International Children's Literature Research Articles

Introduction: Black Spaces in International Children's Literature

Introduction: Black Spaces in International Children's Literature

The Impact of the Translated World Literature on Arab Children

Children's literature is one of the creative paths in which children discover the world, and it plays an influential role in shaping the thinking process and perception. Hence, the type and content of the Arabic or translated stories that are given to a child is important, for their impact on a child’s personality, values, and style of thinking. The history of international children's literature is full of ideas, stories and famous characters that have attracted the attention of children all over the world. With the translation movement in this field, these books have become a vector of knowledge about another world that has its own customs, traditions, values, and culture, as well as models of personalities that may be good or have a negative impact. The interest of the Arab child in the translated stories has raised our attention and prompted us to present this proposal to study the most important pros and cons of the translated foreign literature for the Arab child. This study consists of two parts: the first part is theoretical, presenting some negative and positive examples of translated international literature presented to the Arab child, and the second part is practical, which begins with a questionnaire to know the child's reading tendencies from translated books, followed by four reading workshops in which the children participated with their opinions, discussions, and creativity.

Building Internationally Literate Communities

How can we as librarians bring children and books from a variety of cultures and backgrounds together to create a more internationally literate community? This workshop addresses that question with a discussion of what it means to be internationally literate as well as internationally-minded, followed by an outline of some evaluation criteria useful in selecting international children's literature. Examples will be offered of what a school library network can do to promote wider reading of literature from around the world. All supporting materials, including booklists, for this workshop can be found online (after 30/09/10) at Kids Global Read website.

Picturebooks and Critical Inquiry: Tools to (Re)Imagine a More Inclusive World

Literature can be used to create communities of conscience around topics of social justice, hope, and activism. Furthermore, when the lens of critical literacy is applied to interactive discussions about books, the messages shared in the texts are not neutral and can be viewed from multiple viewpoints, thereby providing rich openings for readers to think more critically about the world. This qualitative case study investigates how second graders discuss a variety of social issue topics using diverse children's picturebooks. International children's literature can initiate important conversations to help break down perpetuating cycles of social inequality, restore hope, and bring kindness to the world.

Celebrating Vibrant and Diverse Work Around Global Children's Literature

Celebrating Vibrant and Diverse Work Around Global Children's Literature Petros Panaou (bio) and Janelle Mathis (bio) With five peer-reviewed articles, two Children and Their Books contributions, an author interview, four Letters, an International Youth Library Report, eight Postcards, six Books on Books reviews, and Focus IBBY, this is one of the most content-rich issues we have edited so far. Only now, looking at it in its completed form, do we marvel in its riches and admire the vibrant and diverse scholarly, educational, and creative work around global children's literature it captures. The peer-reviewed articles in this open-theme issue are indicative of the diverse richness mentioned above. They explore such diverse topics such as play and adventure in Holocaust children's literature, Ecocriticism and the representation of forests by a beloved Swedish author, authenticity and Colonialism in graphic memoirs, rainbow families in global picturebooks, and a Lebanese illustrator's depiction of Arab youth and societies. In "The Holocaust as Adventure in Uri Orlev's Children's Books," Daniel Feldman argues that, by portraying war as an audacious game and survival as a thrilling adventure, Orlev's juvenile texts about the Holocaust forge a powerful connection between the child victim of the Holocaust and the contemporary reader of children's literature, who unite in imagining the rich, vivid, and sometimes terrifying world of the book as real. In "The Giving Trees," Rachel Sakrisson analyzes three picturebooks by Elsa Beskow, which present an alternative form of environmental activism. Sakrisson argues that Beskow's picturebooks, written prior to the rise of modern conservationism, promote a more accessible forest space than is typically encountered in children's literature. Mark D. McCarthy, in "Othering Authors in the Name of Authenticity," argues that the genre of graphic memoir troublingly lends itself to an affirmation of the West while audiences make this affirmation invisible by naming the authors Other. He asserts that when authors are "inside" another culture and their text aligns with Western values, the West and its worldview are affirmed from outside. And in "Global Rainbow Families," Jamie Campbell Naidoo and Kaitlyn Lynch provide insight into how children's books from specific countries depict physical contact between same-sex couples in picturebook illustrations and how this may influence understanding of LGBTQ families. [End Page 1] Finally, in "Picturing Arab Youth and Societies," Tina Sleiman highlights visual characteristics and elements observed in Ali Chamseddine's work, as well as how the illustrator's upbringing and social context influenced his depiction of Arabic youth and societies. The remaining texts in this issue complete the beautiful mosaic of global children's literature and its important place in the world in the current moment. We hope you enjoy reading all of them and share the marvel, admiration, and inspiration they have instilled in us. [End Page 2] Petros Panaou Petros Panaou is a clinical associate professor at the University of Georgia, Department of Language and Literacy Education, where he teaches children's literature and literacy courses. He chairs the annual Georgia Conference on Children's Literature and has also chaired the academic committee for the 36th IBBY Congress. Petros currently serves on the Newbery Awards committee and has served on USBBY's Outstanding International Books committee. He has authored a book and several articles and book chapters on international children's literature. He has translated two academic volumes and led multiple international grants. His unpublished novel for children and teens To Kinito (The Cellphone) was awarded a CYBBY honor in 2017. Janelle Mathis Janelle Mathis is a professor of literacy and children's literature at the University of North Texas, where she teaches both graduate and undergraduate courses centered on international children's literature and its applications in research and instruction. She presents regularly at international children's literature conferences, including IBBY Congresses and IRSCL, and has served on award committees, including the Outstanding International Books Award of USBBY. Janelle publishes on children's literature studies, and recently co-edited with Holly Johnson and Kathy Short a book titled Critical Content Analysis of Children's and Young Adult Literature (2017). Copyright © 2020 Bookbird, Inc.

