THE 22ND BIENNIAL CONGRESS OF IRSCL Held by the International Forum for Research in Children’s Literature, Institute of Humanities & Creative Arts, at the University of Worcester

Saturday 8 August - Wednesday 12 August 2015

INDIVIDUAL PAPERS 90 NOTES 91 92 AISAWI, SABAHNES Panel B1, Sunday 9 August 11.30-13.00 Narrating the Disabled Body: A Study of Canadian Young Adult Fiction

Abstract: Alongside the movement century. These views are reflected bodies. The paper aims at placing towards acknowledging the in contemporary fiction which selected contemporary Canadian rights of people with disabilities often tells stories of young adult young adult novels within the in Canada, there arose a current characters going through a double theoretical background of literary of literature dealing with young crisis-- that of adolescence and disability studies (mainly those disabled protagonists struggling of striving for a reconciliation by Mitchell and Snyder, Barker to fit in their societies. Views with their physical or cognitive among others) in order to show combating stereotypical ideas of disabilities. Such struggle is central how the protagonists tell their ableism and normalcy developed to the narrative; it is shown to stories of identity formation and in the latter part of the twentieth entail a hard attempt to gain inner reconciliation with their century and became evident acceptance in societies that are still disability on one side and with at the turn of the twenty-first dominated by images of ‘normal’ their societies on the other.

Biography: Dr. Sabah A. Aisawi is an associate professor of children’s literature at the University of Dammam, Kingdom of Saudi Arabia. She is the first scholar to be granted a degree in this field in 1995. Dr. Aisawi has been a Post-doctoral Research Fellow at the International Centre for Research in Children’s Literature, Literacy and Creativity, Worcester University, England in 2009 and at CRYTC, University of Winnipeg, Canada in 2012. Her published works include a number of articles both in English and Arabic and a book in her native language. Her latest publication is: “Perspectives on Nature in Contemporary Arabic Picturebooks.” Looking Out Looking In: National Identity in Picturebooks of the New Millennium. Ed. Ase Marie Ommundsen. Oslo: Novus, 2013. Pp 29-44.

AKAHANE, NAOMIES Panel C29, Wednesday 12 August 09.30-11.00 The disappearance of childhood and reconsidering it in Japan

Abstract: What is necessary for idea in the minds of adults. are subjected to “the endless children to spend childhood like labor” of education and suffering a child? Many people may feel In Japan, during the 1910s and from much stress like adults. that children have passed out of 1920s children who were called sight today. In this paper I would “childlike child (kodomorashii So what I see at my working like to compare some students kodomo)” were seen as a symbol elementary school as a school who are in Japanese elementary of child’s image. The image of child counselor is many little adults but school to the character of was lovely, playful and innocent. not “childlike child.” To my eye, Japanese fantasy novel, Brave On the other hand, the fact of children are striving to be an ideal Story by Miyuki Miyabe and find the matter was that many adults child for their parents. In addition, I out the meaning of childhood. desired them to be a “yutosei”, know some parents who are lacking This novel was translated which means superior student. their parental attitude, or they into English and awarded the are too busy to notice their child’s American Library Association’s Mark Jones (2010) suggests that state of mind. Adults gave a child Batchelder Award in 2008. after World War II, the ideal of childhood once. However, children the yutosei, or superior student, have come to have to reconstruct As you know, the modern notion gained the support of families, their childhood by themselves. of a child didn’t exist in the Middle and society, in the nation across Japanese children face various Ages. According to Philip Aries, the twentieth century in Japan. difficulties to live like a child, a special condition known as Contemporary Japanese childhood both in the reality and the childhood was found in the early is known throughout the world as fantasy. I examine how they make modern period, resulting in a an examination hell. As pointed themselves childlike children, concept of family which produced out by some investigators, and what is helping them for a new relationship to distinguish for instance Norma Field, in constructing their childhood. a child from an adult. Childhood the case of Japan, childhood is was made as a child image and disappearing because children 93

Biography: Naomi Akahane is a graduate student at Ferris University in Japan and works at a psychiatric service and two of elementary schools in Tokyo as a clinical psychologist. Her interests lie in the mutual effect of children and adults through picture-book reading from the viewpoint of developmental psychology. Also she is concerned with psychological depiction in much of children’s literature. She has written articles in Japanese for the Bulletin of the Association for Studies of Picture Books, and Research in Lifespan Developmental Psychology, and published an article about Beatrix Potter for BOOKEND.

ALACA, ILGIM VERYERI Panel M22, Monday 10 August 11.30-13.00 Animated Turkish Lullabies: Re-Contextualizing the Intangible Cultural Heritage via New Adaptations, Educational Television Content, Experimental New Media

Abstract: This research aims to Lullabies being known as the of the 21st century in Turkey. investigate different means for combination of folkloric literature Correspondingly, this study aims preserving folkloric qualities of and music based on a narrative to bring a further argument to lullabies by new media while form transformed within the contemporary artists and designers seeking evolving associations context of traditional Turkish via a workshop to foster the between children and intangible arts. The original aim for singing question, “How lullabies can be cultural heritage in contemporary a lullaby in Turkey, besides its reinterpreted today?”. On this Turkey and beyond. The case study therapeutic effect and facilitating wise, two-phases of workshops selected for this research is “Bizim function to put the baby to will be made (former one with Ninniler” (Our Lullabies) which is sleep, is generally described as designers, and latter with children). an animated cartoon program with narrating a cultural memory and First workshop will be made in collaboration with Amber Art and Technology Platform (http:// www.amberplatform.org/en/), and StudioX (http://www.studio- xistanbul.org/en/) to explore how designers and animation artists interpret the traditional Turkish lullabies within the context of new Figure 1. “Bizim Ninniler” (Our Lullabies), TRT Çocuk technologies (e.g. game design) (Turkish National Channel for Children), 2012. and experimental imagery. Second phase of the workshop aims to twelve episodes of music videos whispering a desired future to the engage Turkish children between created for introducing selected child’s ear. However, regarding the ages of 4-to-5-year-old and lullabies to children, and being their content, Turkish lullabies their caregivers in a dialogue broadcasted on TRT Çocuk (Turkish transmit life stories and longings in which they will experience National Channel for Children) of adults rather than children. the selected output from the since 2012. The program brought design workshop, additional a new way of interpretation of This study questions to what to the televised lullabies. The lullabies by incorporating them extent “Bizim Ninniler” succeeds participant children will be asked with animated pictures. Traditional in transferring cultural heritage as to describe or picture what they cultural elements that the national an educational television content experienced, and they will be audience would be familiar with in terms of the visual preferences observed in terms of how they were adopted as visual narrative used (e.g. representation of react while being exposed to components such as miniature art, mother, the use of animal figures, different adaptations of lullabies. marbling, illumination, and motives and gender portrayals) in regards of Turkish ornaments (Figure 1.) to their implications for children

