Postcolonial Children S Literature

  postcolonial children's literature: Voices of the Other Roderick McGillis, 2000 This book offers a variety of approaches to children's literature from a postcolonial perspective that includes discussions of cultural appropriation, race theory, pedagogy as a colonialist activity, and multiculturalism. The eighteen essays divide into three sections: Theory, Colonialism, and Postcolonialism. The first section sets the theoretical framework for postcolonial studies; essays here deal with issues of otherness and cultural difference, as well as the colonialist implications of pedagogic practice. These essays confront our relationships with the child and childhood as sites for the exertion of our authority and control. The second section presents discussions of the colonialist mindset in children's and young-adult texts from the turn of the century. Here, works by writers of animal stories in Canada, the U.S., and Britain; works of early Australian colonialist literature; and Frances Hodgson Burnett's A Little Princess come under the scrutiny of our postmodern reading practices. Section Three deals directly with contemporary texts for children that manifest both a postcolonial and a neo-colonial content, and includes studies of children's literature from Canada, Australia, Africa, the Caribbean, and the United States.
  postcolonial children's literature: Unsettling Narratives Clare Bradford, 2007-04-26 Children’s books seek to assist children to understand themselves and their world. Unsettling Narratives: Postcolonial Readings of Children’s Literature demonstrates how settler-society texts position child readers as citizens of postcolonial nations, how they represent the colonial past to modern readers, what they propose about race relations, and how they conceptualize systems of power and government. Clare Bradford focuses on texts produced since 1980 in Canada, the United States, Australia, and New Zealand and includes picture books, novels, and films by Indigenous and non-Indigenous publishers and producers. From extensive readings, the author focuses on key works to produce a thorough analysis rather than a survey. Unsettling Narratives opens up an area of scholarship and discussion—the use of postcolonial theories—relatively new to the field of children’s literature and demonstrates that many texts recycle the colonial discourses naturalized within mainstream cultures.
  postcolonial children's literature: Discourses of Postcolonialism in Contemporary British Children's Literature Blanka Grzegorczyk, 2018-02-06 This book considers how contemporary British children's books engage with some of the major cultural debates of recent years, and how they resonate with the current preoccupations and tastes of the white mainstream British reading public. A central assumption of this volume is that Britain's imperial past continues to play a key role in its representations of race, identity, and history. The insistent inclusion of questions relating to colonialism and power structures in recent children's novels exposes the complexities and contradictions surrounding the fictional treatment of race relations and ethnicity. Postcolonial children's literature in Britain has been inherently ambivalent since its cautious beginnings: it is both transgressive and authorizing, both undercutting and excluding. Grzegorczyk considers the ways in which children's fictions have worked with and against particular ideologies of race. The texts analyzed in this collection portray ethnic minorities as complex, hybrid products of colonialism, global migrations, and the ideology of multiculturalism. By examining the ideological content of these novels, Grzegorczyk demonstrates the centrality of the colonial past to contemporary British writing for the young.
  postcolonial children's literature: Postcolonial Children's Literature Kole Collins, 2023-12-29 Postcolonial Children's Literature: Nurturing Future Narratives embarks on a transformative odyssey through twelve suspense-filled chapters, each a tapestry woven with resilience, rebellion, tradition, and innovation. Guided by the enigmatic Nia, the protagonist, the village community gathers beneath the venerable Baobab tree, exploring the rich landscapes of their cultural identity. From untold stories and taboo narratives to the rise of new tales, the book delves into the collective consciousness, inviting readers to witness the unveiling horizon of a narrative renaissance. In the final chapter, an epiphany unfolds-the realization of continuity, where past, present, and future entwine in a timeless dance. This poignant exploration beckons readers to embrace their role as custodians, ensuring the eternal echo of cultural resurgence reverberates through generations.
