Children’s literature studies: general Books

Book SynopsisRussian literature for children and young people has a history that goes back over 400 years, starting in the late sixteenth century with the earliest alphabet primers and passing through many different phases over the centuries that followed. It has its own success stories and tragedies, talented writers and mediocrities, bestsellers and long-forgotten prize winners. After their seizure of power in 1917, the Bolsheviks set about creating a new culture for a new man and a starting point was children's literature. 70 years of Soviet control and censorship were succeeded in the 1990s by a re-birth of Russian children's literature. This book charts the whole of this story, setting Russian authors and their books in the context of translated literature, critical debates and official cultural policy.

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Book SynopsisGreece and Rome have long featured in books for children and teens, whether through the genres of historical fiction, fantasy, mystery stories or mythological compendiums. These depictions and adaptations of the Ancient World have varied at different times, however, in accordance with changes in societies and cultures. This book investigates the varying receptions and ideological manipulations of the classical world in children’s literature. Its subtitle, Heroes and Eagles, reflects the two most common ways in which this reception appears, namely in the forms of the portrayal of the Greek heroic world of classical mythology on the one hand, and of the Roman imperial presence on the other. Both of these are ideologically loaded approaches intended to educate the young reader.Trade Review"As a whole, The Reception of Ancient Greece and Rome in Children's Literature: Heroes and Eagles is a useful contribution to classical reception studies and an excellent piece of work. (...) This is an exciting area of study and the field is in desperate need of more of it to produce truly revolutionary scholarship. More books, more conferences, and more edited volumes like this one." Krishni Burns, Bryn Mawr Classical Review 2016.05.26.Table of ContentsContents Acknowledgements List of Figures Notes on Contributors Children, Greece and Rome: Heroes and Eagles Part 1 - Classics and Ideology in Children’s Literature 1 Classics, Children’s Literature, and the Character of Childhood, from Tom Brown’s Schooldays to The Enchanted Castle Elizabeth Hale 2 ‘Time is only a mode of thought, you know’: Ancient History, Imagination and Empire in E. Nesbit’s Literature for Children Joanna Paul 3 (De)constructing Arcadia: Polish Struggles with History and Differing Colours of Childhood in the Mirror of Classical Mythology Katarzyna Marciniak Part 2 - Ancient Mythology, Modern Authors 4 The Metanarrative of Picture Books: ‘Reading’ Greek Myth for (and to) Children Barbara Weinlich 5 Reading the Fiction of Video Games Mary McMenomy 6 From Chiron to Foaly: The Centaur in Classical Mythology and Fantasy Literature Lisa Maurice 7 Classical Memories in C.S. Lewis’ Chronicles of Narnia Niall W. Slater Part 3 - Classical Mythology for Children 8 Men into Pigs: Circe’s Transformations in Versions of The Odyssey for Children Sheila Murnaghan 9 Chasing Odysseus in Twenty-First Century Children’s Fiction Geoffrey Miles 10 The Metamorphosis of Ovid in Retellings of Myth for Children Deborah H. Roberts Part 4 - Ancient Rome for Children 11 The “Grand Tour” as Transformative Experience in Children’s Novels about the Roman Invasion Catherine Butler 12 “Wulf the Briton”: Resisting Rome in a 1950s British Boys’ Adventure Strip Antony Keen 13 Bridging the Gap between Generations: Astérix between Child and Adult, Classical and Modern Eran Almagor Bibliography Index

