In this collection the multidimensional story of children's literature in the formative period of the long nineteenth century is illuminated, questioned, and, in some respects, rewritten. Children's literature might be characterised as the love-child of the Enlightenment and the Romantic movements, and much of its history over the long nineteenth century shows it being defined, shaped, and co-opted by a variety of agents, each of whom has their own ambitions for it and for its child readership. Is children's literature primarily a way of educating children in the principles of reason and morality? A celebration of the Rousseauesque child? A source of pleasure and entertainment? Women, both as writers and as nurturers involved at an intimate and daily level with the raising of children, recognised early and often very explicitly the multiple capacities of literature to provide entertainment, useful information, moral education and social training, and the occasionally conflicting nature of these functions. This book was originally published as a special issue of Women's Writing.

Literaturverfilmungen gehoeren seit langem zu den Standardsituationen des Deutschunterrichts. Haufig bleiben die Potentiale des Einsatzes von Verfilmungen aber ungenutzt. Dies ist vor allem der Fall, wenn die Verfilmung nur als Belohnung nach der Lekture geschaut wird oder ihre Thematisierung im blossen inhaltlichen Abgleich zur Vorlage verbleibt. Zielfuhrendere Verfahren erarbeiten, wie Verfilmungen Bucher intermedial rezipieren. Der Autor moechte weiter gehen und eine transmediale Konzeption vorlegen, nach der Buch und Film nicht in ein Ableitungsverhaltnis gestellt werden. Stattdessen schlagt er vor, sie als zwei medial verschiedene Auspragungen einer abstrakten Geschichte zu behandeln, um an einer ahnlichen Geschichte mediale Spezifika und die mediale Bedingtheit von Bedeutung zu analysieren.

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy.

'The Brownies' Book:' Inspiring Racial Pride in African-American Children offers a descriptive analysis and interpretation of America's first magazine for young African-Americans. Published by W.E.B. Du Bois in cooperation with Jessie Fauset and Augustus Granville Dill, the monthly hoped to foster a new African-American identity by (re)connecting "the children of the sun" with Africa, by turning them into proud Americans, and by educating them to be global citizens. The editors turned the crow into a positive symbol of blackness and provided photographs which proved that "black is beautiful" to increase the self-esteem of black youths. The magazine was a harbinger of the Harlem Renaissance and served as a creative outlet for many African-American writers and artists, among them many women.

This book provides scholars, both national and international, with a basis for advanced research in children's literature in collections. Examining books for children published across five centuries, gathered from the collections in Dublin, this unique volume advances causes in collecting, librarianship, education, and children's literature studies more generally. It facilitates processes of discovery and recovery that present various pathways for researchers with diverse interests in children's books to engage with collections. From book histories, through bookselling, information on collectors, and histories of education to close text analyses, it is evident that there are various approaches to researching collections. In this volume, three dominant approaches emerge: history and canonicity, author and text, ideals and institutions. Through its focus on varied materials, from fiction to textbooks, this volume illuminates how cities can articulate a vision of children's literature through particular collections and institutional practices.

With a focus on fostering democratic, equitable education for young people, Ginsberg and Glenn's engaging text showcases a wide variety of innovative, critical classroom approaches that extend beyond traditional literary theories commonly used in K-12 and higher education classrooms and provides opportunities to explore young adult (YA) texts in new and essential ways. The chapters pair YA texts with critical practices and perspectives for culturally affirming and sustaining teaching and include resources, suggested titles, and classroom strategies. Following a consistent structure, each chapter provides foundational background on a key critical approach, applies the approach to a focal YA text, and connects the approach to classroom strategies designed to encourage students to think deeply and critically about texts, themselves, and the world. Offering a wealth of innovative pedagogical tools, this comprehensive volume offers opportunities for students and their teachers to explore key and emerging topics, including culture, (dis)ability, ethnicity, gender, immigration, race, sexual orientation, and social class.