Dickens Quarterly Checklist

Dickens Quarterly Checklist Kim Edwards Keats Secondary Sources Auyoung, Elaine. When Fiction Feels Reel: Representation and the Reading Mind. Oxford: Oxford UP, 2018. ISBN: 978-0190845476. [BH] Bowles, Hugo. Dickens and the Stenographic Mind. Oxford: Oxford UP, 2019. ISBN: 978-0198829078. Colman, Adam. Drugs and the Addiction Aesthetic in Nineteenth-Century Literature. Palgrave Macmillan, 2019. ISBN: 978-303015893. [BH] Dickens Quarterly 35.4 (December 2018). [Contents: William F. Long, "Radicals in 'The Parlour': John Arthur Roebuck and the Politics of an 1835 Sketch": 285–302; Leon Litvack and Hugh Craig, "Charles Dickens and Joseph Parkinson: Disentangling Composite Authorship in All the Year Round": 303–49; Graham Wolfe, "Theatrical Extraneity: John Irving's A Prayer for Owen Meany and Dickensian Theater-Fiction": 350–72; Joel J. Brattin (Rev. Jacky Bratton, Ed. Dickensian Dramas: Plays from Charles Dickens, and Jim Davis, Ed. Dickensian Dramas: Plays from Charles Dickens): 373–79; Dominic Rainsford (Rev. Isobel Armstrong, Novel Politics: Democratic Imaginations in Nineteenth-Century Fiction): 379–82; Constance D. Harsh (Rev. Heidi Pennington, Creating Identity in the Victorian Fictional Autobiography): 382–84; Kathy Rees (Rev. Heather Tilley, Blindness and Writing: From Wordsworth to Gissing): 385–88; Joanna Hofer-Robinson (Rev. Emily Steinlight, Populating the Novel: Literary Form and the Politics of Surplus Life): 388–90; "The Forty-Ninth Annual Dickens Society Meeting: Tübungen, Germany": 391–95; Kim Edwards Keates and Clare Horrocks, "Dickens Quarterly Checklist": 401–404.] The Dickensian 114.3 (2018). [Contents: Emma Rutherford, "The Lost Portrait: Charles Dickens by Margaret Gillies": 227–35; William F. Long, "Charles Dickens and Mr Lyne's Academy": 236–46; David Edgar, "Dickens in My Life": 247–51; Taeko Sakai, "The 'Dolly Varden' Polonaise at the Seaside: A Fashion Revival in the Early 1870s": 262–77; Robert C. Hanna, "Frances Maria Kelly, Dickens and Miss Kelly's Theatre and Drama School": 278–93; Letters to the Editor, 294–96; Don Richard Cox (Rev. Pete Orford, The Mystery of Edwin Drood: Charles Dickens' Unfinished Novel and Other Endless Attempts to End It, 297–300); Paul Graham (Rev. Sketching at Wilton's Musical Hall, 302–04); Valerie Purton (Report, "Dickens, Families and Communities': Dickens Day, Senate House, 20 October 2018," 305–07); Alicia Mireles Christoff (Report, The Dickens Universe – "Little Dorrit," U of California, Santa Cruz, 15–21 July 2018: 308–09).] Donovan, Sarah J. "Welcoming Ghosts into Our Classroom with Long Way Down." Contending with Gun Violence in the English Language Classroom. Eds. Shelly Shaffer, Gretchen Rumohr-Voskuil, and Steven T. Bickmore. London and New York: Routledge, 2019. 67–72. ISBN: 978-1138354517. [CC] Howell, Jessica. Malaria and Victorian Fictions of Empire. Cambridge: Cambridge UP, 2019. ISBN: 978-1108484688. [MC, AN] Hughes, William Lee. "Impersonal Grief: Charles Dickens and Serial Forms of Affect." differences: A Journal of Feminist Cultural Studies 29.3 (2018): 86–106. DOI: https://doi.org/10.1215/10407391-7266480 [OCS, MHC]. Metz, Nancy Aycock. "Dickens Changes Course: Pickwick's Revisionist 'Stroller's Tale'." English: Journal of the English Association [Advance Article 4 Dec 2018]. DOI: https://doi.org/10.1093/english/efy045 Little Doric 5.2 (Christmas 2018) [Contents: Michael Steele, "The World of the Illustrated London News": 2–7; Eric Summers, "The Heart of Midlothian": 8–11; Paul Schlicke, "An Introduction to Barnaby Rudge": 12–14; Edgar Allan Poe's "The Raven": 15–16; Paul Schlicke, "The Oz Report": 17–20; Alan Jackson, "Northanger Abbey": 21–24; Sandra Faulkner, "The Mystery of the Missing Statue": 25–30; "Christmas Readings Evening": 31–32; Adam Cuthbert, "Dickens the Flâneur": 33; Alison Summers, "Fiona Sampson: In Search of Mary Shelley": 34–38.] McKernan, Luke. "The Lives of the Characters in Dickensian." Stories: Screen Narrative in the Digital Era. Eds. Ian Christie and Annie van den Oever. Amsterdam: Amsterdam UP, 2018. 183–192. ISBN: 978-9462985841. Moja, Beatrice. "Charles Dickens and the Child Narrator: Literary and Sociolinguistic Reflections on A Holiday Romance (1868)." Bookbird: A Journal of International Children's Literature 56.4 (2018): 38–45. DOI: 10.1353/bkb.2018.0064 Prest, Céline. "Echo as Writing in Bleak House by Charles Dickens: Lady Dedlock's Testament." Polysèmes: Revue d'études intertextuelles et intermédiales 20 (2018). [Online journal: http://journals.openedition.org...