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Book SynopsisThis volume offers a survey of the reception of Classical Antiquity in the literature for youngsters by applying regional perspectives from East-Central and Western Europe, Africa, Israel, Japan, New Zealand, Russia, and the United States. The title Our Mythical Childhood hints at the elusive and paradoxical potential of the ancient tradition that is both a fixed base shared by many people worldwide since their early life as well as a body of references constantly being reinterpreted in response to local challenges. The reader is given a deeper insight into the processes shaping children’s and young adults’ identities and their cultural formation. The volume fills an important gap in the scholarship and contributes to the development of Reception Studies in innovative and attractive directions.Trade Review"It [The book] has more than a few critically astute chapters and a number of hidden gems any humanist will appreciate, such as Łukaszewicz’s speculation on Vitalis the Fox as possibly representing Stalin, Maurice’s discussion of the evolving Israeli attitudes toward fantasy, or Hall’s reflections on our deep ambivalence about the nature of the child. Although the collection does not make any grand claims, it invites us to seek the connections we might have overlooked. If you have ever had the pleasure to talk about classical mythology with a young reader, you will appreciate the value of this book and the discussion it fosters." - Marek Oziewicz, in: Eos CIV 2017 "[T]he volume will be a convenient reference work for scholars of children’s and young adult literature (the latter being quite a burgeoning field of study now), and thus its appeal is likely to extend well beyond scholars in the field of Classics proper." - Nadya Williams, in: BMCR 2017.06.47Table of ContentsContents List of Figures Notes on Contributors What Is a Classic… for Children and Young Adults? Katarzyna Marciniak Part 1 - In Search of Our Roots: Classical References as a Shaper of Young Readers’ Identity 1 From Aesop to Asterix Latinus: A Survey of Latin Books for Children Wilfried Stroh 2 Childhood Rhetorical Exercises of the Victor of Vienna Barbara Milewska-Waźbińska 3 The Aftermath of Myth through the Lens of Walter Benjamin: Hermes in J.M. Barrie’s Peter Pan in Kensington Gardens and in Astrid Lindgren’s Karlson on the Roof Katarzyna Jerzak 4 A Latin Lesson for Bad Boys, or: Kipling’s Tale of the Enchanted Bird Jerzy Axer 5 Laura Orvieto and the Classical Heritage in Italy before the Second World War Valentina Garulli 6 Saul Tchernichowsky’s Mythical Childhood: Homeric Allusions in the Idyll “Elka’s Wedding” Agata Grzybowska 7 Jadwiga Żylińska’s Fabulous Antiquity Robert A. Sucharski 8 A Child among the Ruins: Some Thoughts on Contemporary Modern Greek Literature for Children Przemysław Kordos 9 The Reception of Classical Antiquity in Polish Lexicography for Children and Young Adults Ewa Rudnicka part 2 - The Aesop Complex: The Transformations of Fables in Response to Regional Challenges 10 Our Fabled Childhood: Reflections on the Unsuitability of Aesop to Children Edith Hall 11 A Gloss on Perspectives for the Study of African Literature versus Greek and Oriental Traditions Peter T. Simatei 12 Aesop’s Fables in Japanese Literature for Children: Classical Antiquity and Japan Beata Kubiak Ho-Chi 13 Vitalis the Fox: Remarks on the Early Reading Experience of a Future Historian of Antiquity in Poland (1950s–1960s) Adam Łukaszewicz 14 Aemulating Aesopus: Slovenian Fables and Fablers between Tradition and Innovation David Movrin part 3 - Daring the Darkness: Classical Antiquity as a Filter for Critical Experiences 15 Armies of Children: War and Peace, Ancient History and Myth in Children’s Books after World War One Sheila Murnaghan and Deborah H. Roberts 16 Classical Antiquity in Children’s Literature in the Soviet Union Elena Ermolaeva 17 Katabasis “Down Under” in the Novels of Margaret Mahy and Maurice Gee Elizabeth Hale 18 ‘His Greek Materials’: Philip Pullman’s Use of Classical Mythology Owen Hodkinson 19 Orpheus and Eurydice: Reception of a Classical Myth in International Children’s Literature Bettina Kummerling-Meibauer part 4 - New Hope: Classical References in the Mission of Preparing Children to Strive for a Better Future 20 Greek Mythology in Israeli Children’s Literature Lisa Maurice 21 Telemachus in Jeans: Adam Bahdaj’s Reception of the Myth about Odysseus’s Son Joanna Kłos 22 An Attempt on Theseus by Kir Bulychev: Travelling to Virtual Antiquity Hanna Paulouskaya 23 Graeco-Roman Antiquity and Its Productive Appropriation: The Example of Harry Potter Christine Walde 24 J.K. Rowling Exposes the World to Classical Antiquity Elżbieta Olechowska 25 East, West, and Finding Yourself in Caroline Lawrence’s “Roman Mysteries” Helen Lovatt 26 Create Your Own Mythology: Youngsters for Youngsters (and Oldsters) in Mythological Fan Fiction Katarzyna Marciniak Bibliography Index