Cervantes's Don Quixote, recently chosen the world's best book by well-known authors from fifty-four countries, has from its publication in 1605 been widely translated and imitated. Throughout the world "quixotic" and "tilting at windmills" are commonplaces, and the thin knight-errant and his plump squire Sancho Panza familiar icons. Critics regard Cervantes as the inventor of fiction, author of the first novel. Consistently judged too long and complex to be read in its entirety, Don Quixote, has always inspired abbreviations and adaptations. Major and now forgotten writers were deeply influenced by the Spanish author; in English they wrote chapbooks, satiric verses, essays, plays, and novels. Cervantes's post chivalric romance inspired by the Counter Reformation in Spain became a classic for Protestant England that condemned Catholic medieval romances. Don Quixote, as children's literature, informed by adult renderings, is a major but neglected part of this remarkable tradition. In extravagant Edwardian books, collections, home libraries, and schoolbooks, words and pictures by distinguished artists retold adventures both noble and "mad." Recent adaptations-including comics and graphic novels-express current difference but also support the knight-errant's affinity to children and lasting influence.

Examines classic and contemporary Jewish and African American children's literature Through close readings of selected titles published since 1945, Jodi Eichler-Levine analyzes what is at stake in portraying religious history for young people, particularly when the histories in question are traumatic ones. In the wake of the Holocaust and lynchings, of the Middle Passage and flight from Eastern Europe's pogroms, children's literature provides diverse and complicated responses to the challenge of representing difficult collective pasts. In reading the work of various prominent authors, including Maurice Sendak, Julius Lester, Jane Yolen, Sydney Taylor, and Virginia Hamilton, Eichler-Levine changes our understanding of North American religions. She illuminates how narratives of both suffering and nostalgia graft future citizens into ideals of American liberal democracy, and into religious communities that can be understood according to recognizable notions of reading, domestic respectability, and national sacrifice. If children are the idealized recipients of the past, what does it mean to tell tales of suffering to children, and can we imagine modes of memory that move past utopian notions of children as our future? Suffer the Little Children asks readers to alter their worldviews about children's literature as an "innocent" enterprise, revisiting the genre in a darker and more unsettled light.

What keeps the spirit of Alice alive after all these years? And what makes us so spontaneously turn into armchair travelers ready to unconditionally follow a little girl on her fantastic journeys down a rabbit hole into topsy-turvy worlds? Alice's unfailing ability to amaze is due to her characteristic ambiguity that entails a plethora of interpretive possibilities and hence a rewarding adaptability to multiple mixed media forms which stimulate senses beyond the verbal games establishing the trademark charm of the original children's classic. Popular postmodern post/millenial re-configurations of Victorian fantasy, in particular late 20st century and especially early 21st century adaptations of Lewis Carroll's Alice tales, reveal how intermedial transitions elicit different modes of enchantment, disenchantment, and re-enchantment which both shape and reflect contemporary fantasists' strategies of make-believing, and circumscribe a metafantasy commenting on limits and potentials of the fantasy genre as well as the dys/functioning of imagination. Adventures get curiouser and curiouser once Alice ventures into Transmedia Wonderland, transgressing the confines of the written text towards visual, acoustic, tactile, kinetic and digital new media regimes of representation. Contemporary adaptations dynamically interact with their Victorian source texts as well as one another to enhance the immersion into an elaborate fictional universe and maximalize audience engagement, while retelling a story that remains recognizably the same, yet turns radically different with each new retelling. The journey to Wonderland today signifies a metafantasmagoric, metamedial mission urging all to interactively explore the cultural critical and ethical stakes of our embodied imaginative experience of making sense of nonsense.

Philip Pullman's His Dark Materials trilogy is a worldwide classic of modern literature for both children and adults. Challenging in its intellectual scope, ambitious scale and range of literary reference, it is also hugely controversial due to its critique of organised religion. This collection of original essays by an international team of distinguished scholars assesses Pullman's achievement and introduces readers to some of the key debates surrounding His Dark Materials. Covering topics such as religion, gender, childhood and scientific enquiry, the volume also discusses the Hollywood film of the first book and features a new interview with Pullman himself.

Featuring a timely and diverse cross-section of frequently targeted titles, complete with many quotes and comments from authors whose works have been challenged, this book will be an important tool for library managers, children's and YA librarians, and teachers. In our polarized environment, the censorship and outright banning of children's books which some deem to be controversial or objectionable remains a major concern for libraries. Intellectual freedom champion Scales returns to the fray with a new edition of her matchless guide, updating the focus to titles published since 2015 which have been the target of challenges. School and public librarians, LIS students, and classroom educators will find the assistance and support they need to defend these challenged books with an informed response while ensuring access to young book lovers. For each of the dozens of titles covered, readers will find a book summary; a report of the specific challenges; quotes from reviews, plus a list of awards and accolades; talking points for discussing the book's issues and themes; links to the book's website, additional resources about the book, and suggested further reading; and read-alikes that have been challenged for similar reasons.