  postcolonial children's literature: Postcolonial Polysystems Haidee Kruger, 2012-12-19 Postcolonial Polysystems: The Production and Reception of Translated Children’s Literature in South Africa is an original and provocative contribution to the field of children’s literature research and translation studies. It draws on a variety of methodologies to provide a perspective, both product- and process-oriented, on the ways in which translation contributes to the production of children’s literature in South Africa, with a special interest in language and power, as well as post- and neocolonial hybridity. The book explores the forces that affect the use of translation in producing children’s literature in various languages in South Africa, and shows how some of these forces precipitate in the selection, production and reception of translated children’s books in Afrikaans and English. It breaks new ground in its interrogation of aspects of translation theory within the multilingual and postcolonial context of South Africa, as well as in its innovative experimental investigation of the reception of domesticating and foreignising strategies in translated picture books.
  postcolonial children's literature: Children of Colonialism Lionel Caplan, 2020-12-01 Among the legacies of the colonial encounter are any number of contemporary ‘mixed-race' populations, descendants of the offspring of sexual unions involving European men (colonial officials, traders, etc.) and local women. These groups invite serious scholarly attention because they not only challenge notions of a rigid divide between colonizer and colonized, but beg a host of questions about continuities and transformations in the postcolonial world. This book concerns one such group, the Eurasians of India, or Anglo-Indians as they came to be designated. Caplan presents an historicized ethnography of their contemporary lives as these relate both to the colonial past and to conditions in the present. In particular, he forcefully shows that features which theorists associate with the postcolonial present — blurred boundaries, multiple identities, creolized cultures — have been part of the colonial past as well. Presenting a powerful argument against theoretically essentialized notions of culture, hybridity and postcoloniality, this book is a much-needed contribution to recent debates in cultural studies, literary theory, anthropology, sociology as well as historical studies of colonialism, ‘mixed-race' populations and cosmopolitan identities.
  postcolonial children's literature: Makers & Breakers Filip de Boeck, 2005 Presents a range of views on the lives of young people around Africa.
  postcolonial children's literature: Kipling's Children's Literature Sue Walsh, 2010 Despite Kipling's popularity as an author and his standing as a politically controversial figure, much of his work has remained relatively unexamined due to its categorization as 'children's literature.' Sue Walsh challenges the apparently clear division between 'children's' and 'adult' literature, suggesting new directions for postcolonial and childhood studies and interrogating the way biographical criticism on children's literature in particular has tended to supersede and obstruct other kinds of readings.
  postcolonial children's literature: Keywords for Children’s Literature Philip Nel, Lissa Paul, 2011-06-13 49 original essays on the essential terms and concepts in children's literature
  postcolonial children's literature: Indigenous Cultural Capital Daozhi Xu, 2018 This book explores how Australian Indigenous people's histories and cultures are deployed, represented and transmitted in post-Mabo children's literature authored by both Indigenous and non-Indigenous writers. The author examines how this literature acts as a form of resistance and helps to transform cultural relations in Australian society.
  postcolonial children's literature: The Presence of the Past in Children's Literature Ann Lucas, 2003-09-30 Time is one of the most prominent themes in the relatively young genre of children's literature, for the young, like adults, want to know about the past. This book explores how children's writers have treated the theme and concept of time. The volume starts with the application of literary theory and additionally analyzes examples of the juvenile historical novel. In doing so, it also examines changing fashions in criticism and publishing and the pressure they exert on writers. It then considers literary adaptations of myths and archetypes, constructions of history in children's literature, colonial and postcolonial children's fiction, and the treatment of the past in the postmodern era. The book looks at literature from around the world, and the expert contributors are from diverse countries and backgrounds. While the book looks primarily at literature of the 19th and 20th centuries, it considers a broad range of historical material treated in works from that period. Included are discussions of such topics as Joan of Arc in children's literature, the legacy of Robinson Crusoe, colonial and postcolonial children's literature, the Holocaust, and the supernatural. International in scope, the volume examines history and collective memory in Portuguese children's fiction, Australian history in picture books, Norwegian children's literature, and literary treatments of the great Irish famine.