The Routledge Companion to International Children's Literature. Ed. John Stephens et al.

The Routledge Companion to International Children's Literature. Ed. John Stephens et al.

Interview with Antri Antoniou, a Prolific Young Writer from Cyprus

Interview with Antri Antoniou, a Prolific Young Writer from Cyprus Demetra Charalambous (bio) Antri Antoniou was born in Cyprus in 1980. She is a University of Cyprus graduate and works as a teacher in public elementary schools. Antri has made a spectacular entrance into the world of children's and young adult literature, in Cyprus and in Greece, and has rightfully gained an important place among Greek authors. A prolific writer, since her first publication in 2012, she has already published seven books—five of which have been recognized with awards and honors. Antri's writing has brought a breath of fresh air to Greek-Cypriot children's literature, in relation to both style and content. In 2017, she was selected by Aarhus 39—a competitive part of the International Children's Literature Hay Festival, Aarhus, that engages the top European authors under the age of forty. The following interview sheds light on different aspects of Antri's successful and even more promising writing career. How did you come to be an author? Was it a childhood dream? It was indeed. One of my first memories is my attempt to write fairytales at the age of six. And I did not just write fairytales. I kept telling people that when I grow up I'd become a writer. I don't really know where it came from, but it was a need that I felt early on and throughout all the stages of my life. Literature has always been a constant value for me. I read and wrote a lot—poetry, short stories, articles, plays. I don't remember ever being as much interested or more excited about anything else compared to writing. Click for larger view View full resolution Did you face any challenges as a young author in a small country with a limited reading audience? At first, I didn't know anyone in the field of children's literature, and no one knew me. That changed gradually. I am now friends with quite a few other authors. And becoming a member of the Cyprus Board on Books for Young people (CYBBY) has been quite beneficial for me. However, I still feel cutoff from what takes place in the wider cultural scene in Greece. Athens, as the Greek capital, is culturally [End Page 67] innovative and favors new ideas and young authors. For those of us who live and work far away from Athens, things are substantially more difficult... How hard was it to get your career started? For several years, all my efforts were focused on writing short texts for very young readers. I was trapped in my conviction that this was what I did best, which was wrong. I was writing mediocre stories. It was during an evening in December of 2010 that I wrote, without any prior planning, the first chapter of Mpeladomagnitis (Trouble Magnet), which would become my first published book. In the following five months, I completed this 30,000-word text and mailed it to Psychogios Publications. Shortly after, I received the first ever acceptance of a manuscript of mine. Click for larger view View full resolution How easy and how soon did your next books come? My second book, Pinelopi (Penelope), was swiftly and easily published. It was in bookstores just one year after the publication of my first book. After that, though, a failed third attempt for publication made me stay away from writing for quite some time... That is, until I realized how empty my life felt without it. So I started writing again. Writing more and better, experimenting, studying, working hard. And fortunately, my hard work brought results: Contracts with four big publishing houses in Greece, literary awards, and an unexpected European distinction. I think no matter how many more rejected manuscripts I have in the future, I will definitely continue to write. Writing brings balance into my life. [End Page 68] Tell us some more about your books, their style, themes, content... All of my books are contemporary realistic novels, addressed to middle-school children (nine to twelve years old) or teenagers. They often deal with social issues, such as friendship, self-confidence, obesity, sibling relations, adolescence...