Biography: Ilgim Veryeri Alaca is an Assistant Professor at Koç University. She holds MFA in Art and Design from University of Illinois at Urbana-Champaign and PhD in Art from Hacettepe University. Her research on Flexographic Artists’ Books appeared in Leonardo (MIT Press). She contributed to The Routledge Companion to International Children’s Literature in relation to picturebooks from Turkey (forthcoming). E-mail: [email protected] Koc University Picturebook Studies: https://kure.ku.edu.tr/ Web: www.ilgimveryerialaca.com 94 ALSTON, ANN Panel B10, Sunday 9 August 14.15-15.45 ‘When something is wrong we write it.’ Presenting FGM in Rita Williams-Garcia’s No Laughter Here (2004)

Abstract: Teenage fiction is violent terms: ‘If I bloom, someone writing that hope is rekindled. The renowned for addressing the taboo. will try to pick me. Yank me from book begins with Akilah awaiting Rita Williams Garcia in No Laughter my stem and ¬–‘. The silence, Victoria’s letter from Nigeria that Here begins to fill a void in teenage emphasised by the dash, is fitting, never comes, it charts the change literature with her depiction of as like her friend Victoria, Akilah, in Victoria’s writing when she FGM. This paper addresses the is not truly aware of what will returns to school and pens tiny power of writing, the strength of happen to her when she becomes, rather than ‘fat dotted I’s and J’s.’ the young independent girls and as everyone tells her she must, ‘a It is on the internet that Akilah the difficulties of presenting a lady’. The girls in this text face, in finally learns what FGM involves topic as sensitive and violent as different measures, constriction and how widely practised it is, it FGM in order to raise awareness and violence as their cultures is through email that Victoria and while balancing this within the construct their identities as ‘ladies’. Akilah explain themselves to each constraints of teenage literature. On Victoria’s return home, Akilah other and rekindle their friendship, notes that the cars coming up the and it is through writing that they It is almost in the genre of a road are reminiscent of a funeral hope not only to stay together detective novel that Akilah, a ten procession; tellingly the teacher after their physical separation year old African American girl, tries ‘stuck a green pushpin in the heart imposed by Victoria’s mother, but to unravel the mystery, emphasised of Nigeria’ to mark Victoria’s trip, to raise awareness of FGM. Writing by the book’s blurb, of ‘What’s and Victoria utters under her marks the beginning of change; wrong with Victoria?’ The reader, breath that she went there to ‘die’. the story must be told. Williams- is given clues, as the narrative There seems little hope; Victoria Garcia’s No Laughter Here marks progresses. Akilah, faced with and Akilah are barely speaking the beginning of this storytelling upcoming puberty describes it in and silence pervades. It is through venture to instil change.

Biography: Dr Ann Alston, is Senior Lecturer at the University of the West of England, Bristol, where she specialises in children’s literature. Her work covers nineteenth- and twentieth- century children’s literature and has to date focused on the construction of the family. Ann Alston is the author of The History of the Family in English Children’s Literature (Routledge, 2008) and has co-edited and contributed an essay for Roald Dahl: A Casebook (PalgraveMacmillan, 2012).

ANDREWS, MAGGIE Panel H8, Sunday 9 August 11.30-13.00 Myths and Memories of Motherhood in Children’s Literature of Evacuation (1940-1985)

Abstract: The evacuee is a familiar complex histories of evacuation (N. Bawden 1973) and Goodnight iconic, even mythical image of and of the women whose domestic Mister Tom (M. Magorian 1981). It Britain in the Second World War. lives bore the brunt of this will be suggested that such texts Thousands of children, with gas particular government policy. have a tendency to discursively masks, suitcases and labels on construct mothers or foster- waiting at railway stations to This paper will tease out some of mothers as providing inadequate be evacuated to the safety of the glancing references to, silences emotional and physical care for the countryside and away from about or portrayals of mothers children. This is symptom perhaps aerial bombing, remain one of in texts both written during the of the discourses and practices of the dominant cultural memories Second World War and the period motherhood and domesticity that of the era. These are images that that followed. These will include were stretched, challenged and can be utilized as a basis for one for example: Children of Kidillin reinvented in the middle of the of the familiar narrative tropes (W. Blyton 1940) Vackies (V.M. twentieth century as children’s of children‘s literature – children Methley 1941), I go by Sea, I go emotional welfare became roaming free from parental by Land (P. L. Travers 1941), The increasingly culturally prioritised. supervision. Such representations Lion the Witch and the Wardrobe of the past however eclipse more (C.S. Lewis 1950), Carrie’s War 95

Biography: Maggie Andrews is Professor of Cultural History at the University of Worcester whose work covers twentieth century Britain. She has published extensively on domesticity, femininity, remembrance and the WWI and WW2 Home Fronts; most recently The Home Front: Images, Myths and Forgotten Experiences (Palgrave Macmillan 2014) edited jointly with Janis Lomas. She has over twenty-five years’ experience of working in higher, further and adult education and a strong record of public engagement with archives, museums, the BBC and community groups. AQUINO, LALAINE YANILLA Panel B3, Monday 10 August 11.30-13.00 The Filipino Child’s Rights as Represented in Philippine Children’s Stories: A Comparative Analysis Using Critical And Cognitive Stylistics