This book highlights the multi-dimensionality of the work of British fantasy writer and Discworld creator Terry Pratchett. Taking into account content, political commentary, and literary technique, it explores the impact of Pratchett's work on fantasy writing and genre conventions.With chapters on gender, multiculturalism, secularism, education, and relativism, Section One focuses on different characters' situatedness within Pratchett's novels and what this may tell us about the direction of his social, religious and political criticism. Section Two discusses the aesthetic form that this criticism takes, and analyses the post- and meta-modern aspects of Pratchett's writing, his use of humour, and genre adaptations and deconstructions. This is the ideal collection for any literary and cultural studies scholar, researcher or student interested in fantasy and popular culture in general, and in Terry Pratchett in particular.

This book is a study of children, their books and their reading experiences in late sixteenth- and seventeenth-century Britain. It argues for the importance of reading to early modern childhood and of childhood to early modern reading cultures by drawing together the fields of childhood studies, early modern literature and the history of reading. Analysing literary representations of children as readers in a range of genres (including ABCs, prayer books, religious narratives, romance, anthologies, school books, drama, translations and autobiography) alongside evidence of the reading experiences of those defined as children in the period, it explores the production of different categories of child readers. Focusing on the 'good child' reader, the youth as consumer, ways of reading as a boy and as a girl, and the retrospective recollection of childhood reading, it sheds new light on the ways in which childhood and reading were understood and experienced in the period.

This concise and accessible critical introduction examines the world of popular fairy-tale television, tracing how fairy tales and their social and cultural implications manifest within series, television events, anthologies, and episodes, and as freestanding motifs. Providing a model of televisual analysis, Rudy and Greenhill emphasize that fairy-tale longevity in general, and particularly on TV, results from malleability-morphing from extremely complex narratives to the simple quotation of a name (like Cinderella) or phrase (like "happily ever after")-as well as its perennial value as a form that is good to think with. The global reach and popularity of fairy tales is reflected in the book's selection of diverse examples from genres such as political, lifestyle, reality, and science fiction TV. With a select mediagraphy, discussion questions, and detailed bibliography for further study, this book is an ideal guide for students and scholars of television studies, popular culture, and media studies, as well as dedicated fairy-tale fans.

The rule is, jam to-morrow and jam yesterday - but never jam to-day. Lewis Carroll's Through the Looking-Glass, and What Alice Found There was first published in December 1871 (dated 1872). Although Carroll intended Looking-Glass to be a follow-up piece to the immediately successful Alice's Adventures in Wonderland (1865), he created an entirely new fantasy world with a revised narrative structure. The twelve-chapter format was retained, but Looking-Glass is significantly longer than Wonderland (224 compared to 192 pages in the first editions), and introduces a range of new characters, and is framed by Alice's progression across a chess board to become queen. This new edition focuses solely on Through the Looking-Glass, with a penetrating and informative introduction by Zoe Jaques, including the most recent research and critical opinion on the subject matter.

"Inklings" nannte sich eine Gruppe von Schriftstellern und Geisteswissenschaftlern in Oxford, deren bekannteste Mitglieder J.R.R. Tolkien und C.S. Lewis waren. Die Inklings-Gesellschaft e.V. widmet sich seit 1983 dem Studium und der Verbreitung der Werke dieser und ihnen nahestehender Autoren sowie der Analyse des Phantastischen in Literatur, Film und Kunst allgemein. Ihre Jahrestagungen werden in Jahrbuchern dokumentiert. Dieser Band enthalt zehn Vortrage der Tagung "Ghosts - A Conference on the (Nearly) Invisible", die 2015 in Leipzig stattfand, sowie drei weitere Beitrage und zahlreiche Rezensionen. "Inklings" was the name of a group of Oxford scholars and writers; its best-known members were J.R.R. Tolkien and C.S. Lewis. The German Inklings-Gesellschaft, founded in 1983, is dedicated to the discussion and dissemination of the works of these authors and of writers commonly associated with them and to the study of the fantastic in literature, film and the arts in general. The proceedings of the annual Inklings conferences are published in yearbooks. This volume contains ten papers presented at the 2015 conference entitled "Ghosts - A Conference on the (Nearly) Invisible". In addition, there are three general articles and numerous reviews.

