Bøger i Children's Literature and Culture serien

This book offers new critical approaches for the study of adaptations, abridgments, translations, parodies, and mash-ups that occur internationally in contemporary children''s culture. It follows recent shifts in adaptation studies that call for a move beyond fidelity criticism, a paradigm that measures the success of an adaptation by the level of fidelity to the "original" text, toward a methodology that considers the adaptation to be always already in conversation with the adapted text. This book visits children''s literature and culture in order to consider the generic, pedagogical, and ideological underpinnings that drive both the process and the product. Focusing on novels as well as folktales, films, graphic novels, and anime, the authors consider the challenges inherent in transforming the work of authors such as William Shakespeare, Charles Perrault, L.M. Montgomery, Laura Ingalls Wilder, and A.A. Milne into new forms that are palatable for later audiences particularly when-for perceived ideological or political reasons-the textual transformation is not only unavoidable but entirely necessary. Contributors consider the challenges inherent in transforming stories and characters from one type of text to another, across genres, languages, and time, offering a range of new models that will inform future scholarship.

This book explores the meaning of nation or nationalism in children's literature and how it constructs and represents different national experiences. The contributors discuss diverse aspects of children's literature and film from interdisciplinary and multicultural approaches, ranging from the short story and novel to science fiction and fantasy from a range of locations.

This book offers insights into the typically overlooked perspectives of children and children's culture in Europe, North America and the Global South, and Australia during the period around the First World War, engaging with developments in Children's Literature, War Studies, and Education.

This diverse, cross-disciplinary volume examines gender construction in children's and YA literature, complementing and updating scholarship on this topic via a rich examination of core questions around gender and sexuality in classic and contemporary texts.

This book focuses on the (de)canonization processes in children's literature, considering the construction and cultural-historical changes of canons in children's literatures from the UK, US, Europe, Australia, Israel, and elsewhere. The book's comparative approach is essential to assessing transnational processes in canon formation.

This book addresses a gap in the critical literature between adult Gothic narrative and children's and YA literature in the Gothic tradition. The volume asks how this literature helps readers contextualize and understand their psychological and social environments during periods of cultural change, global terror, and economic uncertainty.

Offering new perspectives in childhood studies and animal studies, this book critically addresses children and pets in our families, our cultures, and our societies, exploring issues such as protection, discipline, mastery, wildness, play, and domestication.

With a Preface by Perry Nodelman, this book represents the current state of research on picturebooks and adjacent hybrid forms such as comics, graphic novels, and book apps for and about young people.

The Embodied Child: Readings in Children's Literature and Culture is an innovative and timely collection of essays that offers rich analyses of children's bodies as they are constructed in literature and popular culture.

This is the first scholarly volume to analyze Anglophone children's book awards in historical and cultural context. With attention to both political and aesthetic concerns, it offers original and diverse scholarship on prizing practices and their consequences in Australia, Canada, and especially the US.

This volume explores the pervasiveness of lying as well as the necessity for lying in our society; the origins of lying as connected to language acquisition, and the realization that storytelling is both lying and truthtelling.