Abstract: Using critical and period/event (e.g., the Japanese rights and well-being at the word, cognitive stylistics, it aims to occupation during the Second sentence, and discourse levels. The analyze how twenty selected World War), stories about children use of both critical and cognitive Philippine children’s stories who are differently abled (e.g., stylistics allows for the analysis represent, depict, and promote blind, deaf), and stories about not only of the ideology pertaining the Filipino child’s rights and children suffering from some kind to children’s rights and well-being well-being. The stories include a of abuse (e.g. sexual, verbal). Since but also of the effectiveness of series on children belonging to the stories are written by various the writers’ style in making such Philippine cultural minorities, a authors, the paper aims to compare ideology clear and comprehensible series on children’s lives during and contrast how the writers to their target readers. a particular Philippine historical represent and depict children’s

Biography: Lalaine F. Yanilla Aquino is a professor at the University of the Philippines (UP) where she teaches Children’s Literature at the undergraduate and graduate levels. She was once president of KUTING, an organization of writers for children, and a recipient of the UP Centennial Professorial Chair. Two of her internationally published articles are “Establishing Ties That Bind: Implementing a Literature-Based Literacy Curriculum,” which appeared in Exploring Children’s Literature and “Of ‘Good Intentions’ and a Pedagogy of Possibilities: ELT in the Philippines and Its Effects on Children’s Literacy Development,” which appeared in English Language as Hydra. ARIZPE, EVELYN Panel B9, Sunday 9 August 16.15-17.45 Precarious Childhoods: Critique, hope and survival

Abstract: This paper will address carer role is reversed as adults are literacy, in this paper I will both the themes of child well- either absent, powerless, corrupt consider how these authors and being and of the creation of or naïve and an undercurrent illustrators make use of traditional childhoods through narrative, of violence, both physical and fairytale structures, poetry and poetry and illustration by mental, permeates the narratives the affordances of the picturebook discussing picturebooks about and shatters any ideal notions of format to invite the reader to children living in situations of childhood. Whether the situations move between wonder, empathy, precariousness as a result of are rural or urban, the children pity, fear and horror and, perhaps, poverty, insecurity and violence. live in a kind of limbo, victims of to a greater awareness of social abuse, drugs, kidnapping and even injustice. I will look at the different The four picturebooks discussed possible murder from which there forms in which humour and agency in this paper are written and seems to be no real escape. These appear in these bleak situations illustrated by authors and books are the following: Camino a where there seems to be little illustrators from five different casa by Jairo Buitrago (ilustrated by room for traditional happy endings. countries and portray four different Rafael Yockteng); The Girl in Red, I will also discuss how imagination, cultural contexts yet they all reflect by Aaron Frisch (2013, illustrated creativity and play are related to contemporary children living in by Roberto Innocenti); Diente resilience and hope and where they spaces that threaten the very de leónby María Baranda (2012, take both the characters and the foundations of a child’s well-being: illustrated by Isidro Esquivel) readers. Like the children within food, shelter, safety. The critique of and Los niños del mar by Jaume the books who must find their own societies which are creating these Escala (illustrated by Carmen Solé ways to survive, readers of these precarious childhoods is sharp Vendrell). Using the frameworks of texts will need to find their own and uncompromising.The adult cognitive criticism and emotional ways to survive these readings. 96

Biography: Evelyn Arizpe is a Senior Lecturer at the School of Education, University of Glasgow, where she coordinates the MEd Programme in Children’s Literature and Literacies. She has taught and published widely in the areas of literacy and children’s literature. She has co-authored and co-edited books, such as, with Morag Styles, Children Reading Pictures: Interpreting visual texts (Routledge 2003). Evelyn led the international research project Visual Journeys on the responses of immigrant children to Shaun Tan’s wordless narrative, The Arrival (Arizpe, E., Colomer, T. and Martínez-Roldán, C. 2014 Visual Journeys through Wordless Narratives: An international inquiry with immigrant children and The Arrival. Bloomsbury Academic). ASHITAGAWA, YUKO Panel C1, Wednesday 12 August 09.30-11.00 In Answer to Peter and Wendy’s Problem: Childhood and Growth in Tom’s Midnight Garden and When Marnie Was There

Abstract: This paper attempts are about to change, while there is childhood. The protagonist in each to consider the problematic also some essential childlikeness novel is also a child, and he or she relationship between childhood that is common to all children. learns about both childlikeness and and growth through analysis of Peter and Wendy tries to solve this growth through the interaction some British children’s literature dilemma by dividing the children with the ghostly friend. The two texts. Childhood is defined as into two parties: those who grow novels are regarded as fantasies, opposed to adulthood, and growth up, and the one who never grows whose similarity has often been is supposed to connect the two, up. However, there are other ways noted, but the analysis of the but the notion of childhood often to address this problem or to notion of childhood will offer a entails growth as well. Thus J. M. create childhood that embraces fresh point of view and highlight Barrie’s Peter and Wendy (1911), growth and sameness. This paper some differences. At the same which may be read as a text that will focus on Philippa Pearce’s time, the fact that childhood and is concerned with the relationship Tom’s Midnight Garden (1958) and growth can only be connected between childhood and adulthood, Joan G. Robinson’s When Marnie through a ghostly figure suggests depicts childhood in two Was There (1967) to examine how the difficulty of solving Peter and contradictory terms: growth and each presents a ghostly child Wendy’s problem, which lies at sameness. It is based on the view who functions in its own way to the heart of children’s literature. that children are growing up and combine change and permanent