This book explores how alarmist social discourses about 'cruel' young people fail to recognize the complexity of cruelty and the role it plays in child agency. Examining representations of cruel young people in popular texts and popular culture, the collected essays demonstrate how gender, race, and class influence who gets labeled 'cruel' and which actions are viewed as negative, aggressive, and disruptive. It shows how representations of cruel young people negotiate the violence that shadows polite society, and how narratives of cruelty and aggression are used to affirm, or to deny, young people's agency.

The Road to Wicked examines the long life of the Oz myth. It is both a study in cultural sustainability- the capacity of artists, narratives, art forms, and genres to remain viable over time-and an examination of the marketing machinery and consumption patterns that make such sustainability possible. Drawing on the fields of macromarketing, consumer behavior, literary and cultural studies, and theories of adaption and remediation, the authors examine key adaptations and extensions of Baum's 1900 novel. These include the original Oz craze, the MGM film and its television afterlife, Wicked and its extensions, and Oz the Great and Powerful-Disney's recent (and highly lucrative) venture that builds on the considerable success of Wicked. At the end of the book, the authors offer a foundational framework for a new theory of cultural sustainability and propose a set of explanatory conditions under which any artistic experience might achieve it.

This book is a journey through the fairy-tale wardrobe, explaining how the mercurial nature of fashion has shaped and transformed the Western fairy-tale tradition. Many of fairy tale's most iconic images are items of dress: the glass slippers, the red capes, the gowns shining like the sun, and the red shoes. The material cultures from which these items have been conjured reveal the histories of patronage, political intrigue, class privilege, and sexual politics behind the most famous fairy tales. The book not only reveals the sartorial truths behind Cinderella's lost slippers, but reveals the networks of female power woven into fairy tale itself.

From Strawberry Hill to The Dungeons, Alnwick Castle to Barnageddon, Gothic tourism is a fascinating, and sometimes controversial, area. This lively study considers Gothic tourism's aesthetics and origins, as well as its relationship with literature, film, folklore, heritage management, arts programming and the 'edutainment' business.

How Picturebooks Work is an innovative and engaging look at the interplay between text and image in picturebooks. The authors explore picturebooks as a specific medium or genre in literature and culture, one that prepares children for other media of communication, and they argue that picturebooks may be the most influential media of all in the socialization and representation of children. Spanning an international range of children's books, this book examine such favorites as Curious George and Frog and Toad Are Friends, along with the works of authors and illustrators including Maurice Sendak and Tove Jansson, among others. With 116 illustrations, How Picturebooks Work offers the student of children's literature a new methodology, new theories, and a new set of critical tools for examining the picturebook form.

This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of childrens books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.

This book is about the implications of novels for young readers that tell their stories by alternating between different narrative lines focused on different characters. It asks: if you make sense of fiction by identifying with one main character, how do you handle two or more of them? Do novels with alternating narratives diverge from longstanding conventions and represent a significant change in literature for young readers? If not, how do these novels manage to operate within the parameters of those conventions? This book considers answers to these questions by means of a series of close readings that explore the structural, educational and ideological implications of a variety of American, British, Canadian and Australian novels for children and for young adults.

Applying critical race theory to contemporary African American children's and young adult literature, this book explores one key racial issue that has been overlooked both in race studies and literary scholarship-internalised racism. By systematically examining the issue of internalised racism and its detrimental psychological effects, particularly towards the young and vulnerable, this book defamiliarises the very racial issue that otherwise has become normalised in American racial discourse, reaffirming the relevance of race, racism, and racialisation in contemporary America. Through readings of works by Jacqueline Woodson, Sharon G. Flake, Tanita S. Davis, Sapphire, Rosa Guy, and Nikki Grimes, Suriyan Panlay develops a new critical discourse on internalised racism by studying its effects on marginalised children, its manifestations, and the fictional narrative strategies that can be used to regain and reclaim a sense of self.

This book is a study of the evolving relationships between literature, cyberspace, and young adults in the twenty-first century. Megan L. Musgrave explores the ways that young adult fiction is becoming a platform for a public conversation about the great benefits and terrible risks of our increasing dependence upon technology in public and private life. Drawing from theories of digital citizenship and posthuman theory, Digital Citizenship in Twenty-First Century Young Adult Literature considers how the imaginary forms of activism depicted in literature can prompt young people to shape their identities and choices as citizens in a digital culture