Описание: Edmund Spenser`s epic poem The Faerie Queene is the most challenging masterpiece in early modern literature and is praised as the work most representative of the Elizabethan age. The poem was later made over as children`s literature, retold in lavish volumes and schoolbooks and appreciated in pedagogical studies. This volume provides an analysis of this aspect of the poem`s history.
Описание: Cervantes’s Don Quixote, recently chosen the world’s best book by well-known authors from fifty-four countries, has from its publication in 1605 been widely translated and imitated. Throughout the world “quixotic” and “tilting at windmills” are commonplaces, and the thin knight-errant and his plump squire Sancho Panza familiar icons. Critics regard Cervantes as the inventor of fiction, author of the first novel. Consistently judged too long and complex to be read in its entirety, Don Quixote, has always inspired abbreviations and adaptations. Major and now forgotten writers were deeply influenced by the Spanish author; in English they wrote chapbooks, satiric verses, essays, plays, and novels. Cervantes’s post chivalric romance inspired by the Counter Reformation in Spain became a classic for Protestant England that condemned Catholic medieval romances. Don Quixote, as children’s literature, informed by adult renderings, is a major but neglected part of this remarkable tradition. In extravagant Edwardian books, collections, home libraries, and schoolbooks, words and pictures by distinguished artists retold adventures both noble and “mad.” Recent adaptations—including comics and graphic novels—express current difference but also support the knight-errant’s affinity to children and lasting influence.
Описание: How can children grow to realize their inherent rights and respect the rights of others? In this book, authors Jonathan Todres and Sarah Higinbotham explore this question through both human rights law and children's literature. Both international and domestic law affirm that children have rights, but how are these norms disseminated so that they make a difference in children's lives? Human rights education research demonstrates that when children learn about human rights, they exhibit greater self-esteem and respect the rights of others. The Convention on the Rights of the Child -- the most widely-ratified human rights treaty -- not only ensures that children have rights, it also requires that states make those rights widely known, by appropriate and active means, to adults and children alike. This first-of-its-kind requirement for a human rights treaty indicates that if rights are to be meaningful to the lives of children, then government and civil society must engage with those rights in ways that are relevant to children. Human Rights in Children's Literature investigates children's rights under international law -- identity and family rights, the right to be heard, the right to be free from discrimination, and other civil, political, economic, social and cultural rights -- and considers the way in which those rights are embedded in children's literature from Peter Rabbit to Horton Hears a Who! to Harry Potter. This book traverses children's rights law, literary theory, and human rights education to argue that in order for children to fully realize their human rights, they first have to imagine and understand them.
Описание: A child`s life most likely does not feature supernatural characters -"monsters" such as vampires or sea serpents etc. This is the first collected edition to ask what morals are offered to children through the use of supernatural characters / Monsters appearing in their books.
Описание: A beautifully illustrated exploration of how Victorian novelty picture books reshape the ways children read and interact with texts The Victorian era saw an explosion of novelty picture books with flaps to lift and tabs to pull, pages that could fold out, pop-up scenes, and even mechanical toys mounted on pages. Analyzing books for young children published between 1835 and 1914, Playing with the Book studies how these elaborately designed works raise questions not just about what books should look like but also about what reading is, particularly in relation to children’s literature and child readers. Novelty books promised (or threatened) to make reading a physical as well as intellectual activity, requiring the child to pull a tab or lift a flap to continue the story. These books changed the relationship between pictures, words, and format in both productive and troubling ways. Hannah Field considers these aspects of children’s reading through case studies of different formats of novelty and movable books and intensive examination of editions that have survived from the nineteenth century. She discovers that children ripped, tore, and colored in their novelty books-despite these books’ explicit instructions against such behaviors.Richly illustrated with images of these ingenious constructions, Playing with the Book argues that novelty books construct a process of reading that involves touch as well as sight, thus reconfiguring our understanding of the phenomenology of reading.
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