Biography: Ashitagawa Yuko is an associate professor at Bunkyo University in Japan and a member of CIRCL (Graduate Centre for International Research in Childhood: Literature, Culture, Media). Her publications include “Difference in Similarities: ‘Little Daylight’ and ‘The Light Princess’” (A Noble Unrest: Contemporary Essays on the Work of George MacDonald. Ed. Jean Webb. Cambridge Scholars Publishing, 2007. pp.44-58) and “Can Fantasy Be More Real than Reality?: The Fantastic, The Realistic, and Textuality in Literary Criticism” (Pennsylvania Literary Journal, Summer 2009. pp.14-25). DE ATAIDE, DAYSE PAULINO Panel C13, Wednesday 12 August 09.30-11.00 The Representation of work and the construction of Identities in Os Colegas and Oliver Twist

Abstract: The article which will because, at least somewhat, what the two languages in educating be submitted is for the theme they read is related to the reality readers. Thus, through this article, “Creating Childhood through that they face daily. From this important issues – work and narrative”. In relation to my work, perspective, this paper aims to identity− will be raised, related it is justified because, as Candido explain the way in which the work not only to young readers, but to (1972) said, Literature humanizes is represented and the identities the entire population. Then, I will us in the most profound sense are built up from two works, one try to demonstrate, briefly, how because it makes live. The same Brazilian and one English: Os these books can be approached in happens with children’s and youth Colegas, by Lygia Bojunga Nunes the teaching of Literature in the literature, which lead children and and Oliver Twist, by Charles Dickens final stages of Elementary School, adolescents to identify with the This shows that it is possible using some methodologies based issues raised by the literary work to develop a project involving on Jauss’ theory of Aesthetics.

Biography: Dayse Paulino de Ataide, from Federal University of Technology – Curitiba Campus. I have been studying at this institution since 2011 and this paper is very important to show that my work is relevant to the English and Portuguese Literature Teaching’s scenario. 97 AZIZ, FATEHA Panel C17, Wednesday 12 August 09.30-11.00 Narratives of Reconstruction: Metamodern Agency in Selected Terry Pratchett’s Children’s Fiction

Abstract: This paper examines (2001) and Nation (2008), the also oscillate between states of selected children’s fiction by child and childlike characters powerfulness and powerlessness Terry Pratchett using the theory realise that many metanarratives but manage nonetheless to of metamodernism, a current such as conventional social construct their own sense of structure of feeling that oscillates systems and political constructs agency. At the end of stories, between a typically modern that make up their society have the characters all look forward commitment and a markedly resulted in dire consequences. to the future with a hopeful postmodern detachment. It To solve conflicts, the characters eye, but one that is aware of explores the portrayal of the child take the existing systems, possible dire ramifications and characters and the experience deconstruct and then reconstruct thus in the metamodern spirit, of childhood when faced with them into new solutions. To become prepared to continuously conflicts brought on by the achieve reconstruction, they first deconstruct and reconstruct current modernity which is shaped oscillate between the existing the world as they go. This paper by geopolitical, financial and ways and their doubt towards attempts to formulate a new way ecological conflicts. In Johnny and it, as well as between childhood to portray and analyse childhood the Bomb (1996), The Amazing and responsibilities that children in the metamodern epoch, as Maurice and His Educated Rodents do not normally undertake. They portrayed in the selected books.

Biography: Fateha Aziz is currently writing her doctoral thesis, a metamodern reading of Terry Pratchett’s children’s fiction at the University of Worcester, UK under the supervision of Professor Jean Webb. Apart from her thesis, she is currently building her own corpus of research on Terry Pratchett’s children’s titles particularly, as well as on the metamodern approach in contemporary children’s literature. Her other literary research interests include 21st century literature, the grotesque, the concept of death, masculinity, and familial disruption in children’s literature.

BAYKAL, GOKCE ELIF Panel M22, Monday 10 August 11.30-13.00 Animated Turkish Lullabies: Re-Contextualizing the Intangible Cultural Heritage via New Adaptations, Educational Television Content, Experimental New Media

Abstract: This research aims to twelve episodes of music videos were adopted as visual narrative investigate different means for created for introducing selected components such as miniature art, preserving folkloric qualities of lullabies to children, and being marbling, illumination, and motives lullabies by new media while broadcasted on TRT Çocuk (Turkish of Turkish ornaments (Figure 1.) seeking evolving associations National Channel for Children) Lullabies being known as the combination of folkloric literature and music based on a narrative form transformed within the context of traditional Turkish arts. The original aim for singing a lullaby in Turkey, besides its Figure 1. “Bizim Ninniler” (Our Lullabies), TRT Çocuk therapeutic effect and facilitating (Turkish National Channel for Children), 2012. function to put the baby to sleep, is generally described as between children and intangible since 2012. The program brought narrating a cultural memory and cultural heritage in contemporary a new way of interpretation of whispering a desired future to the Turkey and beyond. The case study lullabies by incorporating them child’s ear. However, regarding selected for this research is “Bizim with animated pictures. Traditional their content, Turkish lullabies Ninniler” (Our Lullabies) which is cultural elements that the national transmit life stories and longings an animated cartoon program with audience would be familiar with of adults rather than children. 98

This study questions to what reinterpreted today?”. On this wise, of the workshop aims to engage extent “Bizim Ninniler” succeeds in two-phases of workshops will be Turkish children between the ages of transferring cultural heritage as an made (former one with designers, and 4-to-5-year-old and their caregivers educational television content in latter with children). First workshop in a dialogue in which they will terms of the visual preferences used will be made in collaboration with experience the selected output from (e.g. representation of mother, the Amber Art and Technology Platform the design workshop, additional to use of animal figures, and gender (http://www.amberplatform.org/ the televised lullabies. The participant portrayals) in regards to their en/), and StudioX (http://www. children will be asked to describe or implications for children of the 21st studio-xistanbul.org/en/) to explore picture what they experienced, and century in Turkey. Correspondingly, how designers and animation artists they will be observed in terms of how this study aims to bring a further interpret the traditional Turkish they react while being exposed to argument to contemporary artists lullabies within the context of new different adaptations of lullabies. and designers via a workshop to foster technologies (e.g. game design) and the question, “How lullabies can be experimental imagery. Second phase