  postcolonial children's literature: Colonial India in Children's Literature Supriya Goswami, 2012 Colonial India in Children’s Literatureis the first book-length study to explore the intersections of children’s literature and defining historical moments in colonial India. Engaging with important theoretical and critical literature that deals with colonialism, hegemony, and marginalization in children's literature, Goswami proposes that British, Anglo-Indian, and Bengali children’s literature respond to five key historical events: the missionary debates preceding the Charter Act of 1813, the defeat of Tipu Sultan, the Mutiny of 1857, the birth of Indian nationalism, and the Swadeshi movement resulting from the Partition of Bengal in 1905. Through a study of works by Mary Sherwood (1775-1851), Barbara Hofland (1770-1844), Sara Jeanette Duncan (1861-1922), Rudyard Kipling (1865-1936), Upendrakishore Ray (1863-1915), and Sukumar Ray (1887-1923), Goswami examines how children’s literature negotiates and represents these momentous historical forces that unsettled Britain’s imperial ambitions in India. Goswami argues that nineteenth-century British and Anglo-Indian children’s texts reflect two distinct moods in Britain’s colonial enterprise in India. Sherwood and Hofland (writing before 1857) use the tropes of conversion and captivity as a means of awakening children to the dangers of India, whereas Duncan and Kipling shift the emphasis to martial prowess, adaptability, and empirical knowledge as defining qualities in British and Anglo-Indian children. Furthermore, Goswami’s analysis of early nineteenth-century children’s texts written by women authors redresses the preoccupation with male authors and boys’ adventure stories that have largely informed discussions of juvenility in the context of colonial India. This groundbreaking book also seeks to open up the canon by examining early twentieth-century Bengali children’s texts that not only draw literary inspiration from nineteenth-century British children’s literature, but whose themes are equally shaped by empire.
  postcolonial children's literature: Empire's Children M. Daphne Kutzer, 2002-09-11 First Published in 2001.
  postcolonial children's literature: The Postcolonial Indian Novel in English Geetha Ganapathy-Doré, 2011-01-18 Indian writers of English such as G. V. Desani, Salman Rushdie, Amit Chaudhuri, Amitav Ghosh, Vikram Seth, Allan Sealy, Shashi Tharoor, Arundhati Roy, Vikram Chandra and Jhumpa Lahiri have taken the potentialities of the novel form to new heights. Against the background of the genre’s macro-history, this study attempts to explain the stunning vitality, colourful diversity, and the outstanding but sometimes controversial success of postcolonial Indian novels in the light of ongoing debates in postcolonial studies. It analyses the warp and woof of the novelistic text through a cross-sectional scrutiny of the issues of democracy, the poetics of space, the times of empire, nation and globalization, self-writing in the auto/meta/docu-fictional modes, the musical, pictorial, cinematic and culinary intertextualities that run through this hyperpalimpsestic practice and the politics of gender, caste and language that gives it an inimitable stamp. This concise and readable survey gives us intimations of a truly world literature as imagined by Francophone writers because the postcolonial Indian novel is a concrete illustration of how “language liberated from its exclusive pact with the nation can enter into a dialogue with a vast polyphonic ensemble.”
  postcolonial children's literature: British Children's Adventure Novels in the Web of Colonialism Nilay Erdem Ayyildiz, 2018-09 This book fills a remarkable void in literary studies which has escaped the attention of many researchers. It interrogates the extent to which nineteenth-century childrens adventure novels justify and perpetuate the British Imperialist ideology of the period. In doing so, it begins with providing a historical background of childrens literature and nineteenth-century British imperialism. It then offers a theoretical framework of postcolonial reading to decipher the colonial discourse employed in the selected childrens adventure novels. As such, the book offers postcolonial readings of R.M. Ballantynes The Coral Island (1858), W.H.G. Kingstons In the Wilds of Africa (1871), and H.R. Haggards King Solomons Mines (1885). It will appeal to students, academicians and researchers in fields such as postcolonialism, childrens literature and British Imperialism.