‘Worth Melting For’: The Legacy of Difference and Desire in Hans Christian Andersen's ‘The Snowman’

While Walt Disney's Frozen (2013) has been prominently cited for its connection to Hans Christian Andersen's ‘The Snow Queen’ (1845), perhaps just as intriguing is the film's relationship with Andersen's lesser-known story ‘The Snowman’ (1861) – a work influenced by his desired (and doomed) relationship with Harald Scharff, a well-known dancer thirty years his junior. This article analyses Andersen's complicated usage of the snowman to illustrate alterity and inevitability, while also presenting a brief overview of the snowman's subsequent utilisation as an allegorical construct for taboo desire in international children's literature and film. ‘The Snowman’ offers a tragic resolution to the duelling concepts of difference and desire present in Andersen's own biography, and its dialectic of reality and utopia provides an existential model for the snowman's subsequent application in children's media.

Recent Trends in Children's Literature Research: Return to the Body

Twenty-first-century children's literature research has witnessed a material turn in strong response to the 1990s perception of childhood and the fictional child as social constructions. Cultural theories have generated fruitful approaches to children's fiction through the lenses of gender, class, race and sexual orientation, and psychoanalytically oriented theories have explored ways of representing childhood as a projection of (adult) interiority, but the physical existence of children as represented in their fictional worlds has been obscured by constructed social and psychological hierarchies. Recent directions in literary studies, such as ecocriticism, posthumanism, disability studies and cognitive criticism, are refocusing scholarly attention on the physicality of children's bodies and the environment. This trend does not signal a return to essentialism but reflects the complexity, plurality and ambiguity of our understanding of childhood and its representation in fiction for young audiences. This article examines some current trends in international children's literature research with a particular focus on materiality.

Portrayals of the U.S. in Translated International Children's Literature: A Cosmopolitan Perspective

This study reports on an inductive, qualitative content analysis exploring depictions of the United States and U.S. citizens in translated, international literature for children. The sample included 18 titles recognized with the Batchelder Award or Honor, a recognition given to U.S. publishers who translate and publish outstanding children’s literature with international origins. The study was situated within the framework of cosmopolitanism, a theoretical perspective acknowledging the importance of local values, culture, and traditions while embracing the global and the unfamiliar. Findings revealed depictions of the United States on the local level as a destination, refuge, and glamorized place of diversity. On the global level, the United States was portrayed as a world power with regard to its military, economics, media, and culture. These findings promote perspective taking and critical literacy as they offer a window for U.S. students into how people from other nations perceive their country.