Biography: Gokce Elif Baykal is PhD student at Koç University in Design, Technology and Society Graduate Program. Graduate of Sabancı University, Visual Arts and Visual Communication Design masters program, she carries on practice based research on children’s media. Works as a screenwriter for children’s animations such as Nane ile Limon (Mint and Lemon), and Bulmaca Kulesi (Riddle Tower) broadcasted in TRT Çocuk (National Channel in Turkey for Children) since 2008. E-mail: gbaykal13@ ku.edu.tr Web: https://www.behance.net/GokceElifBaykal BEAUVAIS, CLÉMENTINE Panel C29, Wednesday 12 August 09.30-11.00 Speeding Through Childhood: Precocious Children and Impatient Adults

Abstract: The cult of precocity in for Peace in 2014 being attributed as an investment which should childhood is as ancient as the myth to Malala Yousafzai. In children’s yield returns early on. Thirdly, there of Herakles strangling two snakes in books, intellectually precocious or is a notion that the integrity of the his cot as a newborn; but it is really unusually mature children are legion, concept of childhood itself might be in the twentieth century that adults and the omnipresence of the figure at risk if it is ‘wished away’ so soon began to attach particular importance of Matilda in particular as an icon of – a problematic notion, of course, to children exhibiting skills ‘ahead literary festivals and library posters which essentialises ‘childhood’, of their age’, and investing into reflects the admiration still attributed but which must be considered. specific educational courses for to this character, and the genuine them, in particular in the UK and the impression that such mythologised In this talk I discuss these concerns USA. At the same time, narratives children can change the world. and attempt to theorise our current of extraordinary child precocity discomfort with child precocity, in began to emerge – from a spate of However, in parallel, there are relation both to children’s literature, extremely young writers in the first palpable concerns in educational and to a sociological, educational and half of the twentieth century, which discourses concerning ‘real’ children journalistic corpus which also creates triggered the longest of Roland identified as precocious (which I narratives of child precocity. I argue Barthes’ famous ‘Mythologies’ – to distinguish here from the slightly that the precocious child figure is a the systematic media coverage of different term of ‘gifted’). A first particularly powerful contemporary ever-younger candidates to Oxbridge. preoccupation is for the wellbeing myth because it unites a very of the child, which is identified as pragmatic, market-based approach to While such anecdotes can make it at risk when special educational education (again, in the UK and the sound like precocious children have methods are put into place to USA) with the remnants of genuine become no more than clicking baits, accelerate intellectual development. utopianism and romantic hope in narratives of child precocity also A second concern revolves around the child-rearing. Precocious children, we contribute to the growing feeling that ideological stance which subsumes think, will turn into super-adults; and children can have actual power on the cult of precocious children: it they will save us. But can we sacrifice the world, with such organisations is seen by some as partaking in the (their) childhood in this aim? Such as TEDTalks opening specific events capitalist turn in education in the are the ethical and philosophical for teenagers, and the Nobel Prize UK and the USA, treating the child quandaries that I explore in this talk.

Biography: I am a Junior Research Fellow at Homerton College, Cambridge, researching contemporary constructs of child ‘giftedness’ in the UK and the USA. My approach is multidisciplinary, at the intersection of literary theory, philosophy of education, sociology of childhood and cultural sociology. 99 BECHER, DOMINIK Panel C28, Wednesday 12 August 11.30-13.00 But all the magic I have known…Definitions of Magic

Abstract: Academic definitions revisits academic concepts of The presentation includes an of magic provide a rich reservoir magic. It structures the academic extensive glossary of academic of meaning for the understanding discourse of child-centred magic definitions of magic. It argues for of childhood and children’s definitions into a vitalistic discursive magic definitions as literature. Especially in criticism of strain, encompassing J. Frazer, A. appropriate contemporary mode fantasy literature these definitions van Gennep and S. Tambiah. It of dealing with magic. In this way frequently inform interpretations presents a psychological strain it circumscribes the responsibility of fictional magic – but the with positions of E.B. Tylor, S. of the academic in interpreting connection between childhood, the Freud and B. Bettelheim. The third magic and the literary element definition of magic and literature strain is that of literary criticism, of academic magic definitions runs much deeper and may even with E. Nesbit, M. Nikolajeva, themselves – in the words of Shel be complementary. To show J. Zipes as cornerstones from a Silverstein… but all the magic I have this closeness, the presentation wealth of other possible choices. known, I’ve had to make myself.

Biography: Dominik Becher is a research assistant at the University of Leipzig. He has worked as lecturer (English literature, children’s literature) and is organiser of interdisciplinary public lecture series (studium universale) and collaborates with Leipzig’s Children’s University. He has recently finished his PhD thesis Enchanting Children. Magic, Religion and Science in Children’s Literature (2015), variously published and edited, for example Becher, D. and Elmar Schenkel (eds). Kinder, Kinder! Vergangene, gegenwärtige und ideelle Kindheitsbilder. Frankfurt a.M.: Lang, 2013.