  postcolonial children's literature: Asian Children’s Literature and Film in a Global Age Bernard Wilson, Sharmani Patricia Gabriel, 2020-03-06 This volume provides a key analysis of Asian children’s literature and film and creates a dialogue between East and West and between the cultures from which they emerge, within the complex symbiosis of their local, national and transnational frameworks. In terms of location and content the book embraces a broad scope, including contributions related to the Asian-American diaspora, China, India, Indonesia, Iran, Japan, Malaysia, the Philippines, South Korea, Sri Lanka, and Taiwan. Individually and collectively, these essays broach crucial questions: What elements of Asian literature and film make them distinctive, both within their own specific culture and within the broader Asian area? What aspects link them to these genres in other parts of the world? How have they represented and shaped the societies and cultures they inhabit? What moral codes do they address, underpin, or contest? The volume provides further voice to the increasingly diverse and fascinating output of the region and emphasises the importance of Asian art forms as depictions of specific cultures but also of their connection to broader themes in children’s texts, and scholarship within this field.
  postcolonial children's literature: Contemporary Children's Literature and Film Kerry Mallan, 2011-07-13 Bringing together leading and emerging scholars, this book argues for the significance of theory for reading texts written and produced for young people. Integrating perspectives from across feminism, ecocriticism, postcolonialism and poststructuralism, it demonstrates how these inform approaches to a range of contemporary literature and film.
  postcolonial children's literature: Postcolonial Literature Pramod K. Nayar, 2008
  postcolonial children's literature: Postcolonial Spaces A. Teverson, S. Upstone, 2011-10-03 With essays from a range of geographies and bringing together influential scholars across a range of disciplines, this book focuses on the role of space in the study of the politics of contemporary postcolonial experience, engaging with the spectrum of postcolonial spatialities which play a significant role in defining global postcolonial culture.
  postcolonial children's literature: Beginning Postcolonialism John McLeod, 2000-07-07 Postcolonialism has become one of the most exciting, expanding and challenging areas of literary and cultural studies today. Designed especially for those studying the topic for the first time, Beginning Postcolonialism introduces the major areas of concern in a clear, accessible, and organized fashion. It provides an overview of the emergence of postcolonialism as a discipline and closely examines many of its important critical writings.
  postcolonial children's literature: Postcolonial People Christoph Kalter, 2022-05-26 Having built much of their wealth, power, and identities on imperial expansion, how did the Portuguese and, by extension, Europeans deal with the end of empire? Postcolonial People explores the processes and consequences of decolonization through the histories of over half a million Portuguese settlers who 'returned' following the 1974 Carnation Revolution from Angola, Mozambique, and other parts of Portugal's crumbling empire to their country of origin and citizenship, itself undergoing significant upheaval. Looking comprehensively at the returnees' history and memory for the first time, this book contributes to debates about colonial racism and its afterlives. It studies migration, 'refugeeness,' and integration to expose an apparent paradox: The end of empire and the return migrations it triggered belong to a global history of the twentieth century and are shaped by transnational dynamics. However, they have done nothing to dethrone the primacy of the nation-state. If anything, they have reinforced it.
  postcolonial children's literature: Magical Realism in Postcolonial British Fiction Taner Can, 2014-06-01 This study aims at delineating the cultural work of magical realism as a dominant narrative mode in postcolonial British fiction through a detailed analysis of four magical realist novels: Salman Rushdie's Midnight's Children (1981), Shashi Tharoor's The Great Indian Novel (1989), Ben Okri's The Famished Road (1991), and Syl Cheney-Coker's The Last Harmattan of Alusine Dunbar (1990). The main focus of attention lies on the ways in which the novelists in question have exploited the potentials of magical realism to represent their hybrid cultural and national identities. To provide the necessary historical context for the discussion, the author first traces the development of magical realism from its origins in European Painting to its appropriation into literature by European and Latin American writers and explores the contested definitions of magical realism and the critical questions surrounding them. He then proceeds to analyze the relationship between the paradigmatic turn that took place in postcolonial literatures in the 1980s and the concomitant rise of magical realism as the literary expression of Third World countries.