The Adventures of Peter Rabbit in Romania: Translation Challenges and Strategies

Romanian children's literature, particularly translations for children, has rather low visibility in international children's literature scholarship, and translations of Beatrix Potter have not been extensively researched, either. This article contributes to filling these gaps by exploring the challenges involved in the recent publication of the first licensed Romanian edition of Beatrix Potter and the strategies employed to solve them. It identifies extra-textual challenges, related to the possibility of publishing Potter, the licensing process, the selection of particular tales and book formats for publication, and marketing strategies; and textual challenges, arising from Potter's writing style, the interdependence between visual and verbal aspects in her tales, their cultural specificity and read-aloud qualities. It also discusses the roles of the British and Romanian publishers in the publishing process and relates the translation strategies visible in the texts to the translator's apparently divided responsibility towards Potter and the Romanian audience, her conceptions of children and children's literature, and the Romanian literary tradition.

Issues in Education: Building Cultural Bridges through International Children's Literature

Issues in Education: Building Cultural Bridges through International Children's Literature

International Children's Literature

Discusses the definition and contributions of international children's literature. Presents an overview of the International Board on Books for Young Children (IBBY), the Hans Christian Andersen Award and 2004 nominees, and the International Children's Digital Library (ICDL). Includes recommendations and summaries of 12 books.

Transitions

Transitions Roberta Seelinger Trites Four years ago, in the first issue of the Children's Literature Association Quarterly that Joel Chaston, Anita Tarr, and I edited (Vol. 25, No. 2), I made this comment in the introductory editorial: "The Quarterly will continue to serve as a compass for scholars, helping the field explore new territories that include balancing poststructural theory with other forms of scholarship while striving always to continue this journal's tradition of supporting all aspects of the study of children's literature" (66). I believe we've met that promise, both in ways we had anticipated and in ways we had not. For example, since 2000, the Quarterly has had seven special issues. They have been on psychoanalytic theory, the Golden Age of children's literature, poetry, narrative theory, multiculturalism, children's book publishing, and international children's literature. Some of those special issues were guest edited; some were compiled by groupings of essays on similar topics that arrived in our offices simultaneously. The special issues have ranged from traditional topics in our field to poststructural theory in its most highly articulated form. The general issues, too, have covered broad spectrums. One issue ranges from John Morgenstern's revisionist history of the relationship between literacy and publishing to Dara Rossman Regaignon's post-colonial reading of Mary Martha Sherwood; another ranges from Naomi Wood's symbolic reading of a Virginia Hamilton novel to Judith Robertson's Lacanian reading of Harry Potter. Phoenix award winners, including Peter Dickinson and Zibby Oneal, have shared their acceptance speeches with us; Francelia Butler Lecturers Gillian Adams and Anne Scott McLeod have, too. Articles in this journal won awards from the Children's Literature Association, including Karen Coats' essay in 2000, "P is for Patriarchy: Re-Imaging the Alphabet" (88-97), Charles Butler's essay in 2001, "Alan Garner's Red Shift and the Shifting Ballad of 'Tam Lin'" (74-83), and Sharon Smulders' in 2002 with "'The Only Good Indian': History, Race, and Representation in Laura Ingalls Wilder's Little House on the Prairie" (191-202). This issue includes the range of scholarship that typifies our general issues. "Women, Sex, and Power: Circe and Lilith in Narnia," by Jean E. Graham, is a feminist reading of the literary influences on C.S. Lewis. Amanda Rogers Jones' "The Narnian [End Page 1] Schism: Reading the Christian Subtext as Other in the Children's Stories of C. S. Lewis" deconstructs the tensions created by Christianity in the Narnia Chronicles. Lorinda Cohoon brings historical theory to bear in reading how masculinity was constructed in the nineteenth century in "Necessary Badness: Reconstructing Post-Bellum American Citizenship Through Boyhood in Our Young Folks and The Story Of A Bad Boy." Nathalie op de Beeck relies on feminist theory to read the conservative agenda at work in Lurlene McDaniel's novels in "Sixteen and Dying": Lurlene McDaniel's Fantasies of Mortal Endangerment." Aparna Gollapudi demonstrates the relationship between semiotics and the depiction of the oral tale in "Show and Tell: The Visual Evocation of Orality in Peter Sís's A Small Tall Tale From The Far Far North." Given my vantage point as an editor over the last five years, I can see some scholarly evolutions in the recent past that help place in context the variety of scholarship in our field. When I first served as editor elect in 1999, poststructural theorists often felt they needed to apologize for their stance or explain their reasons for relying on their methodology, as Mike Cadden does in his 2000 essay "The Irony of Narration in the Young Adult Novel" (146-154). Sometimes, they felt the need to justify the pertinence of those theories' applicability to the corpus of children's literature, as Christine Wilkie-Stibbs does in her 2000 essay, "'Body Language': Speaking the féminine in Young Adult Fiction" (76-87). Few people spoke about children's studies in the twentieth century, although now the term is a commonplace in the field. Where literary critics were once decrying the lack of respect children's literature earned in their departments (as Peter Hunt did at the Nashville conference on Critical Approaches to Children's Literature, March 26...

