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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.
Expanding outward from previous scholarship on gender, queerness,
and heteronormativity in children's literature, this book offers
fresh insights into representations of sex and sexuality in texts
for young people. In this collection, new and established scholars
examine how fiction and non-fiction writing, picture books, film
and television and graphic novels position young people in relation
to ideologies around sexuality, sexual identity, and embodiment.
This book questions how such texts communicate a sense of what is
possible, impossible, taboo, or encouraged in terms of being sexual
and sexual being. Each chapter is motivated by a set of important
questions: How are representations of sex and sexuality depicted in
texts for young people? How do these representations affect and
shape the kinds of sexualities offered as models to young readers?
And to what extent is sexual diversity acknowledged and represented
across different narrative and aesthetic modes? This work brings
together a diverse range of conceptual and theoretical approaches
that are framed by the idea of sexual becoming: the manner in which
texts for young people invite their readers to assess and
potentially adopt ways of thinking and being in terms of sex and
sexuality.
Expanding outward from previous scholarship on gender, queerness,
and heteronormativity in children's literature, this book offers
fresh insights into representations of sex and sexuality in texts
for young people. In this collection, new and established scholars
examine how fiction and non-fiction writing, picture books, film
and television and graphic novels position young people in relation
to ideologies around sexuality, sexual identity, and embodiment.
This book questions how such texts communicate a sense of what is
possible, impossible, taboo, or encouraged in terms of being sexual
and sexual being. Each chapter is motivated by a set of important
questions: How are representations of sex and sexuality depicted in
texts for young people? How do these representations affect and
shape the kinds of sexualities offered as models to young readers?
And to what extent is sexual diversity acknowledged and represented
across different narrative and aesthetic modes? This work brings
together a diverse range of conceptual and theoretical approaches
that are framed by the idea of sexual becoming: the manner in which
texts for young people invite their readers to assess and
potentially adopt ways of thinking and being in terms of sex and
sexuality.
Focusing on six popular British girls' periodicals, Kristine Moruzi
explores the debate about the shifting nature of Victorian girlhood
between 1850 and 1915. During an era of significant political,
social, and economic change, girls' periodicals demonstrate the
difficulties of fashioning a coherent, consistent model of
girlhood. The mixed-genre format of these magazines, Moruzi
suggests, allowed inconsistencies and tensions between competing
feminine ideals to exist within the same publication. Adopting a
case study approach, Moruzi shows that the Monthly Packet, the Girl
of the Period Miscellany, the Girl's Own Paper, Atalanta, the Young
Woman, and the Girl's Realm each attempted to define and refine a
unique type of girl, particularly the religious girl, the 'Girl of
the Period,' the healthy girl, the educated girl, the marrying
girl, and the modern girl. These periodicals reflected the
challenges of embracing the changing conditions of girls' lives
while also attempting to maintain traditional feminine ideals of
purity and morality. By analyzing the competing discourses within
girls' periodicals, Moruzi's book demonstrates how they were able
to frame feminine behaviour in ways that both reinforced and
redefined the changing role of girls in nineteenth-century society
while also allowing girl readers the opportunity to respond to
these definitions.
Focusing on six popular British girls' periodicals, Kristine Moruzi
explores the debate about the shifting nature of Victorian girlhood
between 1850 and 1915. During an era of significant political,
social, and economic change, girls' periodicals demonstrate the
difficulties of fashioning a coherent, consistent model of
girlhood. The mixed-genre format of these magazines, Moruzi
suggests, allowed inconsistencies and tensions between competing
feminine ideals to exist within the same publication. Adopting a
case study approach, Moruzi shows that the Monthly Packet, the Girl
of the Period Miscellany, the Girl's Own Paper, Atalanta, the Young
Woman, and the Girl's Realm each attempted to define and refine a
unique type of girl, particularly the religious girl, the 'Girl of
the Period,' the healthy girl, the educated girl, the marrying
girl, and the modern girl. These periodicals reflected the
challenges of embracing the changing conditions of girls' lives
while also attempting to maintain traditional feminine ideals of
purity and morality. By analyzing the competing discourses within
girls' periodicals, Moruzi's book demonstrates how they were able
to frame feminine behaviour in ways that both reinforced and
redefined the changing role of girls in nineteenth-century society
while also allowing girl readers the opportunity to respond to
these definitions.
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.