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Book SynopsisThis literary analysis of the representation of ‘Gypsies’ in juvenile literature is unique in its comparative scope, as well as in the special attention to rare pre-1850 narratives, the period in which juvenile literature developed as a specific genre. Most studies on the subject are about one national literary tradition or confined to a limited period. In this study Dutch, English, French and German texts are analysed and discussed with reference to main academic publications on the subject. Emphasis is on the rich variation in narrative presentations, rather than on an inventory of images or prejudices. An important topic is the fundamental difference between early English and German narratives. Important because of the wide dissemination of German stories.Table of ContentsList of illustrations A Book about Tales, Tales That Do Things Introduction 1 Subject, Sources and Approach 2 Representation and Symbolism: An Analysis Referring to Dutch Narratives  1 Introduction  2 The Beginning: Some Translations  3 Stealing Children or Stealing Gypsies?   3.1 Crossing the Border   3.2 Who May Cross the Border?   3.3 The Border   3.4 Differences in Social Status and the ‘Intermediate Period’   3.5 The Character of the Intermediary   3.6 The Temptation  4 Why are Gypsies in Juvenile Literature Thieves of Children?  5 Xenophobia and Compassion  6 Conclusion 3 Intermezzo: How an Enduring German Religious Tale Changed into a ‘gypsy-tale’: Translation and Enculturation of Von Schmid’s Heinrich von Eichenfels (1817) 4 Gypsies in English Juvenile Literature  1 Introduction  2 Gypsies and “Englishness”   2.1 Introduction  3 Early Representations of gypsies (1787–1849)   3.1 Tales from the Late Eighteenth Century   3.2 The Early Nineteenth Century: Illustrated Moral and Instructive Texts   3.3 The Early Nineteenth Century: Literary Tales  4 The Victorian Age   4.1 Some Approaches   4.2 Textual gypsies as Presented in Victorian Children’s Literature  5 Conclusion 5 German Juvenile gypsy-Literature  1 Introduction  2 Early Nineteenth-Century German gypsy-tales  3 Some Post-1860 Tales  4 Conclusion 6 French Juvenile Literature  1 Introduction  2 Some Pre-1860 Texts  3 After 1860  4 Conclusion 7 Concluding Observations  1 Some Initial Reflections  2 Some Thoughts on Contemporary Interpretation  3 Analysis and Evaluation/Interpretation of Texts (and Authors)  4 A Literary Approach: Some Recurrent Themes  5 The Literary Traditions Bibliography Index

