This multi-genre collection of chapters presents the dramatic transformation of English Studies in India since the early 1990s. It showcases the shift from the study of mainly British literature and language to a more versatile terrain of multilingualism, culture, performance, theory, and the literary Global South. Tracing this transition, the volume discusses themes like Indian literary history, postcolonial theory, post-pandemic challenges to literary studies, the state of Indian English drama, vernacular literature in English Studies and pedagogy, translations of feminist writers from South Asia, caste, and othering in literature, among other key themes. The volume, with contributions from eminent English Studies scholars, not only reflects the altered terrain of English Language and Literature in India but also invites readers to think about the transformative potential of the present juncture for both literary imagination and literary studies. This timely book, in honour of Professor GJV Prasad, will be of interest to scholars and researchers of English Studies, cultural studies, literature, comparative literature, translation studies, postcolonial studies, and critical theory.

This volume contributes to understanding childhoods in the twentieth and twenty-firstcentury by offering an in-depth overview of children and their engagement with the violent world around them. The chapters deal with different historical, spatial, and cultural contexts, yet converge on the question of how children relate to physiological and psychological violence. The twentieth century has been hailed as the "century of the child" but it has also witnessed an unprecedented escalation of cultural trauma experienced by children during the two World Wars, Holocaust, Partition of the Indian subcontinent, and Vietnam War. The essays in this volume focus on victimized childhood during instances of war, ethnic violence, migration under compulsion, rape, and provide insights into how a child negotiates with abstract notions of nation, ethnicity, belonging, identity, and religion. They use an array of literary and cinematic representations-fiction, paintings, films, and popular culture-to explore the long-term effect of violence and neglect on children. As such, they lend voice to children whose experiences of abuse have been multifaceted, ranging from genocide, conflict and xenophobia to sexual abuse, and also consider ways of healing. With contributions from across the world, this comprehensive book will be useful to scholars and researchers of cultural studies, literature, education, education policy, gender studies, child psychology, sociology, political studies, childhood studies, and those studying trauma, conflict, and resilience.

This volume contributes to understanding childhoods in the twentieth and twenty-firstcentury by offering an in-depth overview of children and their engagement with the violent world around them. The chapters deal with different historical, spatial, and cultural contexts, yet converge on the question of how children relate to physiological and psychological violence. The twentieth century has been hailed as the "century of the child" but it has also witnessed an unprecedented escalation of cultural trauma experienced by children during the two World Wars, Holocaust, Partition of the Indian subcontinent, and Vietnam War. The essays in this volume focus on victimized childhood during instances of war, ethnic violence, migration under compulsion, rape, and provide insights into how a child negotiates with abstract notions of nation, ethnicity, belonging, identity, and religion. They use an array of literary and cinematic representations-fiction, paintings, films, and popular culture-to explore the long-term effect of violence and neglect on children. As such, they lend voice to children whose experiences of abuse have been multifaceted, ranging from genocide, conflict and xenophobia to sexual abuse, and also consider ways of healing. With contributions from across the world, this comprehensive book will be useful to scholars and researchers of cultural studies, literature, education, education policy, gender studies, child psychology, sociology, political studies, childhood studies, and those studying trauma, conflict, and resilience.

This multi-genre collection of chapters presents the dramatic transformation of English Studies in India since the early 1990s. It showcases the shift from the study of mainly British literature and language to a more versatile terrain of multilingualism, culture, performance, theory, and the literary Global South. Tracing this transition, the volume discusses themes like Indian literary history, postcolonial theory, post-pandemic challenges to literary studies, the state of Indian English drama, vernacular literature in English Studies and pedagogy, translations of feminist writers from South Asia, caste, and othering in literature, among other key themes. The volume, with contributions from eminent English Studies scholars, not only reflects the altered terrain of English Language and Literature in India but also invites readers to think about the transformative potential of the present juncture for both literary imagination and literary studies. This timely book, in honour of Professor GJV Prasad, will be of interest to scholars and researchers of English Studies, cultural studies, literature, comparative literature, translation studies, postcolonial studies, and critical theory.