As part of the ongoing project of retrieving women writers from the
margins of literary and cultural history, scholars of literature,
history, and gender studies are increasingly exploring and
interrogating girls' print culture. School stories, in particular,
are generating substantial scholarly interest because of their
centrality to the history of girls' reading, their engagement with
cultural ideas about the education and socialization of girls, and
their enduring popularity with book collectors. However, while
serious scholars have begun to document the vast corpus of
English-language girls' school stories, few scholarly editions or
facsimile editions of these novels and short stories are readily
available. Girls' School Stories in English, 1749-1929, a new title
from Routledge and Edition Synapse's History of Feminism series,
provides a vital resource to cater to this growing critical
interest. This unique collection answers the important need to
balance the historical record of canonical literature for young
people in the nineteenth century and early twentieth century with
popular fictions that had wide, devoted, and-following the
emergence of school-series fiction-ongoing readerships. Moreover,
existing scholarship has not yet explicated the connections between
the British genre and its adaptation to colonial and American
readerships, and one of the functions of this collection is to
document the evolution of the girls' school-story genre in Britain
to pinpoint the development and contestation of its signature
tropes, and to trace the refinement and reproduction of these
elements in Canadian, Australian, and American print cultures. The
six volumes in the collection cover the years 1749 to 1929, a
temporal span designed to demonstrate the origins of the genre and
its development throughout the Victorian and Edwardian eras. It
concludes with works from the 1920s that coincide with a peak in
the genre's popularity. And the thematic, rather than
chronological, organization of the set allows users easily to
compare and contrast (across time and place) school-story
conventions and attitudes with issues such as women's higher
education. Volume I ('Moral Education') of the set draws attention
to some of the earliest school stories published for girls in the
eighteenth century, many of which situated moral improvement and
rationality as the primary purpose of girls' education. Early
stories, such as Dorothy Kilner's Anecdotes of a Boarding School;
or, An Antidote to the Vices of those Establishments (1790), which
is reproduced in full, were especially influenced by religious
imperatives. While the overtly religious nature of these texts
declined throughout the nineteenth century, the girls' school story
continued to present a strong moral code based on honour and
selflessness, which is shown in an excerpt from Canadian Ethel Hume
Bennett's novel, Judy of York Hill (1922). The girls' school story
is typically one of transformation, in which the protagonist learns
to conform to the rules and codes of school life. Volume II ('The
New Girl'), therefore, focuses on the generic conventions
associated with a new student arriving at school, in which the girl
does not initially understand or comply with the expectations of
teachers and peers. While it presents examples that adhere to the
model of successful transformation, this volume also reproduces
some striking instances where this trope is subverted. It includes
the full text of noted school-story author L. T. Meade's Wild Kitty
(1897), which depicts a 'wild Irish girl' protagonist who is unable
to be tamed by the English school environment, as well as a story
from the Australasian Girls' Annual, 'Vic and the Refugee' (1916),
in which the new girl is revealed to be a spy. Volume III ('Unruly
Femininity') concentrates on girls who are disobedient, impulsive,
or who are fun-loving 'madcaps'. It contains the full texts of Mary
Hughes' The Rebellious Schoolgirl (1821), which is distinctive as
one of the first sympathetic portrayals of a girl who has yet to
understand and abide by the rules of the school, and Evelyn Sharp's
The Making of a Schoolgirl (1897), which complicates some of the
school-story tropes. Nonetheless, many of these school stories are
heavily invested in defining a feminine ideal, as we see in a later
short story, 'Teddy Versus Theodora' (1910). In addition to
defining a feminine ideal, many schoolgirl heroines take their
family and school responsibilities seriously, as markers of their
desire to be good and to succeed academically. Volume IV ('Duty and
Responsibility') demonstrates the ways in which girl heroines can
have different expectations and attitudes towards their families,
their studies, and their friends. The novel that is reproduced in
full in this volume, Elsie Jeanette Oxenham's The Abbey Girls
(1920), is the foundational text produced by one of the most
popular writers of girls' school stories and was the basis for
dozens of further books. It emphasizes the rewards that issue from
sacrifice, with the heroine passing up a scholarship to allow her
cousin to attend school, only to receive an inheritance at the
novel's closure that allows her also to enrol at the school. A
girl's responsibility to her country is particularly evident in an
excerpt from Angela Brazil's The Patriotic Schoolgirl (1918), in
which the students are encouraged to consider how they can help
national war efforts. The formation of friendships and the
pleasures of school life, such as sports and games, become
hallmarks of the genre from the late nineteenth century. Volume V
('Friendships and Fun') exemplifies the enjoyable aspects of
schoolgirl life that some protagonists metafictively describe
reading about in school stories, but also provides examples of the
way that relationships among girls can be infused with jealousy or
hostility, such as in the excerpt from the 1874 Little Pansy: A
Story of the School Life of a Minister's Orphan Daughter. Louise
Mack's Teens: A Story of Australian Schoolgirls (1897), which is
reproduced in full, is regarded as the first Australian school
novel and focuses on the development, and testing, of a strong
friendship between high-school girls Lennie and Mabel. The
collection's final volume ( 'Higher Education and Women's Rights')
demonstrates how the genre presented debates about women's suffrage
and higher education to a girl readership. The college story
replicated many school-story conventions, but also grappled with
questions of family and public opposition to university education
for women. This volume includes the complete novel, An American
Girl, and Her Four Years in a Boys' College (1878) by Olive San
Louie Anderson, a member of the first class of female students at
the University of Michigan. As the genre was more prominent in the
United States, two American college short stories are also
reproduced, as well as extracts from a British example, L. T.
