphor of colonial Korea's future. Reading children's periodicals against the political, educational, and psychological discourses of their time, Dafna Zur argues that the figure of the child was particularly favorable to the project of modernity and nation-building, as well as to the colonial and postcolonial projects of socialization and nationalization. She demonstrates the ways in which Korean children's literature builds on a trajectory that begins with the child as an organic part of nature, and ends, in the post-colonial era, with the child as the primary agent of control of nature. Figuring Korean Futures reveals the complex ways in which the figure of the child became a driving force of nostalgia that stood in for future aspirations for the individual, family, class, and nation.

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."

Young adults live in a violent culture, so trying to protect them from the world they live in is not only futile but can also be dangerous. No matter their ethnicity, social class, or economic status, teens must know how to survive the perils that may await them. Most teens understand this, and they want books, television shows, and films to reflect the reality of their world-the bad along with the good. In They Hurt, They Scar, They Shoot, They Kill: Toxic Characters in Young Adult Fiction, Joni Richards Bodart examines works of fiction that feature characters who threaten the psychological and physical well-being of teens and their friends and families. In this companion volume to They Suck, They Bite, They Eat, They Kill, the focus is on individuals who prey on the vulnerable: bullies, manipulators, torturers, sexual predators, and sadists. The novels and stories discussed in this volume feature adult criminals or predators who look for young people to ensnare; school personnel who interact with students in harmful ways; teens who bully others in order to hide their own fears and weaknesses; and parents, siblings, and others who mistreat family members. Arranged in five sections that cover such topics as bullies, school shootings, and monsters at home, this volume analyzes the most important and well-written series and titles for teens. They Hurt, They Scar, They Shoot, They Kill will help parents, teachers, and other adults understand the value of these titles and the benefits of reading them, so they will be less likely to forbid them to their teens or challenge library collections for carrying them.

In the early decades of the twenty-first century, we are grappling with the legacies of past centuries and their cascading effects upon children and all people. We realize anew how imperialism, globalization, industrialization, and revolution continue to reshape our world and that of new generations. At a volatile moment, this collection asks how twenty-first century literature and related media represent and shape the contemporary child, childhood, and youth. Because literary representations construct ideal childhoods as well as model the rights, privileges, and respect afforded to actual young people, this collection surveys examples from popular culture and from scholarly practice. Chapters investigate the human rights of children in literature and international policy; the potential subjective agency and power of the child; the role models proposed for young people; the diverse identities children embody and encounter; and the environmental well-being of future human and nonhuman generations. As a snapshot of our developing historical moment, this collection identifies emergent trends, considers theories and critiques of childhood and literature, and observes how new technologies and paradigms are destabilizing past conventions of storytelling and lived experience.

Since Columbine, the topic of school shootings has become ever more prevalent in the media, in research, and in fiction. This book provides analyses of several Young Adult (YA) texts about school shootings and uncovers how the authors represent such violence (and those who perpetrate it) while developing stories that effectively speak to their adolescent readers. Employing Bronfenbrenner's Ecological Systems Theory, Laura A. Brown examines how the texts frame particular settings and events as important to the development of young people as a way of accounting for the shootings. Likewise, psychologist Peter Langman's classification of the three populations of school shooters is utilized as a framework to analyze the characterization of fictional shooters in the texts. The author argues that these texts, while not easy to read, are important, as they problematize the ways we think about, approach, and react to school shootings and the students who commit such acts.

Contributions by Torsten Caeners, Phoebe Chen, Mathieu Donner, Shannon Hervey, Angela S. Insenga, Patricia Kennon, Maryna Matlock, Ferne Merrylees, Lars Schmeink, Anita Tarr, Tony M. Vinci, and Donna R. White For centuries, humanism has provided a paradigm for what it means to be human: a rational, unique, unified, universal, autonomous being. Recently, however, a new philosophical approach, posthumanism, has questioned these assumptions, asserting that being human is not a fixed state but one always dynamic and evolving. Restrictive boundaries are no longer in play, and we do not define who we are by delineating what we are not (animal, machine, monster). There is no one aspect that makes a being human--self-awareness, emotion, artistic expression, or problem-solving--since human characteristics reside in other species along with shared DNA. Instead, posthumanism looks at the ways our bodies, intelligence, and behavior connect and interact with the environment, technology, and other species. In Posthumanism in Young Adult Fiction: Finding Humanity in a Posthuman World, editors Anita Tarr and Donna R. White collect twelve essays that explore this new discipline's relevance in young adult literature. Adolescents often tangle with many issues raised by posthumanist theory, such as body issues. The in-betweenness of adolescence makes stories for young adults ripe for posthumanist study. Contributors to the volume explore ideas of posthumanism, including democratization of power, body enhancements, hybridity, multiplicity/plurality, and the environment, by analyzing recent works for young adults, including award-winners like Paolo Bacigalupi's Ship Breaker and Nancy Farmer's The House of the Scorpion, as well as the works of Octavia Butler and China Mieville.