BELMIRO, CELIA ABICALIL Panel M13, Tuesday 11 August 09.30-11.00 One writer, three illustrators, four works of literature and many stories to tell

Abstract: Contemporary Brazilian edition, 2006, with of possibilities, the illustrations picture books require the active illustrations by the Mozambican of the other works maintain one participation of the images artist Malangatana, and Portuguese reading orientation presented by together with the verbal text in edition, 2008, with illustrations the verbal text, with a lesser degree order to organize the plot and by the Canadian Danuta of autonomy, while the shading constitute this contemporary Wojciechowska. The second text by the artist distances them from genre. Literary texts, when in is “O Gato e o Escuro” (The Cat the existing referentiality in the coexistence with illustrations, tend and the Dark): Portuguese edition, plot and brings them closer to the to undergo changes which are often 2001, with illustrations by Danuta metaphorical meanings created so profound that they come to Wojciechowska, and Brazilian by the writer. On the other hand, constitute entirely different types edition, 2008, with illustrations the use among the Canadian and of work and demand very specific by the Brazilian Marilda Castanha. Brazilian illustrators of their own readings. Thus, the presumption of They are, therefore, different significant tones and contrasts, a type of reader can vary, according editorial projects, both in Brazil which intensify or diminish the to the social, historical and cultural and Portugal. Not only is the style drama of the plot, can be observed. circumstances of production and of each illustrator singular, but Categories of visual arts (surface reception. The corpus of this study also the individual work bears and image), the theory of reading consists of two literary texts from the hallmark of their culture and (reader-model and presumption), the Mozambican writer Mia Couto, training. The book illustrated by and the Bakhtinian theory of which are demonstrated in four the Mozambican artist differs language (interdiscursivity), picture books, revealing the active radically from the illustrations serve as the theoretical basis for participation of each illustration of the other books, setting the the analysis of different ways in the reading orientation. The tone of open dialogue between of approaching and distancing first text is “O Beijo da Palavrinha” the two arts of literature and the between verbal and visual text. (The Kiss of the Little Word): visual arts. Despite the wealth 100

Biography: Celia Abicalil Belmiro is a Professor at the Federal University of Minas Gerais in Brazil and researcher in CEALE (the Centre for literacy, reading and writing), which investigates literary reading, reader formation, and the training of teachers to develop readers. BITTNER, ROBERT Panel B12, Sunday 9 August 11.30-13.00 Storytelling and the Process of Becoming in Teen Memoir

Abstract: Coming-of-age is a process youth readers: Rethinking Normal by nuanced complexities of such of becoming. Cardell & Douglas, Katie Rain Hill, and Some Assembly texts, especially in relation to for instance, note that “The child, Required by Arin Andrews. narrative studies and the act of along with his or her experiences, storytelling as a component of functions to explain the adult self As trans teen memoirs (by and identity formation (Reissman, that the subject becomes” (1). Within for teens) are a very recent 2002). I will utilize works of trans this paper, I will focus on coming of phenomenon, there have not yet theory and scholarship from age memoirs written by transgender been in-depth studies of them, Prosser, Halberstam, Stryker, and teens, for teens, which explore the specifically, but rather there works on childhood and memoirs process of discovering, accepting, has been more examination of by Elizabeth Marshall, Leigh and coming to terms with being memoir as an ideal genre for teen Gilmore, Kylie Cardell, and Kate trans. While there are not many readers (Kirby & Kirby, 2010). Douglas, in order to emphasize specifically trans memoirs written To theorize these recent literary links between memoir, fiction, by trans teens published through texts, I draw on previous work on and active identity formation traditional means, there is a history childhood and youth in memoirs through the creation of narratives. of trans youth working with online on a broad scale. Scholars such media such as youtube, blogs, and as Jay Prosser, Judith Halberstam, I will be using the following tumblrs (Poletti, 2011). Many trans and others have written on the two questions to guide my memoirs up until now have been subject of transgender/transsexual presentation: How does written by adult authors about their memoir written by adult authors. storytelling work as a part of own childhoods and adolescence (i.e. identity-making for young people Stone Butch Blues by Leslie Feinberg This paper will examine the in their journey of becoming? and A Queer and Pleasant Danger by recent phenomenon of trans In what ways are teen memoirs Kate Bornstein, among many others.) youth memoir, examining similar to and different from As of 2014, two memoirs by trans the multi-faceted scholarship memoirs written by and for adults? teens have now been published for necessary to fully understand the

Biography: Robert Bittner is a PhD Candidate and SSHRC Doctoral Fellow in the Department of Gender, Sexuality, and Women’s Studies at Simon Fraser University. His research—while broadly examining multiple aspects of LGBT literature, media, and culture—is focused on transgender youth and representation in literature for young adults. Robert’s most recent publication (2014) focuses on two-spirit identity in young adult literature, and can be found in Bookbird (52.1), a publication of the International Board on Books for Young People. BLAND, JANICE Panel H13, Sunday 9 August 11.30-13.00 ‘The world is a globe – the farther you sail, the closer to home you are’: Time Slip and Alternate History

Abstract: This paper considers contemporary London (King of the tidal wave that has destroyed works of young adult fiction Shadows) and Pratchett’s Great his nation. Because of the nature that play with time, the child in Pelagic Ocean in the nineteenth of these novels as time-slip (King history and the contemporary century (Nation). In the former of Shadows) and alternate history reader. The books King of Shadows a boy actor slips back in time to (Nation), the reader is always (Susan Cooper 1999) and Nation the Globe Theatre London and aware of the suggestiveness of the (Terry Pratchett 2008) invite the Elizabethan life, in the latter the alterations to history. As if really reader to enter a storyworld that shipwrecked aristocratic Daphne slipping through time, the reader takes place in Elizabethan and meets Mau, the sole survivor of shares the creation of playfully 101 historical childhoods from a affords a dialogue with the child books, a journey both inwards and contemporary vantage point – the representatives of these historical outwards. The alternate history fun but also the melancholy as periods and nations through the and time-slip tropes offer very the children first try to hold on lens of the present – and can be different takes on history, and to their own cultures, and are considered from a postcolonial, the intertextuality of the novels then distressed when they have gender and ecocritical perspective. brings home our embeddedness to leave their hybrid identities in different phases of time. The behind. However, the insights The ‘globe’ is pivotal for both journey into the past reveals the remain for the protagonists as books. Mau’s aphorism in Nation: integration of past and present well as reader. The juxtaposition ‘The world is a globe – the farther as necessary for a more profound of past and present, and different you sail, the closer to home you understanding of the present. concepts of human culture, are’ (p. 312) encapsulates what is and awareness of the present, arguably our journey through these

Biography: Janice Bland is a teacher educator, has worked in the English Departments of Duisburg-Essen, Hildesheim and Paderborn Universities, and as Interim Professor of English Language and Literature Teaching at Vechta University, Germany. Her research interests are children’s literature, language and literacy development in the second language, visual and critical literacy, intercultural learning and global issues in literature, drama methodology, and creative writing. Her most recent book is Bland, Janice 2013. Children’s Literature and Learner Empowerment. Children and Teenagers in English Language Education. Bloomsbury. Janice is joint editor of the peer-reviewed, open-access CLELEjournal: Children’s Literature in English Language Education http://clelejournal.org.