International Children's Literature

International Children's Literature

The International Children's Literature Movement

The International Children's Literature Movement

The Uncanny in Children's Literature

The Uncanny in Children's Literature Roberta Seelinger Trites "All our stories are about what happens to our wishes," Judith Robertson quotes in her essay in this issue, "What Happens to Our Wishes: Magical Thinking in Harry Potter" (38). The story of the production and success of Harry Potter serves as an accurate metaphor for what has happened to the wishes in the field of children's literature: the discipline that once lived under the stairs of the Great White Male Canon has emerged from the closet and now soars on a broomstick made of multiple international journals, prominence in the MLA, NEH seminars, and book sales higher in the last decade than in any other era in the history of children's book publishing. By 1999, the Harry Potter books brought the success of children's literature to national attention. Many of us in the field have reveled in the attention brought by the books and the movie. The commercial tie-ins may be painful for the Marxists among us, but we rationalize it to ourselves that at least the books have children reading. And if some of us are still curmudgeonly about the books, wondering why this particular set of derivative novels has generated so much more enthusiasm than other, better written series, at least we've had the good sense to still appreciate (albeit occasionally grudgingly) the international attention to children's literature. Robertson's essay on wish-fulfillment in Harry Potter takes on one of the most important principles that motivates international children's literature: the unheimlich, the uncanny, that unknowable and unreasonable fear—of death, speculates Heidegger; of castration, speculates Freud—that lurks in the subconscious for everyone. Literature is one way we manage those fears, and Robertson admirably analyzes the ways that J.K. Rowling employs aesthetic tools from the Gothic to hyperrealism to demonstrate how literature for children deals with the unheimlich. The unheimlich, too, lies at the heart of Naomi Wood's essay on Virginia Hamilton's Sweet Whispers, Brother Rush. The protagonist, Tree, is a character filled with fear because of her brother's fatal illness, her mother's abusiveness, and a new presence in her life: the ghost of her uncle. He is the unheimlich personified, and he teaches her how to negotiate the tensions of growing and pain and adulthood and death. Wood argues eloquently that the vehicle with which the text teaches the adolescent to maneuver through the unheimlich is by means of a series of culturally relevant metaphors and symbols that includes the tension between the enclosed space in which the young girl dreams and the autonomy that is realized in fantasies of the freedom wrought by automobiles. Claudia Mills also demonstrates the importance of cultural relevance in how misbehaviors—the enactment of the unheimlich —are medicalized in the Mrs. Piggle-Wiggle books. Mills' reading of these books testifies to the ways that texts demonstrate the culturally relevant history of ideas. During the era of the Mrs. Piggle-Wiggle books' greatest popularity, Canadian and American children were treated by adults who frequently believed that their problems were best controlled not through play, not through wild flights of fantasy, not through indulgences of emotion (as the Romantics before that era might have argued), but rather, that children's needs were subjected to the increased medicalization that marked the Modernism of the twentieth century. Mrs. Piggle-Wiggle advocates "magic" and "medicine" for miscreant children, but invariably underlying her potions is a belief that something in children—something perhaps defined as the unheimlich —deserves to be repressed. In exploring the internal life of characters and how their thoughts are dialogically depicted by means of various types of discourse, Maria Nikolajeva explains a theory that has relevance for the way that focalizers control the unheimlich through narrative theory. "Imprints of the Mind: The Depiction of Consciousness in Children's Fiction" explores aesthetic depictions of the interior thought processes of characters. What makes these thought processes so essential to the narrative process is their capacity for demonstrating the various narrative strategies writers employ to communicate with the reader about how a character is managing conflict, including the unheimlich. While I am generally...

International Children's Literature: Critical Perspectives

International Children's Literature: Critical Perspectives

Weaving World Understanding: The Importance of Translations in International Children's Literature.

Weaving World Understanding: The Importance of Translations in International Children's Literature.