  postcolonial children's literature: Midnight's Children Salman Rushdie, 2010-08-26 The iconic masterpiece of India that introduced the world to “a glittering novelist—one with startling imaginative and intellectual resources, a master of perpetual storytelling” (The New Yorker) WINNER OF THE BEST OF THE BOOKERS • SOON TO BE A NETFLIX ORIGINAL SERIES Selected by the Modern Library as one of the 100 best novels of all time • The fortieth anniversary edition, featuring a new introduction by the author Saleem Sinai is born at the stroke of midnight on August 15, 1947, the very moment of India’s independence. Greeted by fireworks displays, cheering crowds, and Prime Minister Nehru himself, Saleem grows up to learn the ominous consequences of this coincidence. His every act is mirrored and magnified in events that sway the course of national affairs; his health and well-being are inextricably bound to those of his nation; his life is inseparable, at times indistinguishable, from the history of his country. Perhaps most remarkable are the telepathic powers linking him with India’s 1,000 other “midnight’s children,” all born in that initial hour and endowed with magical gifts. This novel is at once a fascinating family saga and an astonishing evocation of a vast land and its people–a brilliant incarnation of the universal human comedy. Forty years after its publication, Midnight’s Children stands apart as both an epochal work of fiction and a brilliant performance by one of the great literary voices of our time.
  postcolonial children's literature: Resistance and Survival Ann Gonz‡lez, 2009-11-15 In her analysis of some of the most interesting and important childrenÕs literature from Central America and the Caribbean, Ann Gonz‡lez uses postcolonial narrative theory to expose and decode what marginalized peoples say when they tell stories to their childrenÑand how the interpretations children give these stories today differ from the ways they have read them in the past. Gonz‡lez reads against the grain, deconstructing and critiquing dominant discourses to reveal consistent narrative patterns throughout the region that have helped children maneuver in a world dominated by powerful figuresÑfrom parents to agents of social control, political repression, and global takeover. Many of these stories are in some way lessons in resistance and survival in a world where Òthe toughest kid on the block,Ó often an outsider, demands that a group of children Òplay or pay,Ó on his terms. Gonz‡lez demonstrates that where traditional strategies have proposed the model of the ÒtricksterÓ or the Òparadoxically astute fool,Ó to mock the pretensions of the would-be oppressor, new trends indicate that the regionÕs childrenÑand those who write for themÑshow increasing interest in playing the game on their own terms, getting to know the Other, embracing difference, and redefining their identity and role within the new global culture. Resistance and Survival emphasizes the hope underlying this contemporary childrenÕs literature for a world in which all voices can be heard and valuedÑthe hope of an authentic happy ending.
  postcolonial children's literature: Postcolonial Youth in Contemporary British Fiction , 2021-07-19 The concepts of 'youth' and the 'postcolonial' both inhabit a liminal locus where new ways of being in the world are rehearsed and struggle for recognition against the impositions of dominant power structures. Departing from this premise, the present volume focuses on the experience of postcolonial youngsters in contemporary Britain as rendered in fiction, thus envisioning the postcolonial as a site of fruitful and potentially transformative friction between different identitary variables or sociocultural interpellations. In so doing, this volume provides varied evidence of the ability of literature—and of the short story genre, in particular—to represent and swiftly respond to a rapidly changing world as well as to the new socio-cultural realities and conflicts affecting our current global order and the generations to come. Contributors are: Isabel M. Andrés-Cuevas, Isabel Carrera-Suárez, Claire Chambers, Blanka Grzegorczyk, Bettina Jansen, Indrani Karmakar, Carmen Lara-Rallo, Laura María Lojo-Rodríguez, Noemí Pereira-Ares, Gérald Préher, Susanne Reichl, Carla Rodríguez-González, Jorge Sacido-Romero, Karima Thomas and Laura Torres-Zúñiga.
  postcolonial children's literature: Children's Literature and the Fin de Siècle Roderick McGillis, 2003-11-30 The close of a century invites both retrospection and prognostication. As a period of transition, it also brings a sense of uncertainty, finality, and apocalypticism. These feelings stem from various events, such as political turmoil, scientific advancements, and social change. As might be expected, literature reflects such changes and the feelings they engender. But perhaps more surprisingly, children's literature is especially sensitive to such matters, and fiction for children often struggles with dark and unpleasant issues. This book examines fin de siècle tensions in 19th- and 20th-century children's literature from around the world. Each chapter is written by an expert contributor, and the volume ranges over a disparate variety of topics. These include poetry, series books, pacifist fiction, gender issues, religion and literature, eco-criticism, minority experiences, humor and the Holocaust, fantasy and science fiction, and computer culture. In exploring these issues in relation to children's literature, the contributors reveal the shifting nature of our values and the world in which we live. Global in nature, the chapters look at children's literature from such places as Germany, Holland, the United Kingdom, Australia, and the United States.
