This is the first volume on children's literature criticism designed specifically for graduate students and researchers, as well as advanced undergraduates. It reviews and analyses the major theoretical questions and issues in the field, but then goes on to propose entirely new approaches to key topics such as authorship, the 'reader in the text', readership, history, ideology, intertextuality, national identity and childhood. Informed by the most recent debates on theoretical problems, this volume is ideal not just for students researching in children's literature itself, but for all researchers seeking to understand the implications of theoretical positions and assumptions for literature and cultural studies in general. The collection features a line-up of eminent contributors, including J Hillis Miller, Jacqueline Lazu, Stephen Thomson and Christine Sutphin, and discusses a wide range of texts, from Harry Potter and the works of Philip Pullman, to Arthur Ransom's Swallows and Amazons and the Swiss Family Robinson.
List of Illustrations
Acknowledgements
Notes on Contributors
Chronology
Introduction; K.Lesnik-Oberstein
Author and Authorship; S.Walsh
Victorian Childhood; C.Sutphin
Reading; J.H.Miller
The Implied Reader; N.Cocks
Children's Literature, Science and Faith; L.M.Harper
The Child, The Family, The Relationship: S.Thomson
Reading Intertextuality; D.Caselli
National Identity; J.Lazu
Landscapes; S.Spooner
Index
KARIN LESNIK-OBERSTEIN is Senior Lecturer in English, American and Children's Literature at the University of Reading, where she is also Director of the Centre for International Research in Childhood: Literature, Culture, Media' (CIRCL) and the MA in Children's Literature. Previous publications include Children's Literature: Criticism and the Fictional Child, Children in Culture: Approaches to Childhood (ed.) and numerous articles in the fields of theory, gender, childhood and philosophy.
Description
This is the first volume on children's literature criticism designed specifically for graduate students and researchers, as well as advanced undergraduates. It reviews and analyses the major theoretical questions and issues in the field, but then goes on to propose entirely new approaches to key topics such as authorship, the 'reader in the text', readership, history, ideology, intertextuality, national identity and childhood. Informed by the most recent debates on theoretical problems, this volume is ideal not just for students researching in children's literature itself, but for all researchers seeking to understand the implications of theoretical positions and assumptions for literature and cultural studies in general. The collection features a line-up of eminent contributors, including J Hillis Miller, Jacqueline Lazu, Stephen Thomson and Christine Sutphin, and discusses a wide range of texts, from Harry Potter and the works of Philip Pullman, to Arthur Ransom's Swallows and Amazons and the Swiss Family Robinson.
Contents
List of Illustrations
Acknowledgements
Notes on Contributors
Chronology
Introduction; K.Lesnik-Oberstein
Author and Authorship; S.Walsh
Victorian Childhood; C.Sutphin
Reading; J.H.Miller
The Implied Reader; N.Cocks
Children's Literature, Science and Faith; L.M.Harper
The Child, The Family, The Relationship: S.Thomson
Reading Intertextuality; D.Caselli
National Identity; J.Lazu
Landscapes; S.Spooner
Index
Authors
KARIN LESNIK-OBERSTEIN is Senior Lecturer in English, American and Children's Literature at the University of Reading, where she is also Director of the Centre for International Research in Childhood: Literature, Culture, Media' (CIRCL) and the MA in Children's Literature. Previous publications include Children's Literature: Criticism and the Fictional Child, Children in Culture: Approaches to Childhood (ed.) and numerous articles in the fields of theory, gender, childhood and philosophy.
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