Children's Literature is an accessible introduction to this engaging field. Carrie Hintz offers a defining conceptual overview of children's literature that presents its competing histories, its cultural contexts, and the theoretical debates it has instigated. Positioned within the wider field of adult literary, film, and television culture, this book also covers: Ideological and political movements Children's literature in the age of globalization Postcolonial literature, ecocriticism, and animal studies Each chapter includes a case study featuring well-known authors and titles, including Charlotte's Web, Edward Lear, and Laura Ingalls Wilder. With a comprehensive glossary and further reading, this book is invaluable reading for anyone studying Children's Literature.

Edmund Spenser's vast epic poem The Faerie Queene is the most challenging masterpiece in early modern literature and is praised as the work most representative of the Elizabethan age. In it he fused traditions of medieval romance and classical epic, his religious and political allegory creating a Protestant alternative to the Catholic romances rejected by humanists and Puritans. The poem was later made over as children's literature, retold in lavish volumes and schoolbooks and appreciated in pedagogical studies and literary histories. Spenser's stories of knights, dragons, giants, magicians, Saracens, castles, quests and tournaments were the stuff of popular medieval romances and chapbooks. One fascinating knight was a woman, Britomart. Distinguished writers for children simplified the stories and noted artists illustrated them. Children were not encouraged to consider the allegory but be inspired to the moral virtues epitomized by the Red Cross Knight (holiness), Sir Guyon (temperance), Britomart (chastity), Triamond and Cambell (friendship), Sir Artegal (justice) and Sir Calidore (courtesy). As adults, they could fully appreciate the achievement of ""the poets' poet.

From vampires and demons to ghosts and zombies, interest in monsters in literature, film, and popular culture has never been stronger. This concise Encyclopedia provides scholars and students with a comprehensive and authoritative A-Z of monsters throughout the ages. It is the first major reference book on monsters for the scholarly market. Over 200 entries written by experts in the field are accompanied by an overview introduction by the editor. Generic entries such as 'ghost' and 'vampire' are cross-listed with important specific manifestations of that monster. In addition to monsters appearing in English-language literature and film, the Encyclopedia also includes significant monsters in Spanish, French, Italian, German, Russian, Indian, Chinese, Japanese, African and Middle Eastern traditions. Alphabetically organized, the entries each feature suggestions for further reading. The Ashgate Encyclopedia of Literary and Cinematic Monsters is an invaluable resource for all students and scholars and an essential addition to library reference shelves.

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.

Pete Hautman is an author who likes to tackle big ideas-from addiction and psychosis to the nature of belief and what the world is coming to-in his fiction for teen readers. In novels like Mr. Was, Sweetblood, Invisible, Rash, and the National Book Award winner, Godless, Hautman leavens his exploration of these big ideas with humor while showing that he understands how overwhelming such matters can be. As Hautman himself says, "It's complicated." In Pete Hautman: Speaking the Truth to Teens, Joel Shoemaker looks at the life and work of an author whose young adult fiction represent a wider breadth of subject matter and interests than is typically found in any single author's young adult novels. Chapters in this book explicate individual novels such as Godless and Eden West which focus on religious issues and teens, while time-travel conundrums are explored in Mr. Was and the Klaatu Diskos trilogy, and three books look at teens who play poker for very high stakes. Other works discussed in this study are examples of realistic contemporary fiction: How to Steal a Car, Blank Confession, and two books that take very different approaches to the matter of teens and falling in love, The Big Crunch and What Boys Really Want. Shoemaker's interviews with the author and several family members provide opportunities for unique insights into Hautman's work, drawing clear connections between his life and his writings. Pete Hautman: Speaking the Truth to Teens will be of interest to librarians, scholars, and the author's many fans.

This revised and updated edition provides children's and young adult librarians, teachers, literature classes, and library school classes with an authoritative history and analysis of the best British and American children's literature through 1994, with a new 2003 postscript including such recent phenomenons as J.K.Rowling and Philip Pullman. Written for Children traces the development of children's literature from its origins through the beginnings of the multimedia revolution. In effortless and entertaining style, Townsend, a world-renowned authority in the field, examines the changing attitudes toward children and their literature and analyzes the various strands that make up this important field. While examining many well-known American classics, Townsend also looks at British works that American audiences may have overlooked. With illustrations and bibliography.

This brief, affordable, straightforward book-packed with rich resources-is a true compendium of information about children's literature and how to use children's literature in the classroom. It is designed to awaken, reawaken, and motivate students to share literature with children. In clear, concise, direct narrative using recommended book lists, examples, figures, and tables in combination with prose, this book conveys the body of knowledge about children's literature and about teaching literature to children. The Seventh Edition of this best-selling book adds a new co-author, Kathy G. Short, to the well-known author team of Carol Lynch-Brown and Carl M. Tomlinson.