  postcolonial children's literature: Postcolonial Ecocriticism Graham Huggan, Helen Tiffin, 2010 This work examines relationships between humans, animals, and the environment. Divided into two sections that consider the postcolonial from environmental and zoocritical perspectives, the book looks at narratives of development in postcolonial writing, entitlement and belonging in pastoral, and much more.
  postcolonial children's literature: Language and Power in Post-Colonial Schooling Carolyn McKinney, 2016-07-15 Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and students’ beliefs about language—to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students’ and teachers’ discourses and practices for language in education policy and curriculum.
  postcolonial children's literature: Divided Worlds Mary Shine Thompson, Irish Society for the Study of Children's Literature. Conference, 2007 This volume, the third collection of studies in children's literature, explores the political, social and cultural divisions that dominate children's books, ranging over Irish and international topics and texts. Articles on the fiction of Katherine Tynan, Maria Edgeworth and Somerville & Ross, as well as modern Ulster fiction and contemporary children's publishing, are indicative of the range of Irish material. The international focus extends from Luigi Bertelli's treatment of fascism and Gianni Rodari's communism to the English contexts of Cecil Alexander's English hymns. Rosemary Sutcliffe's Roman Britain series is revisited to explore its masculinities, and gendered divisions are the subject of a review of Oisin McGann's recent fantasy fiction. (Series: Studies in Children's Literature)
  postcolonial children's literature: Terror and Counter-Terror in Contemporary British Children’s Literature Blanka Grzegorczyk, 2020-05-10 The widespread threat of terrorist and counter-terrorist violence in the twenty-first century has created a globalized context for social interactions, transforming the ways in which young people relate to the world around them and to one another. This is the first study that reads post-9/11 and 7/7 British writing for the young as a response to this contemporary predicament, exploring how children’s writers find the means to express the local conditions and different facets of the global wars around terror. The texts examined in this book reveal a preoccupation with overcoming various forms of violence and prejudice faced by certain groups within post-terror Britain, as well as a concern with mapping out their social relations with other groups, and those concerns are set against the recurring themes of racist paranoia, anti-immigrant hostility, politicized identities, and growing up in countries transformed by the effects of terror and counter-terror. The book concentrates on the relationship between postcolonial and critical race studies, Britain’s colonial legacy, and literary representations of terrorism, tracing thematic and formal similarities in the novels of both established and emerging children’s writers such as Elizabeth Laird, Sumia Sukkar, Alan Gibbons, Muhammad Khan, Bali Rai, Nikesh Shukla, Malorie Blackman, Claire McFall, Miriam Halahmy, and Sita Brahmachari. In doing so, this study maps new connections for scholars, students, and readers of contemporary children’s fiction who are interested in how such writing addresses some of the most pressing issues affecting us today, including survival after terror, migration, and community building.