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Book SynopsisJust pronounce the word “manga” and conflicted representations of media reception emerge: either passive teenagers immersed in Japanese fictional worlds, or hyperactive fans. To understand what drives a variety of teenagers to read manga, we conducted empirical research among French readers enrolled in secondary schools. Manga is part of a whole constellation of interests, including music and digital technology. It is also the object of analytical, ethical or concrete appropriations. Reading then becomes a way to deal with past experiences and to connect with others, to learn how to express emotions and to assert (or contest) age and gender norms.Table of ContentsPreface Acknowledgments List of Tables and Graphs Introduction 1 What Is Manga?  1 “One Thousand Years of Manga” or “Sixty Years of Manga”? Definitions and Search for Origins  2 Production Process and Manga Specificities  2.1 The Effect of the Production Process  2.2 The Categorization of Readers  2.2.1 Targeting Readers  2.2.2 Age and Gender Group: Segmentation and Hybridization  2.3 The Rise of the Manga Cultural Industry in Japan  2.4 Manga Spread and Reception in France: From Media Panic to Recognition  3 Mapping the French Manga Market  3.1 Field Structuring  3.1.1 Today’s Publishers  3.2 Outcome 2 A Reading Practice Embedded in the Youth Culture  1 A Reading Embedded in Teenagers’ Schedules  1.1 Reading Easy and Practical  1.2 Reading in Various Contexts  1.3 Reading and Rereading  2 A Reading Practice Embedded in the “Youth Culture” Constellation  2.1 Cartoons  2.2 The Digital Era  2.3 Music  2.4 The Fantastic and the Sentimental  2.5 Reading and the Book  3 Friendship Networks  3.1 Exchange Networks  3.2 Discussing Manga  3.3 A Way of Connecting with Others  4 Manga-Related Hobbies  4.1 Drawing: A Mixed-Gender Activity  4.2 Girls: Cosplay and Fanfiction  4.2.1 Cosplays  4.2.2 Fanfictions  4.3 Anime Music Videos and Role Playing Games (amv and rpg)  4.4 Blogs  5 Readers’ Careers  5.1 Discovering Manga  5.2 High School as a Confirmation  5.3 Turning Points and Career Endings 3 Reading Manga  1 Entertainment  1.1 Enjoyment  1.2 Escapism  1.3 Laughing: A Serious Matter  1.3.1 Burlesque and Situational Comedy: A Comic Pattern of “Degradation”  1.3.2 Nonsense and Absurd  1.3.3 Comedies in a School Setting: Satire and the Subversion of Authority  1.3.4 Humor in Coming-of-Age Comedies: Comical Variations on Romantic and Sexual Relationships  1.3.5 Plays on Words  1.4 … and Crying  2 Relatability  2.1 The Various Facets of Identification: Admiring  2.2 Recognizing Oneself  2.3 Ethical Receptions  2.4 Seeking Comfort  3 Right Age, Right Gender, Right Manners  3.1 The Role of Age and Generations  3.2 Age Matters  4 Getting One’s Gender Straight: Boys, Fist Fights and Little Nana Girls  4.1 Boys and “Beating”  4.2 Diverse Models of Masculinity: Intelligence, Psychology, and Emotions  4.3 The Little Nana Girls  5 Growing Up with Manga: Practical Uses  5.1 Seeds of Knowledge  5.2 Seeds of Life 4 In Search of Lost Legitimacy  1 Conflicted Dispositions  1.1 Parents, Teachers and Friends  1.2 Internalization  2 Fans in Their Own Words: Self-Portraits  2.1 Not Being a Fan  2.2 Being a Fan  3 “Scholarly” Readings  3.1 Reading as a Meticulous Task  3.2 Reading Skills Conclusion Appendix 1 Glossary: The Manga and Japanese Animation Universe Appendix 2 The Manga Readers Interviewed and Their Characteristics Appendix 3 Summaries of Some Manga Titles by Those Who Read Them Appendix 4 Graphs and Tables about Manga Publishing in France Bibliography Index