BRADFORD, CLARE Panel H18, Saturday 8 August 16.15-17.45 Graphic childhoods: Hybridity and history in Ubby’s Underdogs

Abstract: Discourses of race The Ubby’s Underdogs books are postcolonial studies, this paper in Australia have historically the first Aboriginal graphic novels considers notions of hybridity and distinguished themselves from for young people, and they feature cultural exchange, with a focus those of ethnicity, in what Peta the eponymous Ubby, a young on how the Ubby’s Underdogs Stephenson refers to as the Aboriginal girl who heads up the novels treat negotiations over “partitioning of ‘the Indigene’ “rag-tag group of misfits who spiritual and cultural beliefs and and ‘the immigrant’ in dominant make up the town’s smallest gang.” values. It explores the meanings Australian ideologies and policies” The gang members comprise a attributed to childhood in (2003). This artificial divide is microcosm of Broome society in these books, and the socio- exploded in Brenton E McKenna’s the 1940s: Ubby, the Irish boy Fin, political functions performed graphic novels Ubby’s Underdogs: the Malaysian Sel (Selimut), the by child protagonists and their The Legend of the Phoenix Dragon Maori Gabe, and the Chinese girl interactions. The paper addresses (2011) and Ubby’s Underdogs: Sai Fong. The narrative foregrounds the graphic novel form, itself a Heroes Beginnings (2013), the the exploits of this mixed-race hybrid mode of communication first and second volumes of a group, critiquing versions of history combining linguistic and visual trilogy set in Broome, a pearling which have elided the significance symbols, and considers how town in the Kimberley region of of intercultural relations among the form enables the novels’ Western Australia, in the years non-Anglo minorities in Australia. evocation of cultural diversity. following the Second World War. Drawing on recent approaches to

Biography: Clare Bradford is Alfred Deakin Professor at Deakin University in Melbourne. Her books include Reading Race: Aboriginality in Australian Children’s Literature (2001), which won the ChLA Book Award and the IRSCL Award; Unsettling Narratives: Postcolonial Readings of Children’s Literature (2007); New World Orders in Contemporary Children’s Literature: Utopian Transformations (2009) (with Mallan, Stephens and McCallum); and The Middle Ages in Children’s Literature (2015). She was President of the International Research Society for Children’s Literature from 2007 to 2011. She is a Fellow of the Australian Academy of Humanities. 102 BRITTEN, ADRIELLE Panel H10, Sunday 9 August 14.15-15.45 Honouring Our War Heroes or Honouring War? The Flourishing Child in War Fiction for Children and Adolescents

Abstract: The centenary of the picturebooks commemorating good relationships. Cognitive theory, Gallipoli campaign and World War Gallipoli, and finds two very different with its emphasis on how literary 1 generally has produced a wealth ways of remembering. On the one narratives work to privilege some of stories from writers for children hand, Midnight: The Story of a Light world models over others, is useful and adolescents. This war fiction – in Horse by Mark Greenwood and Frané for exploring how these texts convey the tradition of much war fiction Lessac, honours those who fought their ideas. Through exploring the – frequently links national identity by also honouring war. One Minute’s processes of conceptual blending, and masculinity, thereby endowing Silence by David Metzenthen and schemas, scripts and metaphor, war with meaningfulness. When Michael Camilleri, on the other hand, for example, two starkly different one considers the implications of offers readers alternative ways of ideological positions emerge on propelling an ideology that justifies remembering those who fought, the place of war in our culture, war in young minds, and offers it and persistently pairs the concept and how adolescent flourishing is as a valid means of experiencing of war with the meaningless and experienced in the context of war. wellbeing, this is problematic. the stupid, and links flourishing with This paper explores two recent all that war destroys: family, home,

Biography: Adrielle Britten is a PhD candidate at Macquarie University in Sydney, Australia. Her research focuses on representations of the flourishing child in fiction for children and adolescents, and engages with the broader field of wellbeing studies.

BROWN, MOLLY Panel H16, Sunday 9 August 09.30-11.00 Childhood remembered, dismembered and encumbered in selected South African time slip fantasies

Abstract: The significant political of the nineties and the widespread is subtly undermined by what and social changes that took disillusionment that followed it appear to be largely ethnically- place in South Africa in the years has set up disruptive and revealing determined indications of adult preceding and following the first tensions between child readers and fear and uncertainty, I hope to democratic elections in 1994 adult authors, who increasingly show that if books may operate, put particular emphasis on the tend to displace utopian desires in Brian Attebery’s (1992:104) “born frees”, children born into by locating their realization in terms, as a “vicarious induction a post-apartheid environment the pre-colonial past rather into a new identity”, then it is and consequently identified as than the post-colonial future. clear that beyond a superficial nod national emblems of regeneration. to multi-racialism, South African As a result of this, local children’s In this paper, I hope to examine time-slip fantasies have yet to find authors often found themselves four South African time slip a way to articulate a postcolonial required to revision both fantasies in which these tensions relationship with either place or contemporary experience and seem particularly apparent: Chris time and that without this, they a range of conflicting historical Van Wyk’s A Message in the Wind; cannot hope to point their readers narratives in the service of nation Peter Slingsby’s The Joining, K. Sello towards new models of identity building. However, in recent Duiker’s The Hidden Star; and Sam linked to a positive view of a South African time-slip novels, in Roth’s Time Twisters: Cape of Slaves. changed and changing society. particular, the contrast between By highlighting the ways in which the utopian optimism characteristic the overt optimism of these works

