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Children, Childhood, and Musical Theater (Studies in Childhood, 1700 to the Present)
by James Leve Donelle RuweBringing together scholars from musicology, literature, childhood studies, and theater, this volume examines the ways in which children's musicals tap into adult nostalgia for childhood while appealing to the needs and consumer potential of the child. The contributors take up a wide range of musicals, including works inspired by the books of children's authors such as Roald Dahl, P.L. Travers, and Francis Hodgson Burnett; created by Rodgers and Hammerstein, Lionel Bart, and other leading lights of musical theater; or conceived for a cast made up entirely of children. The collection examines musicals that propagate or complicate normative attitudes regarding what childhood is or should be. It also considers the child performer in movie musicals as well as in professional and amateur stage musicals. This far-ranging collection highlights the special place that musical theater occupies in the imaginations and lives of children as well as adults. The collection comes at a time of increased importance of musical theater in the lives of children and young adults.
Children, Deafness, and Deaf Cultures in Popular Media (Children's Literature Association Series)
by John Stephens and Vivian Yenika-AgbawContributions by Cynthia Neese Bailes, Nina Batt, Lijun Bi, Hélène Charderon, Stuart Ching, Helene Ehriander, Xiangshu Fang, Sara Kersten-Parish, Helen Kilpatrick, Jessica Kirkness, Sung-Ae Lee, Jann Pataray-Ching, Angela Schill, Josh Simpson, John Stephens, Corinne Walsh, Nerida Wayland, and Vivian Yenika-AgbawChildren, Deafness, and Deaf Cultures in Popular Media examines how creative works have depicted what it means to be a deaf or hard of hearing child in the modern world. In this collection of critical essays, scholars discuss works that cover wide-ranging subjects and themes: growing up deaf in a hearing world, stigmas associated with deafness, rival modes of communication, friendship and discrimination, intergenerational tensions between hearing and nonhearing family members, and the complications of establishing self-identity in increasingly complex societies. Contributors explore most of the major genres of children’s literature and film, including realistic fiction, particularly young adult novels, as well as works that make deft use of humor and parody. Further, scholars consider the expressive power of multimodal forms such as graphic novel and film to depict experience from the perspective of children. Representation of the point of view of child characters is central to this body of work and to the intersections of deafness with discourses of diversity and social justice. The child point of view supports a subtle advocacy of a wider understanding of the multiple ways of being D/deaf and the capacity of D/deaf children to give meaning to their unique experiences, especially as they find themselves moving between hearing and Deaf communities. These essays will alert scholars of children’s literature, as well as the reading public, to the many representations of deafness that, like deafness itself, pervade all cultures and are not limited to specific racial or sociocultural groups.
Children, Film and Literacy
by Becky ParryChildren, Film and Literacy explores the role of film in children's lives. The films children engage in provide them with imaginative spaces in which they create, play and perform familiar and unfamiliar, fantasy and everyday narratives and this narrative play is closely connected to identity, literacy and textual practices. Family is key to the encouragement of this social play and, at school, the playground is also an important site for this activity. However, in the literacy classroom, some children encounter a discontinuity between their experiences of narrative at home and those that are valued in school. Through film children develop understandings of the common characteristics of narrative and the particular 'language' of film. This book demonstrates the ways in which children are able to express and develop distinct and complex understandings of narrative, that is to say, where they can draw on their own experiences (including those in a moving image form). Children whose primary experiences of narrative are moving images face particular challenges when their experiences are not given opportunities for expression in the classroom, and this has urgent implications for the teaching of literacy.
Children, Literacy and Ethnicity: Reading Identities in the Primary School
by Lexie SchererThis book explores children's meaning making of the books they learn to read with, especially relating to the intersections of race, gender and class. Based on research using a participative, innovative design with young children, issues of identity, belonging and classroom hierarchies are explored in complex and poignant ways by the children.