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Book SynopsisThis collection focuses on the specific issue of controversy as a cross-sectional aspect of contemporary children’s and YA literature, in a spectrum stretching from national experiences, to explore the impact of specific historical, economic and social environments on the rise of controversies; to inter-national exchanges in which controversies are generated specifically by the interactions between cultures; to international contexts that deal with controversies relevant on a global scale. By adopting controversy as an adjustable lens for a joined consideration of literary themes, narrative or aesthetic solutions, translation choices, publishing and marketing decisions, and discursive practices, the volume establishes a diversified collection of chapters that offers new insight into functions of children’s and YA literature in contemporary culture.Trade Review"The essays in this volume contain impactful, useful, and innovative new approaches to each of the different controversies covered. As a whole, these essays contribute to ongoing discussions in the field, and the essays will also serve individually as vector points for new conversations in the field." - Roberta Seelinger Trites, Illinois State UniversityTable of ContentsNotes on Contributors Controversy and Children’s Literature: Introduction  Agata Zarzycka, Mateusz Świetlicki and Elżbieta Jamróz-Stolarska Part 1 (G)Local Controversies 1 Controversy on the Children’s Book Market in Poland and Its Cultural and Social Background  Bożena Hojka and Elżbieta Jamróz-Stolarska 2 Coming Out: LGBTQ+ Topics and Polish Young Adult Literature  Monika Woźniak 3 Being Controversial in Scandinavia: An Iconotextual Analysis of Selected Norwegian and Danish Picturebooks  Hanna Dymel-Trzebiatowska 4 Political vs. Personal: Gender-Role Formation in the Works of Ukrainian Female Children’s Writers in the 1930s  Snizhana Zhygun 5 The Controversial Truth: Postmemory and the Great Terror in Yulia Yakovleva’s The Raven’s Children and Eugene Yelchin’s Breaking Stalin’s Nose  Sylwia Kamińska-Maciąg 6 Controversies over the Holocaust and the Greek Civil War: Painful Memories in Greek Children’s Books  Meni Kanatsouli 7 Trauma Representation and Aestheticization in North American Young Adult Holocaust Literature  Talia Crockett Part 2 Transcultural Controversies 8 Boys’ Friendship or Something More? Re-Examining Janusz Korczak’s King Matt the First and Its English Translations  Joanna Dybiec-Gajer 9 Annotated Editions as a Misappropriation of the Author’s Voice and of Children’s Reading: Some Polish Editions of Fairy Tales by Charles Perrault  Barbara Kaczyńska 10 Beguiling Bygones and Relapses into Barbarism: Censoring Old Children’s Literature in the Netherlands  Charlotte van Bergen 11 Controversies of Authentic Adolescent Realism in Isabel Quintero’s Gabi, a Girl in Pieces (2014) and Louise O’Neill’s Asking For It (2015)  Jennifer Mooney 12 “I’m Not a Teapot”: The Controversy of (Post)Humanity in Selected Novels by Neal Shusrerman  Anna Bugajska 13 “Behind the Bars, No World”: Brecht Evens’ Panther as an Ironic Response to Children’s Literature  Katarzyna Smyczyńska 14 Two-Dad Families in Children’s Nonfiction Picturebooks  Angela Yannicopoulou 15 The Children’s Literature Scholar as a Two-Headed Creature (Lofting and Damrosch)  Anna Czabanowska-Wróbel Index of Persons

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Book SynopsisHow is the life-altering event of migration narrated for children, especially if it was caused by Anti-Semitism and poverty? What of the country of origin is remembered and what is forgotten, and what of the target country when the migration is imagined there a century later? Looking Forward, Looking Back examines today’s representation of Jewish mass migration from Eastern Europe to America around the turn of the last century. It explores the collective story that emerges when American authors look back at this exodus from an Eastern European home to a new one to be established in America. Focusing on children’s literature, it investigates a wide range of texts including young adult literature as well as picture books and hence sheds light on the dynamics of the verbal and the visual in generating images of the self and other, the familiar and the strange. This book is of interest to scholars in the field of imagology, children’s literature, cultural studies, American studies, Slavic studies, and Jewish studies.Table of ContentsList of Figures and Illustrations Acknowledgments Introduction Part I: The Corpus The Historical and Personal Dimension of the Narratives Part II: Theory: Image Studies Functions Aspects of Image Studies in Children’s Literature Research Migration Narratives Part III: The Country of Origin: Russia Push-factor Anti-Semitism Push-factor Poverty Books without Push-factors History and Historiography as a Frame of Reference Cold War Ideology and Paratextual Clues Disappearance of the Shtetl Visual Russia: Samovars, Soldiers and the Absence of Poverty Two Examples: Russia as the Contrapuntal Image Conclusion Part IV: The Target Country: America Dreaming about America: the Image, its Origin and Variations in an Eastern European Jewish Context The American Dream in Children’s Literature: Narrative Patterns and Traditions The American Dream in the Corpus Part V: The American Dream and Its Poetic Functions in Migration Narratives for Children New York’s Lower East Side and the Exposure of the American Dream Innocent Children and Sceptical Adults: the Image of America as a Device of Characterization Laughing at America’s Gold: the Image as a Humorous Device Part VI: Adapting an Immigrant Autobiography. Mary Antin’s The Promised Land (1912) and Rosemary Wells’s Streets of Gold (1999), Illustrated by Dan Andreasen Mary Antin: The Promised Land Rosemary Wells: Streets of Gold Conclusion Part VII: Conclusion Part VIII: References Index