This set comprises 40 volumes covering 19th and 20th century European and American authors. These volumes will be available as a complete set, mini boxed sets (by theme) or as individual volumes. This second set compliments the first 68 volume set of Critical Heritage published by Routledge in October 1995.

Front Flap: Poet, essayist, actor, hymn-writer, wit, magazine editor, transvestite stage performer: Christopher Smart, Georgian don-turned-writer, was all of these. He was, and remains, a mercurial individual, an idiosyncratic yet strangely familiar writer of spiritual heights and material depths. His paradoxical exuberance fascinates scholars of eighteenth-century culture, and this collection of essays, a snapshot of current scholarship from both new and established Smart scholars, offers, among others, literary, theological, dramatic and philosophical perspectives on his writing. Here are new ways of reading familiar Smart works - including the astonishing, devout poem of his incarceration, Jubilate Agno - and unfamiliar ones, such as his translations and writing for children. Unexpected readers of Smart, from Coleridge to a testy anonymous annotator, are examined, and Smart's sacred translations and profane stage presence each find a place. Tom Keymer's re-evaluating afterword finds the quality of "betweenness" in Smart's work: between eras, between genres, between forms, Smart's vitality demands reassessment for each new generation of readers. Contributors: Karina Williamson, Min Wild, Rosalind Powell, Fraser Easton, Clement Hawes, William E. Levine, Noel Chevalier, Lori A. Branch, Daniel J. Ennis, Chris Mounsey, Debbie Welham, Tom Keymer. Back Flap: The editors Min Wild's monograph Christopher Smart and Satire on Smart's Midwife, was published in 2008, and various articles and reviews of a Smartian bent have followed. Her interest in that eighteenth-century favorite, the literary mode of prosopopoeia, has led her to investigate the personification of words, texts and literary modes themselves. She lectures in eighteenth-century literature and theory at Plymouth University, UK, and reviews in the Times Literary Supplement and elsewhere. Noel Chevalier is Associate Professor of English at Luther College, University of Regina, Canada. He has published articles on Jubilate Agno and on Smart's challenge to "legitimate" playhouses in Mrs. Midnight's Oratory. Although his specialty lies in the eighteenth century, his teaching and research cover a diverse range of topics, from literary responses to the Bible, to the roots of globalization, to literary representations of science and scientists. He has helped create two interdisciplinary programs at Luther: one which addresses literature for students in the sciences, and one which explores the philosophical, political, economic, and cultural contexts of globalization. Jacket illustration: "Amaryllis sarniensis or Guernsey Amaryllis," from William Curtis, The Botanical Magazine; or, Flower-Garden Displayed, Vol. IX. No. 294. London, 1795.

Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today's adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroom Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.

Nearly 30% of all public school children attend school in large or mid-size cities, totaling more than 16 million students in 22,000 schools. For schools serving culturally and linguistically diverse populations and large numbers of children living in poverty, a significant achievement gap persists. Proponents of multicultural education often advocate for instruction with culturally relevant texts to promote inclusion, compassion, and understanding of our increasingly diverse society. Less discussion has focused on the significant body of research that suggests that culturally relevant texts have important effects on language and literacy development. By "connecting the dots" of existing research, More Mirrors in the Classroom raises awareness about the critical role that urban children's literature can play in helping children learn to read and write. In addition, it provides practical step-by-step advice for increasing the cultural relevance of school curricula in order to accelerate literacy learning.

A Critical Handbook of Children's Literature, Ninth Edition,gives future teachers, practicing teachers, librarians, and parents many examples of quality children's literature to guide them in choosing the best books for the classroom, library, or home. The Handbook analyzes children's books that showcase positive examples of the literary elements, formats, and genres that are the focus in the field of children's literature. The books are noteworthy children's books, from classics to favorites to just-published titles, all selected as thought-provoking, important, or motivating choices. The authors suggest that readers examine the Handbook and then apply the literary concepts to additional reading from today's ever-expanding selection of children's books.

In The Children's Book Business, Lissa Paul constructs a new kind of book biography. By focusing on Eliza Fenwick's1805 product-placement novel, Visits to the Juvenile Library, in the context of Marjorie Moon's 1990 bibliography, Benjamin Tabart's Juvenile Library, Paul explains how twenty-first century cultural sensibilities are informed by late eighteenth-century attitudes towards children, reading, knowledge, and publishing. The thinking, knowing children of the Enlightenment, she argues, are models for present day technologically-connected, socially-conscious children; the increasingly obsolete images of Romantic innocent and ignorant children are bracketed between the two periods. By drawing on recent scholarship in several fields including book history, cultural studies, and educational theory, The Children's Book Business provides a detailed historical picture of the landscape of some of the trade practices of early publishers, and explains how they developed in concert with the progressive pedagogies of several female authors, including Eliza Fenwick, Mary Wollstonecraft, Anna Barbauld, Maria Edgeworth, and Ann and Jane Taylor. Paul's revisionist reading of the history of children's literature will be of interest to scholars working in eighteenth-century studies, book history, childhood studies, cultural studies, educational history, and children's literature.