Children, Media, and Pandemic Parenting: Family Life in Uncertain Times (Routledge Studies in New Media and Cyberculture)
by Rebekah Willett Xinyu ZhaoThis book examines changes in families’ rules and routines connected with media during the pandemic and shifts in parents’ understanding of children’s media use.Drawing on interviews with 130 parents at the height of the COVID-19 pandemic, the book explores specific cultural contexts across seven countries: Australia, Canada, China, Colombia, South Korea, United Kingdom, and United States. Readers will gain an understanding of family media practices during the pandemic and how they were influenced by contextual factors such as the pandemic restrictions, family relationships and situations, socioeconomic statuses, cultural norms and values, and sociotechnical visions, among others. Further, encounter with theoretical framings will provide innovative ways to understand what it means for children, parents, and families to live in the digital age.This timely volume will offer key insights to researchers and graduate students studying in a variety of disciplines, including media and cultural studies, communication arts, education, childhood studies, and family studies.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution- Non Commercial- No Derivatives (CC- BY- NC- ND) 4.0 license.
Children’s Digital Picture Books: Readers and Publishers
by Katherine DayDuring the COVID-19 pandemic lockdowns, children’s media use increased (Mesce et al. 2021) while a decrease in print-book reading was observed (Nolan et al. 2022). An increase in tablet use suggests that when children were reading, it was mostly online in the form of ePub3 pdf files for illustrated works and prescribed school texts, while smartphone use was linked to apps and games. (Susilowati et al. 2021) For many years now, children’s publishers have experimented with digital picture-book formats but have regarded the genre as not suitable for digitisation.This book documents the findings of a one-year research project engaging the children’s publishing sector for feedback on reading trends and digital publishing in picture-book genres. The research assesses the plight of picture books in the current climate and considers how picture-book publishers cater to diverse readerships and new reading platforms post Covid-19 lockdowns and into the digital age.Written by an academic and editor with over 15 years industry experience, this book offers a nuanced response to children’s picture book publishing and reception for librarians, teachers, publishers and international scholars in the fields of publishing studies, library studies, early childhood studies, early education and childhood psychology.
Children’s English in Singapore: Acquisition, Properties, and Use (Routledge Studies in World Englishes)
by Sarah BuschfeldCombining the World Englishes framework with First Language Acquisition methodology, this book investigates children’s acquisition of L1 English in the context of multilingual Singapore, one of the traditional Kachruvian Outer Circle or ESL countries. The book investigates language choice, use, and dominance in Singaporean families, identifies common linguistic characteristics of L1 Singapore English, as well as the acquisitional route that Singaporean children take. It discusses characteristics at the different levels of language organization, i.e., phonological, morphosyntactic, lexical, and pragmatic features, drawing on a variety of systematically elicited data and Praat-based acoustic analyses. Comparing the results to similar data obtained from children living in England (both mono- and bi-/multilingual), the book also sheds light on how the acquisitional steps taken by Singaporean children differ from or are similar to traditional native speakers of English and children from immigrant families in England.
Children’s Knowledge-in-Interaction: Studies in Conversation Analysis
by Amanda Bateman Amelia ChurchThis book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication. The collection of studies explores children's interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.