Meade's A Sweet Girl Graduate (1891). School stories by their
nature were largely supportive of girls' education but,
nevertheless, in some of the extracts selected for this volume,
they show ambivalence about issues such as women's suffrage. By
making readily available materials which are currently very
difficult for scholars, researchers, and students across the globe
to locate and use, Girls' School Stories in English, 1749-1929 is a
veritable treasure-trove. The gathered works are reproduced in
facsimile, giving users a strong sense of immediacy to the texts
and permitting citation to the original pagination. Each volume is
also supplemented by substantial introductions, newly written by
the editors, which contextualize the material. And with a detailed
appendix providing data on the provenance of the gathered works,
the collection is destined to be welcomed as a vital reference and
research resource.
Literary Cultures and Nineteenth-Century Childhoods explores
the construction of the child and the development of texts for
children in the nineteenth century through the application of fresh
theoretical approaches and attention to aspects of literary
childhoods that have only recently begun to be illuminated. This
scope enables examination of the child in canonical
nineteenth-century novels by Charles Dickens, Elizabeth Gaskell,
Charlotte Bronte, and Thomas Hardy alongside well-known fiction
intended for young readers by George MacDonald, Christabel
Coleridge, and Kate Greenaway. The century was also distinctive for
the rise of the children’s magazine, and this book broadens the
definition of literary cultures to include magazines produced both
by, and for, young people. The volume examines how the child and
family are conceptualised, how children are positioned as readers
in genres including the domestic novel, school story, Robinsonade,
and fantasy fiction, how literary childhoods are written and
politicised, and how childhood intersects with perceptions of
animals and the natural environment. The range of chapters in this
collection and the texts they consider demonstrates the variability
and fluidity of literary cultures and nineteenth-century
childhoods.
This book explores a central methodological issue at the heart of
studies of the histories of children and childhood. It questions
how we understand the perspectives of children in the past, and not
just those of the adults who often defined and constrained the
parameters of youthful lives. Drawing on a range of different
sources, including institutional records, interviews, artwork,
diaries, letters, memoirs, and objects, this interdisciplinary
volume uncovers the voices of historical children, and discusses
the challenges of situating these voices, and interpreting juvenile
agency and desire. Divided into four sections, the book considers
children's voices in different types of historical records,
examining children's letters and correspondence, as well as
multimedia texts such as film, advertising and art, along with oral
histories, and institutional archives.
This collection is the first to focus exclusively on
twenty-first-century young adult Gothic fiction. The essays
demonstrate how the contemporary resurgence of the Gothic signals
anxieties about (and hopes for) young people in the twenty-first
century. Changing conceptions of young adults as liminal figures,
operating between the modes of child and adult, can be mobilised
when combined with Gothic spaces and concepts in texts for young
people. In young adult Gothic literature, the crossing of
boundaries typical of the Gothic is often motivated by a
heterosexual romance plot, in which the human or monstrous female
protagonist desires a boy who is not her 'type'. Additionally, as
the Gothic works to define what it means to be human - particularly
in relation to gender, race, and identity - the volume also
examines how contemporary shifts and flashpoints in identity
politics are being negotiated under the metaphoric cloak of
monstrosity.
Through a comparison of Canadian, Australian, and New Zealand texts
published between 1840 and 1940, From Colonial to Modern develops a
new history of colonial girlhoods revealing how girlhood in each of
these emerging nations reflects a unique political, social, and
cultural context. Print culture was central to the definition, and
redefinition, of colonial girlhood during this period of rapid
change. Models of girlhood are shared between settler colonies and
contain many similar attitudes towards family, the natural world,
education, employment, modernity, and race, yet, as the authors
argue, these texts also reveal different attitudes that emerged out
of distinct colonial experiences. Unlike the imperial model
representing the British ideal, the transnational girl is an
adaptation of British imperial femininity and holds, for example, a
unique perception of Indigenous culture and imperialism. Drawing on
fiction, girls' magazines, and school magazine, the authors shine a
light on neglected corners of the literary histories of these three
nations and strengthen our knowledge of femininity in white settler
colonies.
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