The definitive and revealing biography of the author of The Secret Garden. Frances Hodgson Burnett's favourite theme in her fiction was the reversal of fortune, and she herself knew extremes of poverty and wealth. Born in Manchester in 1849, she emigrated with her family to Tennessee because of the financial problems caused by the cotton famine. From a young age she published her stories to help the family make ends meet. Only after she married did she publish Little Lord Fauntleroy that shot her into literary stardom. On the surface, Frances' life was extremely successful: hosting regular literary salons in her home and travelling frequently between properties in the UK and America. But behind the colourful personal and social life, she was a complex and contradictory character. She lost both parents by her twenty-first birthday, Henry James called her "the most heavenly of women" although avoided her; prominent people admired her and there were many friendships as well as an ill-advised marriage to a much younger man that ended in heartache. Her success was punctuated by periods of depression, in one instance brought on by the tragic loss of her eldest son to consumption. Ann Thwaite creates a sympathetic but balanced and eye-opening biography of the woman who has enchanted numerous generations of children.

Nearly 30% of all public school children attend school in large or mid-size cities, totaling more than 16 million students in 22,000 schools. For schools serving culturally and linguistically diverse populations and large numbers of children living in poverty, a significant achievement gap persists. Proponents of multicultural education often advocate for instruction with culturally relevant texts to promote inclusion, compassion, and understanding of our increasingly diverse society. Less discussion has focused on the significant body of research that suggests that culturally relevant texts have important effects on language and literacy development. By "connecting the dots" of existing research, More Mirrors in the Classroom raises awareness about the critical role that urban children's literature can play in helping children learn to read and write. In addition, it provides practical step-by-step advice for increasing the cultural relevance of school curricula in order to accelerate literacy learning.

An examination of the numerous adaptations of Malory's Morte Darthur for children in the nineteenth and twentieth centuries. From the time when the writer J.T. Knowles first adapted Thomas Malory's Morte Darthur for a juvenile audience in 1862, there has been a strong connection between children and the Arthurian legend. Between 1862 and 1980, numerous adaptations of the Morte were produced for a young audience in Britain and America. They participated in cultural dialogues relating to the medieval, literary heritage, masculine development, risk, adventure and mental health through their reworking of the narrative. Covering texts by J.T. Knowles, Sidney Lanier, Howard Pyle, T.H. White, Roger Lancelyn Green, Alice Hadfield, John Steinbeck and Susan Cooper, among others, this volume explores how books for children frequently become books about children, and consequently books about the contiguity and separation of the adult and the child. Against the backdrop of Victorian medievalism, imperialism, the rise of child psychology and two world wars, the diverse ways in which Malory's text has been altered with a child reader in mind reveals changing ideas regarding the relevance of King Arthur, and the complex relationship between authors and their imagined juvenile readers. It reveals the profoundly fantasised figures behind literary representations of childhood, and the ways in which Malory's timeless tale, and the figure of King Arthur, have inspiredand shaped these fantasies. Dr ELLY MCCAUSLAND is Senior Lecturer in British and American literature at the University of Oslo.

Racism is resilient, duplicitous, and endlessly adaptable, so it is no surprise that America is again in a period of civil rights activism. A significant reason racism endures is because it is structural: it's embedded in culture and in institutions. One of the places that racism hides-and thus perhaps the best place to oppose it-is books for young people. Was the Cat in the Hat Black? presents five serious critiques of the history and current state of children's literature tempestuous relationship with both implicit and explicit forms of racism. The book fearlessly examines topics both vivid-such as The Cat in the Hat's roots in blackface minstrelsy-and more opaque, like how the children's book industry can perpetuate structural racism via whitewashed covers even while making efforts to increase diversity. Rooted in research yet written with a lively, crackling touch, Nel delves into years of literary criticism and recent sociological data in order to show a better way forward. Though much of what is proposed here could be endlessly argued, the knowledge that what we learn in childhood imparts both subtle and explicit lessons about whose lives matter is not debatable. The text concludes with a short and stark proposal of actions everyone-reader, author, publisher, scholar, citizen- can take to fight the biases and prejudices that infect children's literature. While Was the Cat in the Hat Black? does not assume it has all the answers to such a deeply systemic problem, its audacity should stimulate discussion and activism.