Children’s Literature Aligned with SDGs to Promote Global Competencies: A Practical Resource for Early Childhood Education
by Karin Morrison Angela K. Salmon Aixa Pérez-Prado Flavia IuspaThis book presents children’s literature as a platform for learning and helping young readers develop the knowledge, skills, and attitudes needed to thrive in an interconnected and diverse global society. It draws from various theoretical frameworks and research findings to implement critical literacy and culturally responsive teaching in the meaning-making process.The book focuses on global competencies and Sustainable Development Goals (SDGs) as intertwined concepts that work together to foster a more sustainable, inclusive, and equitable world. Developing global competencies empowers children and communities to actively participate in achieving the SDGs and addressing the pressing challenges of our time. The authors set high expectations on children as actors in transforming society. To facilitate this, the book offers an overview of child development theories as a foundation for designing developmentally appropriate practices to extend children’s books toward deep thinking and understanding. The book includes sample lessons that use cutting-edge research-based pedagogies and tools such as visible thinking routines and other approaches. Those lessons also help readers identify the Habits of Mind (HOM) children can develop by listening to and discussing stories. The HOM are attributes of good problem-finders and problem-solvers needed when confronting complex issues. The book provides resources and sample lessons that implement different thinking strategies to engage children in questioning and analyzing what they read, making them more critical. This is how children deeply understand the world and their role in creating positive change. The book aims to cultivate change-makers and global citizens through stories. It offers innovative approaches, including online learning options in accessible and engaging ways to help children think globally and act locally‘Through the power of children’s literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually searching for ways to trust each other, learn together, and grow toward greater intelligence.’ Arthur Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind
Children’s Literature and Culture: An Introduction (Routledge Introductions to Young Adult and Children's Literature)
by Rebecca RoweChildren’s Literature and Culture: An Introduction guides readers in the study of culture in, around, and through children’s literature. Children’s literature has long been used as a mechanism by which a culture passes its values from one generation to the next. Because of this culturally didactic purpose, children’s literature can be viewed as one of the most fruitful areas of study of any given culture. At the same time, studying the cultures from which works of children’s literature emerge and in which they circulate can also help better understand not only the ideas of childhood that underpin individual texts for children but the role they play in the construction and transmission of different cultural ideologies. This book teaches readers this double work of using culture to understand children’s literature and vice versa. This volume traces the scholarly methodologies and histories that have attended the study of each of the 20 chapters’ given subject—from the representation of race in and around children’s literature to questions of censorship to how libraries can and do shape children’s literature. In the process, it prepares readers to confidently enter and forward scholarly debates and to teach such debates to their own students.
Children’s Literature and Intergenerational Relationships: Encounters of the Playful Kind (Critical Approaches to Children's Literature)
by Justyna Deszcz-Tryhubczak Irena Barbara KallaChildren’s Literature and Intergenerational Relationships: Encounters of the Playful Kind explores ways in which children’s literature becomes the object and catalyst of play that brings younger and older generations closer to one another. Providing examples from diverse cultural and historical contexts, this collection argues that children’s texts promote intergenerational play through the use of literary devices and graphic formats and that they may prompt joint play practices in the real world. The book offers a distinctive contribution to children’s literature scholarship by shifting critical attention away from the difference and conflict between children and adults to the exploration of inter-age interdependencies as equally crucial aspects of human life, presenting a new perspective for all who research and work with children’s culture in times of global aging.
Children’s Literature and Transnational Knowledge in Modern China: Education, Religion, and Childhood
by Shih-Wen Sue ChenThis book examines the development of Chinese children’s literature from the late Qing to early Republican era. It highlights the transnational flows of knowledge, texts, and cultures during a time when children’s literature in China and the West was developing rapidly. Drawing from a rich archive of periodicals, novels, tracts, primers, and textbooks, the author analyzes how Chinese children’s literature published by Protestant missionaries and Chinese educators in the late nineteenth and early twentieth centuries presented varying notions of childhood. In this period of dramatic transition from the dynastic Qing empire to the new Republican China, young readers were offered different models of childhood, some of which challenged dominant Confucian ideas of what it meant to be a child. This volume sheds new light on a little-explored aspect of Chinese literary history. Through its contributions to the fields of children’s literature, book history, missionary history, and translation studies, it enhances our understanding of the negotiations between Chinese and Western cultures that shaped the publication and reception of Chinese texts for children.
Children’s Literature in Place: Surveying the Landscapes of Children’s Culture (Children's Literature and Culture)
by Jennifer M. Miskec Željka FlegarChildren’s Literature in Place: Surveying the Landscapes of Children’s Culture is an edited collection dedicated to individual, international, and interdisciplinary considerations of the places and spaces of children’s literature, media, and culture, from content to methodology, in fictional, virtual, and material settings. This volume proposes a survey of the changing landscapes of children’s culture, the expected and unexpected spaces and places that emerge as and because of children’s culture. The places and spaces of children’s literature are varied and diverse. By making place studies a guiding principle, this book builds on the impressive body of international research on place in children’s literature, media, and culture to bring together and provide a comprehensive overview of how to study place in children’s and young adult literature. This volume provides a wide range of approaches and international perspectives of place in children’s literature, media, and culture and contributes to this growing and relevant field by showcasing various scholarly aspects and approaches to children’s literature, and the place of children’s literature in the context of international scholarship.