  postcolonial children's literature: Postcolonialism: A Guide for the Perplexed Pramod K. Nayar, 2010-10-21 Postcolonialism as a critical approach and pedagogic practice has informed literary and cultural studies since the late 1980s. The term is heavily loaded and has come to mean a wide, and often bewildering, variety of approaches, methods, politics and ideas. Beginning with the historical origins of postcolonial thought in the writings of Gandhi, Cesaire and Fanon, this guide moves on to Edward Said's articulation into a critical approach and finally to postcolonialism's multiple forms in contemporary critical thinking, including theorists such as Bhabha, Spivak, Arif Dirlik and Aijaz Ahmed. Written in jargon-free language and illustrated with examples from literary and cultural texts, this book addresses the many concerns, forms and 'specializations' of postcolonialism, including gender and sexuality studies, the nations and nationalism, space and place, history and politics. It explains the key ideas, concepts and approaches in what is arguably the most influential and politically edged critical approach in literary and cultural theory today
  postcolonial children's literature: (Re)imagining the World Yan Wu, Kerry Mallan, Roderick McGillis, 2013-06-18 (Re)Imagining the world: Children’s Literature’s Response to Changing Times considers how writers of fiction for children imagine ‘the world’, not one universal world, but different worlds: imaginary, strange, familiar, even monstrous worlds. The chapters in this collection discuss how fiction for children engages with some of the changes brought about by new technologies, information literacy, consumerism, migration, politics, different family structures, cosmopolitanism, new and old monsters. They also invite us to think about how memory shapes our understanding of the past, and how fiction engages our emotions, our capacity to empathise, and our desire to discover, and what the future may hold. The contributors bring different perspectives from education, postcolonial studies, literary criticism, cultural studies, childhood studies, postmodernism, and the social sciences. With a wide coverage of texts from different countries, and scholarly and lively discussions, this collection is itself a testament to the power of the human imagination and the significance of children’s literature in the education of young people. ​
  postcolonial children's literature: Postcolonial Travel Writing J. Edwards, R. Graulund, 2010-11-10 With its inclusion of original essays challenging the view of travel writing as a Eurocentric genre, this book will stand as a benchmark study of future inquiries in the field. It will revitalize the critical debate, sparking a much needed rethinking of a vibrant and highly popular but also volatile genre that has seen many changes in recent years.
  postcolonial children's literature: Spatial Politics in the Postcolonial Novel Dr Sara Upstone, 2013-04-28 In her innovative study of spatial locations in postcolonial texts, Sara Upstone adopts a transnational and comparative approach that challenges the tendency to engage with authors in isolation or in relation to other writers from a single geographical setting. Suggesting that isolating authors in terms of geography reinforces the primacy of the nation, Upstone instead illuminates the power of spatial locales such as the journey, city, home, and body to enable personal or communal statements of resistance against colonial prejudice and its neo-colonial legacies. While focusing on the major texts of Wilson Harris, Toni Morrison, and Salman Rushdie in relation to particular spatial locations, Upstone offers a wide range of examples from other postcolonial authors, including Michael Ondaatje, Keri Hulme, J. M. Coetzee, Arundhati Roy, Tsitsi Dangarembga, and Abdulrazak Gurnah. The result is a strong case for what Upstone terms the 'postcolonial spatial imagination', independent of geography though always fully contextualised. Written in accessible and unhurried prose, Upstone's study is marked by its respect for the ways in which the writers themselves resist not only geographical boundaries but academic categorisation.
  postcolonial children's literature: The Oxford Handbook of Apocalyptic Literature John Joseph Collins, 2014 Apocalypticism arose in ancient Judaism in the last centuries BCE and played a crucial role in the rise of Christianity. It is not only of historical interest: there has been a growing awareness, especially since the 2001 terrorist attacks on the United States, of the prevalence of apocalyptic beliefs in the contemporary world. To understand these beliefs, it is necessary to appreciate their complex roots in the ancient world, and the multi-faceted character of the phenomenon of apocalypticism. The Oxford Handbook of Apocalyptic Literature is a thematic and phenomenological exploration of apocalypticism in the Judaic and Christian traditions. Most of the volume is devoted to the apocalyptic literature of antiquity. Essays explore the relationship between apocalypticism and prophecy, wisdom and mysticism; the social function of apocalypticism and its role as resistance literature; apocalyptic rhetoric from both historical and postmodern perspectives; and apocalyptic theology, focusing on phenomena of determinism and dualism and exploring apocalyptic theology's role in ancient Judaism, early Christianity, and Gnosticism. The final chapters of the volume are devoted to the appropriation of apocalypticism in the modern world, reviewing the role of apocalypticism in contemporary Judaism and Christianity, and more broadly in popular culture, addressing the increasingly studied relation between apocalypticism and violence, and discussing the relationship between apocalypticism and trauma, which speaks to the underlying causes of the popularity of apocalyptic beliefs. This volume will further the understanding of a vital religious phenomenon too often dismissed as alien and irrational by secular western society.