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Book SynopsisThis book is the first ever major effort to document and study hundreds of texts from an African (Ugandan) oral culture for children – folktales, riddles, and rhymes – and at the same time to make them available in the local languages and to focus on their cultural and national value. The author surveys the history of collecting in Uganda and situates the texts in their broader geographical, historical, socio-cultural and educational setting, including the early collecting efforts of heritage-minded Ugandans and European missionaries. Most of this preservational work is elusive and under-explored – so that the present book constitutes a major pioneering summary of Ugandan oral culture for children. The book addresses key questions such as: What happens when we collect, transcribe, and translate an oral text? How do we transfer components of the oral text to the page? What are the challenges of translating oral forms targeting specifi¬cally a child audience, and what choices ought to be made in the process? The book provides possible ways of rethink¬ing the debate about orality and literacy as modes of representation – the generic interrelationship between the oral and the written text, and how the two can enter dialogue through transcription and translation. The latter are effective means to archive these oral forms for children and use them to promote literacy and numeracy skills in predominantly oral communities. In the current institutions of formal education in Uganda, this coexistence of orality and literacy is evident in the class¬room environment, where the oral text is turned into words on the page to encourage literacy. Through transcription, the collector is able to capture oral texts in other forms – audio, written, visual, and digital. With the new technologies available, the task is not as arduous as in the past, and the information thus captured is made available in all its wealth for purposes of instruction or entertainment.Table of ContentsList of Figures Preface Acknowledgements Introduction Oral Forms for Children: Audience, Form, and Social Relevance “Let Me Tell You a Story, Let Me Tell You a Story!” On Text Structure and Narrative Strategies From Tape to the Page On the Translation Process Afterword Appendix: Texts Runyankore–Rukiga Riddles Runyarwanda–Rufumbira Riddles Luganda Riddles Runyankore–Rukiga Children’s Songs Runyarwanda–Rufumbira Children’s Songs Luganda Children’s Songs Runyankore–Rukiga Folktales Runyarwanda–Rufumbira Folktales Luganda Folktales Informants for Oral Narrative and Interviews Works Cited Index

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Book SynopsisFun with 1001 Activities is a comprehensive toolkit filled with various engaging activities to enhance your child's observational, analytical, and cognitive skills. The activities are carefully curated to progressively challenge your child and spark their genius. Get this toolkit today to unlock your child's potential.

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Book SynopsisFun with Grammar Book 1 is a carefully designed resource for children aged 5 to 7, aiming to enhance their verbal and written skills in a fun and engaging way. Through vibrant illustrations and interactive content, the book provides an enjoyable learning experience that fosters communication abilities and cognitive development.

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Book SynopsisFun with Grammar Book 2 is designed for secondary level learners, aged 6 to 8, to enhance verbal and written skills through engaging adventures. Illustrated with vibrant images, it aims to improve communication abilities and cognitive skills in a fun way.

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Book SynopsisGreat Stories for Children Vol. 2 by Ruskin Bond is a collection of captivating tales for young readers, featuring enchanting illustrations and a mix of old favorites like 'A Traveller's Tale' and new gems like 'Pret in the House'. Dive into a world of wonder and adventure through Bond's storytelling mastery.

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