Children’s Literature in the Classroom
by Matthew D. ZbarackiChildren′s literature is a powerful resource that can inspire a young reader’s lifetime love of reading, but how can you ensure that your literacy teaching uses this rich creative world to its fullest? This book gives pre-service primary teachers an in-depth guide to each major type of children′s book, examining the form, structure and approach of each. From fairy tales and non-fiction to picture books and digital texts, learn what qualities underpin outstanding children′s literature and how you can use this to inspire rewarding learning experiences in your classroom. Key features: Each chapter is full of key book recommendations to help you select excellent age-appropriate texts for your learners An international focus across English-language publishing, covering key books from Australian, US and UK authors A special focus on Australian indigenous children′s literature Busting popular myths about children′s literature to give you a deeper understanding of the form Evaluation criteria for every genre, helping you to recognise the qualities of high quality books This is essential reading for anyone training to teach in primary schools and qualified teachers looking to improve their professional knowledge. Matthew Zbaracki is State Head of Victoria in the National School of Education at ACU, Melbourne.
Children’s Literature in the Classroom
by Matthew D. ZbarackiChildren′s literature is a powerful resource that can inspire a young reader’s lifetime love of reading, but how can you ensure that your literacy teaching uses this rich creative world to its fullest? This book gives pre-service primary teachers an in-depth guide to each major type of children′s book, examining the form, structure and approach of each. From fairy tales and non-fiction to picture books and digital texts, learn what qualities underpin outstanding children′s literature and how you can use this to inspire rewarding learning experiences in your classroom. Key features: Each chapter is full of key book recommendations to help you select excellent age-appropriate texts for your learners An international focus across English-language publishing, covering key books from Australian, US and UK authors A special focus on Australian indigenous children′s literature Busting popular myths about children′s literature to give you a deeper understanding of the form Evaluation criteria for every genre, helping you to recognise the qualities of high quality books This is essential reading for anyone training to teach in primary schools and qualified teachers looking to improve their professional knowledge. Matthew Zbaracki is State Head of Victoria in the National School of Education at ACU, Melbourne.
Children’s Literature, Briefly (4th edition)
by Michael O. Tunnell James S. JacobsAre you looking for a brief introduction to children's literature genres that leaves time to read actual works of children's literature? This new, significantly revised and streamlined edition of Children's Literature, Briefly introduces the reader to the essential foundations of each children's literature genre, supported by practical features and tools to suggest quality books and activities to advance literacy in the classroom. As new teachers build their classroom library, the brevity of this affordable new edition ensures readers have the resources to purchase and time to read actual children's literature. The goal of this text, then, is to provide a practical overview of children's books, offering a framework and background information while keeping the spotlight on the books themselves.
Children’s Multilingual Literacy: Fostering Childhood Literacy in Home and Community Settings (International Perspectives on Early Childhood Education and Development #31)
by Pauline Harris Cynthia Brock Elspeth McInnes Bec Neill Alexandra Diamond Jenni Carter Ufemia Camaitoga Meresiana Krishna Eleni GiannakisThis book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children’s homes and communities in Fiji. This project contributed to building sustainable local capacity in communities without access to early childhood services, so as to promote preschool children’s literacy development in their home languages and English. The book includes rich descriptions of the young children’s lived, multilingual literacy practices in their home and community contexts. This work advances research-based practices for fostering young children’s multilingual literacy and building community capacity in a post-colonial Pasifika context; further, it shares valuable insights into processes and complexities that are inherent to multiliteracy and cross-cultural research.
Children’s Picture Books about Refugees and Campbell’s Monomyth (Palgrave Studies in Education, Culture, and Politics in Children’s Picture Books)
by Margaret Baguley Martin Kerby Alison Bedford Eseta TualauleleiThis book explores the portrayal of refugee experiences in children&’s picture books using insights from Joseph Campbell&’s The Hero with a Thousand Faces. Chapter 1 considers this emerging genre of children&’s literature within its social and educational context and explains how the narratives embedded within these books were examined. Chapter 2 cites key studies in the field of children&’s picture books about refugees to uncover common narrative arcs, characterisations, themes and educative value. Remaining chapters detail the three core elements of Campbell's canonical narrative arc to review how the experience of refugees is presented in modern picture books using this familiar narrative structure as a means of exploring a humanitarian issue with overt political overtones. In so doing, the authors employ an innovative means of analysing picture books that deal with refugees by positioning them within a familiar narrative arc that belies the fear of difference they may otherwise represent.