  postcolonial children's literature: Postcolonial Literatures in Context Julie Mullaney, 2010-04-15 This book presents an introduction to key issues involved in the study of postcolonial literature including diasporas, postcolonial nationalisms, indigenous identities and politics and globalization. This book also contains a chapter on afterlives and adaptations that explores a range of wider cultural texts including film, non-fiction and art.
  postcolonial children's literature: Contemporary English-Language Indian Children's Literature Michelle Superle, 2014-11-10 Concurrent with increasing scholarly attention toward national children's literatures, Contemporary English-language Indian Children's Literature explores an emerging body of work that has thus far garnered little serious critical attention. Superle critically examines the ways Indian children's writers have represented childhood in relation to the Indian nation, Indian cultural identity, and Indian girlhood. From a framework of postcolonial and feminist theories, children's novels published between 1988 and 2008 in India are compared with those from the United Kingdom and North America from the same period, considering the differing ideologies and the current textual constructions of childhood at play in each. Broadly, Superle contends that over the past twenty years an aspirational view of childhood has developed in this literature-a view that positions children as powerful participants in the project of enabling positive social transformation. Her main argument, formed after recognizing several overarching thematic and structural patterns in more than one hundred texts, is that the novels comprise an aspirational literature with a transformative agenda: they imagine apparently empowered child characters who perform in diverse ways in the process of successfully creating and shaping the ideal Indian nation, their own well-adjusted bicultural identities in the diaspora, and/or their own empowered girlhoods. Michelle Superle is a Professor in the department of Communications at Okanagan College. She has taught children's literature, composition, and creative writing courses at various Canadian universities and has published articles in Papers and IRCL.
  postcolonial children's literature: Postcolonial Children's Literature , 1996
  postcolonial children's literature: Voices of the Other Roderick McGillis, 2000 This book offers a variety of approaches to children's literature from a postcolonial perspective that includes discussions of cultural appropriation, race theory, pedagogy as a colonialist activity, and multiculturalism. The eighteen essays divide into three sections: Theory, Colonialism, and Postcolonialism. The first section sets the theoretical framework for postcolonial studies; essays here deal with issues of otherness and cultural difference, as well as the colonialist implications of pedagogic practice. These essays confront our relationships with the child and childhood as sites for the exertion of our authority and control. The second section presents discussions of the colonialist mindset in children's and young-adult texts from the turn of the century. Here, works by writers of animal stories in Canada, the U.S., and Britain; works of early Australian colonialist literature; and Frances Hodgson Burnett's A Little Princess come under the scrutiny of our postmodern reading practices. Section Three deals directly with contemporary texts for children that manifest both a postcolonial and a neo-colonial content, and includes studies of children's literature from Canada, Australia, Africa, the Caribbean, and the United States.
  postcolonial children's literature: Africa in Literature for Children and Young Adults Meena Khorana, 1994-12-12 While much critical attention has been given to adult literature, African literature for children and young adults remains a neglected area. As the United States becomes an increasingly pluralistic society, it becomes all the more important for children and young adults to be exposed to books set in Africa. This bibliography includes entries for nearly 700 books written in English by both African and Western authors and published between 1873 and 1994. An additional 120 books are either discussed or mentioned in the annotations. The entries are organized in six chapters. The first chapter includes general works, while the others are devoted to particular geographic regions. Within each chapter, entries are further grouped according to genres, such as traditional literature, biography, poetry, drama, fiction, autobiography, and informational books. Entries are then listed alphabetically. Each entry includes an annotation that provides a plot/content summary, thematic analysis, literary evaluation, and sensitivity to multicultural and international issues; an indication of the recommended grade level for the book is included. The books are carefully selected to give fair representation to the various regions and countries of Africa, literary genres, prominent authors and books, and literary phases; the author has tried to include all available books published in the 1980s and 1990s. The introductory essay provides an in-depth analysis of the social, political, cultural, and literary contexts of the three phases of African children's literature: colonial, postcolonial Western, and postcolonial African. This bibliography is intended for scholars, teachers, librarians, parents, students, and general readers.
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