Contributions by Aneesh Barai, Clementine Beauvais, Justyna Deszcz-Tryhubczak, Terri Doughty, Aneta Dybska, Blanka Grzegorczyk, Zoe Jaques, Vanessa Joosen, Maria Nikolajeva, Marek Oziewicz, Ashley N. Reese, Malini Roy, Sabine Steels, Lucy Stone, Bjoern Sundmark, Michelle Superle, Nozomi Uematsu, Anastasia Ulanowicz, Helma van Lierop-Debrauwer, and Jean Webb. Intergenerational solidarity is a vital element of societal relationships that ensures survival of humanity. It connects generations, fostering transfer of common values, cumulative knowledge, experience, and culture essential to human development. In the face of global aging, changing family structures, family separations, economic insecurity, and political trends pitting young and old against each other, intergenerational solidarity is now, more than ever, a pressing need. Intergenerational Solidarity in Children's Literature and Film argues that productions for young audiences can stimulate intellectual and emotional connections between generations by representing intergenerational solidarity. For example, one essayist focuses on Disney films, which have shown a long-time commitment to variously highlighting, and then conservatively healing, fissures between generations. However, Disney-Pixar's Up and Coco instead portray intergenerational alliances - young collaborating with old, the living working alongside the dead - as necessary to achieving goals. The collection also testifies to the cultural, social, and political significance of children's culture in the development of generational intelligence and empathy towards age-others and positions the field of children's literature studies as a site of intergenerational solidarity, opening possibilities for a new socially consequential inquiry into the culture of childhood.

An investigation of identity formation in children's literature, this book brings together children's literature and recent critical concerns with posthuman identity to argue that children's fiction offers sophisticated interventions into debates about what it means to be human, and in particular about humanity's relationship to animals and the natural world. In complicating questions of human identity, ecology, gender, and technology, Jaques engages with a multifaceted posthumanism to understand how philosophy can emerge from children's fantasy, disclosing how such fantasy can build upon earlier traditions to represent complex issues of humanness to younger audiences. Interrogating the place of the human through the non-human (whether animal or mechanical) leads this book to have interpretations that radically depart from the critical tradition, which, in its concerns with the socialization and representation of the child, has ignored larger epistemologies of humanness. The book considers canonical texts of children's literature alongside recent bestsellers and films, locating texts such as Gulliver's Travels (1726), Pinocchio (1883) and the Alice books (1865, 1871) as important works in the evolution of posthuman ideas. This study provides radical new readings of children's literature and demonstrates that the genre offers sophisticated interventions into the nature, boundaries and dominion of humanity.

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.

An investigation of identity formation in children's literature, this book brings together children's literature and recent critical concerns with posthuman identity to argue that children's fiction offers sophisticated interventions into debates about what it means to be human, and in particular about humanity's relationship to animals and the natural world. In complicating questions of human identity, ecology, gender, and technology, Jaques engages with a multifaceted posthumanism to understand how philosophy can emerge from children's fantasy, disclosing how such fantasy can build upon earlier traditions to represent complex issues of humanness to younger audiences. Interrogating the place of the human through the non-human (whether animal or mechanical) leads this book to have interpretations that radically depart from the critical tradition, which, in its concerns with the socialization and representation of the child, has ignored larger epistemologies of humanness. The book considers canonical texts of children's literature alongside recent bestsellers and films, locating texts such as Gulliver's Travels (1726), Pinocchio (1883) and the Alice books (1865, 1871) as important works in the evolution of posthuman ideas. This study provides radical new readings of children's literature and demonstrates that the genre offers sophisticated interventions into the nature, boundaries and dominion of humanity.

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.

Contributions by Aneesh Barai, Clementine Beauvais, Justyna Deszcz-Tryhubczak, Terri Doughty, Aneta Dybska, Blanka Grzegorczyk, Zoe Jaques, Vanessa Joosen, Maria Nikolajeva, Marek Oziewicz, Ashley N. Reese, Malini Roy, Sabine Steels, Lucy Stone, Bjoern Sundmark, Michelle Superle, Nozomi Uematsu, Anastasia Ulanowicz, Helma van Lierop-Debrauwer, and Jean Webb. Intergenerational solidarity is a vital element of societal relationships that ensures survival of humanity. It connects generations, fostering transfer of common values, cumulative knowledge, experience, and culture essential to human development. In the face of global aging, changing family structures, family separations, economic insecurity, and political trends pitting young and old against each other, intergenerational solidarity is now, more than ever, a pressing need. Intergenerational Solidarity in Children's Literature and Film argues that productions for young audiences can stimulate intellectual and emotional connections between generations by representing intergenerational solidarity. For example, one essayist focuses on Disney films, which have shown a long-time commitment to variously highlighting, and then conservatively healing, fissures between generations. However, Disney-Pixar's Up and Coco instead portray intergenerational alliances - young collaborating with old, the living working alongside the dead - as necessary to achieving goals. The collection also testifies to the cultural, social, and political significance of children's culture in the development of generational intelligence and empathy towards age-others and positions the field of children's literature studies as a site of intergenerational solidarity, opening possibilities for a new socially consequential inquiry into the culture of childhood.