Children’s Play in Literature: Investigating the Strengths and the Subversions of the Playing Child (Studies in Childhood, 1700 to the Present)
by Joyce E. KelleyWhile we owe much to twentieth and twenty-first century researchers’ careful studies of children’s linguistic and dramatic play, authors of literature, especially children’s literature, have matched and even anticipated these researchers in revealing play’s power—authors well aware of the way children use play to experiment with their position in the world. This volume explores the work of authors of literature as well as film, both those who write for children and those who use children as their central characters, who explore the empowering and subversive potentials of children at play. Play gives children imaginative agency over limited lives and allows for experimentation with established social roles; play’s disruptive potential also may prove dangerous not only for children but for the society that restricts them.
Children’s Vegetarian Culture in the Victorian Era: The Juvenile Food Reformers Press and Literary Change (Routledge Environmental Literature, Culture and Media)
by Marzena KubiszThis book fills a unique gap in the research on the cultural history of vegetarianism and veganism, children's literature and Victorian periodicals, and it is the first publication to systematically describe the phenomenon of Victorian children’s vegetarianism and its representations in literature and culture.Situated in the broad socio-literary context spanning the late nineteenth century and early twentieth century, the book lays the groundwork for contemporary children’s vegan literature and argues that present ethical and environmental concerns can be traced back to the Victorian period. Following the current turn in contemporary research on children, their experience and their voices, the author examines children’s vegetarian culture through the prism of the periodicals aimed directly at them. It analyses how vegetarian principles were communicated to children and listens to the voices of children who were vegetarians, and who tested their newly formed identity in the pages of three magazines published between 1893 and 1914: The Daisy Basket, The Children’s Garden and The Children’s Realm. This book will appeal to the growing body of researchers interested in the social, cultural and literary aspects of vegetarianism and veganism, human–animal relations, childhood studies, children’s literature, periodical studies and Victorian studies.
Chilean Cinema in the Twenty-First-Century World (Contemporary Approaches to Film and Media Series)
by Carl Fischer María Helena Rueda María Paz Peirano Carolina Urrutia Neno Camilo Trumper Paola Lagos Labbé Jonathan Risner Moisés Park María Angélica Franken Arturo Márquez-Gómez Vania Barraza Mónica Ramón Ramón Ríos Claudia Bossay María Constanza Vergara ReyesFocusing on films from Chile since 2000 and bringing together scholars from South and North America, Chilean Cinema in the Twenty-First-Century World is the first English-language book since the 1970s to explore this small, yet significant, Latin American cinema. The volume questions the concept of "national cinemas" by examining how Chilean film dialogues with trends in genre-based, political, and art-house cinema around the world, while remaining true to local identities. Contributors place current Chilean cinema in a historical context and expand the debate concerning the artistic representation of recent political and economic transformations in contemporary Chile. Chilean Cinema in the Twenty-First-Century World opens up points of comparison between Chile and the ways in which other national cinemas are negotiating their place on the world stage. The book is divided into five parts. "Mapping Theories of Chilean Cinema in the World" examines Chilean filmmakers at international film festivals, and political and affective shifts in the contemporary Chilean documentary. "On the Margins of Hollywood: Chilean Genre Flicks" explores on the emergence of Chilean horror cinema and the performance of martial arts in Chilean films. "Other Texts and Other Lands: Intermediality and Adaptation Beyond Chile(an Cinema)" covers the intermedial transfer from Chilean literature to transnational film and from music video to film. "Migrations of Gender and Genre" contrasts films depicting transgender people in Chile and beyond. "Politicized Intimacies, Transnational Affects: Debating (Post)memory and History" analyzes representations of Chile’s traumatic past in contemporary documentary and approaches mourning as a politicized act in postdictatorship cultural production. Intended for scholars, students, and researchers of film and Latin American studies, Chilean Cinema in the Twenty-First-Century World evaluates an active and emergent film movement that has yet to receive sufficient attention in global cinema studies.
Chimariko Grammar: Areal and Typological Perspective
by Carmen JanyThe Chimariko language, now extinct, was spoken in Trinity County, California. This reference grammar, based on data collected by Harrington in the 1920's, represents the most comprehensive description of the language. Written from a functional-typological perspective this work also examines language contact in Northern California showing that grammatical traits are often shared among genetically unrelated languages in geographically contiguous areas.
Chimeras of Form: Modernist Internationalism Beyond Europe, 1914–2016 (Modernist Latitudes)
by Aarthi VaddeIn the years following World War I, the “international” emerged as a distinct scale of political and cultural focus. Internationalisms proliferated in kind as writers and thinkers sought to imagine modes of cooperation that would balance transnational solidarities with national sovereignty. While so-called political realists across the twentieth century have regarded such attempts as wishful thinking, Aarthi Vadde argues that the negotiation of wishing and thinking is at the very heart of internationalism. In Chimeras of Form, she shows why modernist literary form is essential to understanding the aspirational and analytical force of internationalism in and beyond Europe.Major writers such as Rabindranath Tagore, James Joyce, Claude McKay, George Lamming, Michael Ondaatje, and Zadie Smith use modernist strategies to reshape how readers think about the cohesion and interrelation of political communities in the wake of empire. Vadde lucidly explains how their formal experiments with the novel, short story, poetry, and political essay contribute to and sometimes even anticipate debates in postcolonial theory and cosmopolitanism. She reads Joyce’s use of asymmetrical narratives as a way to ask questions about international camaraderie, and demonstrates how the “plotless” works of McKay and Lamming upturn ideas of citizenship and diasporic alienation. Her analysis of twenty-first-century writers Smith and Shailja Patel shows how ongoing conflicts around migration, displacement, and global economic inequality link modernist, postcolonial, and contemporary traditions of literature. Vadde brings these traditions together to reveal the dual nature of internationalism as an ambition, possibly a chimeric one, and an actual political discourse vital to understanding our present moment.
China (Xist Kids Bilingual Spanish English)
by Xist PublishingBilingual Books for Babies & Toddlers Become a world explorer! This Discover Series picture book brings the world to your door. Introduce your child to the beautiful art and architecture of China. Each of the 23 photos in this book are crisp and clear with a simple title beneath the image. Used as a jumpstart for interaction, Discover Series Picture Books are a great way to introduce new images, words and ideas to babies and toddlers. Bilingual Discover Series books feature both English and Spanish words to introduce language learners to new vocabulary. Each page features a professionally photographed object with a simple title beneath it. Libros bilingües para bebés y niños pequeños ¡Conviértase en un explorador mundial! Este libro de imágenes Discover Series trae el mundo a tu puerta. Presente a su hijo al hermoso arte y arquitectura de China. Cada una de las 23 fotos de este libro son nítidas y claras con un título simple debajo de la imagen. Utilizado como un salto para la interacción, Discover Series Picture Books son una gran manera de introducir nuevas imágenes, palabras e ideas a los bebés y niños pequeños. Los libros bilingües de Discover Series cuentan con palabras tanto en inglés como en español para introducir a los aprendices de idiomas en un nuevo vocabulario. Cada página presenta un objeto fotografiado profesionalmente con un título simple debajo de él.
China Complex
by Shouhua QiFor more than a century, the United States and China have been partners in an occasionally graceful--but often awkward--cultural-political tango. In this insightful narrative, Shouhua Qi, part of a new generation of scholars whose life experiences in China and the West serve as the basis for an acute analysis of cross-cultural perceptions, weaves literary and cultural criticism together with journeys across time, politics, and popular culture. Part memoir, Qi reveals the China complex as a manifestation of the search for meaning at many levels: personal, national, and global. With the future of the U.S. and China so intertwined now more than ever before, Qi's cogent assessment of the interpersonal foundations of the US-China relationship in the twenty-first century is a must-read.