Biography: Molly Brown is a senior lecturer in the Department of English Language and Literature at the University of Pretoria and her primary research interest is in the literary uses of myth and archetype in works for both adult and child readers. She is also interested in adaptation and the ways in which traditional fantasy tropes can be re-visioned in contemporary and post- colonial fictions. In the last few years she has published in The Lion and the Unicorn, Mousaion, The English Academy Review and Papers: Explorations into Children’s Literature. 103 BUKHINA, OLGA Panel H18, Sunday 9 August 16.15-17.45 Mikhail Bakhtin’s “Grotesque Body” and the Subversive Nature of Children’s Literature

Abstract: In my presentation, I the “grotesque body” to the visual In children’s books, the animal would like to apply some of the and verbal images in children’s body often takes a grotesque aspects of the Mikhail Bakhtin’s books with their giants and dwarfs, form and size, producing Julia concept of carnival and the goblins and munchkins. According Donaldson’s Gruffalo, Maurice carnival’s ability to turn the world to Bakhtin, who stresses the sexual Sendak’s Wild Things, or Eduard upside-down to the analysis of and gastronomic functions of the Uspenski’s Cheburashka. It is the subversive nature of children’s body, the grotesque body is always sometimes funny and sometimes literature. In the topsy-turvy a body in the making; it is never scary. I will supplement the world of a bedtime story, a Cow finished or completed. The body of discussion of well-known examples easily jumps over the Moon, and a child is always in development, from British and American Karlsson lives on the roof. From in growth. The body of a child in a children’s books with an analysis the world of nursery rhymes to book is often a subject of a change of Russian literary characters, contemporary novels for teenagers, which opens new and exciting children and animals. I will explore children’s and young readers’ possibilities. Alice’s neck grows how children’s literature, like literature was (and is) able to long, and she talks to the Pigeon; carnival culture, carves a unique explode the reality of everyday life. Nils in The Wonderful Adventures space out of ordinary life: out of shrinks to a miniature size and kindergarten, school, homework I am particular interested in is able to understand animals. and the necessity to brush your applying the Bakhtinian notion of teeth and go to bed on time.

Biography: Olga Bukhina is a translator, a writer, and an independent scholar based in New York City. She serves as an Executive Director of The International Association for the Humanities. Her articles about children’s and young readers’ literature appear in journals and scholarly collections in Russia, Latvia, and the U.S. She writes for several children’s literature websites and blogs. She has translated over twenty children’s books from English into Russian, including Breaking Stalin’s Nose by Eugene Yelchin (Moscow: Rosovyj Zhiraf, 2013). She recently co-authored two children’s books Your Language Is My Friend (Moscow: Eksmo, 2011) and Communication Actually (Moscow: Eksmo, 2013).

BULLEN, ELIZABETH Panel M40, Monday 10 August 11.30-13.00 Normalising wonderful: Childhood socialization and the short fairy tale film

Abstract: The evolution of the fairy staple of the mid-century movie- by Erica Harrison and narrated tale continues to be debated by going experience, the short film by Cate Blanchett. These three folklorists and scholars of children’s has been largely relegated to films share a preoccupation literature. Some such debates the film festival circuit and is with the opposition between centre on the interrelationship sometimes dismissed as a student the extraordinary and ordinary, between the folktale of oral genre. This paper makes the case wonderful and mundane, self- tradition and the literary fairy tale that the short film form may be expression and social convention. mediated by the print medium, among the pre-eminent media The narrative arc of each tale literary culture, and an identifiable for the fairy tale and arguably the takes the main protagonist author (Bottigheimer 2009; de source of new tales of wonder from childhood into adult life, Blécourt 2011; Zipes 2012). The with a contemporary ideological embedding assumptions about the twentieth century saw the rise sensibility. It takes as its exemplars socialization of children and the of the new medium of film and A Dream of Flying (dir Chapman cost of conformity. In this paper, I the emergence of the cinematic 2013), written and narrated by examine the intersections between fairy tale, both feature-length and Neil Gaiman, and two Australian the conventions of the fairy tale short films, including cartoons. animated short films: Butterflies genre and short film form to show Of the two, feature-length fairy (dir Peppard 2012), narrated by how these new wonder tales seek tale films have attracted much Rachel Griffiths; and A Cautionary to intervene in the contemporary more research attention. Once a Tale (dir Rippingale 2012), written construction of childhood. 104

Biography: Elizabeth Bullen teaches Children’s Literature in the Bachelor of Arts and Master of Arts at Deakin University, Melbourne. Her research is interdisciplinary, synthesizing approaches from literary and cultural studies and the social sciences to investigate representations of class, gender and consumerism in popular culture texts for young adults. More recent research focuses on the role of affect in subject reader-positioning (Disgusting Subjects: Consumer-class Distinction and the Affective Regulation of Girl Desire, 2015 forthcoming) and fairy tale film, including the chapter on Australian fairy tale film in Fairy-Tale Films Beyond Disney: International Perspectives (forthcoming 2016, with Naarah Sawers). BUTLER, CATHERINE Panel B6, Sunday 9 August 09.30-11.00 ‘Trans* bodies in British Children’s Fiction’

Abstract: In 2009 I published an yet to be written that fully exploits context is significantly different, as article on the uneasy interaction the potential of these multiple are the questions, assumptions and between feminist and trans*/queer discourses to blossom into dialogue.” vocabulary with which readers are discourses at the turn of the 1990s, likely to approach them. My paper as exemplified in two books for Six years on, this paper will be will concentrate primarily on two young readers by Anne Fine and Louis an opportunity to revisit that texts, one published around the Sachar.* I concluded that discussion assessment. I will briefly indicate time my article was written (David with an optimistic observation, some of the ways that the landscape Walliams’ comic novel about a suggesting that the development has changed for queer and trans* young cross-dresser, The Boy in the of third-wave feminism and queer children, in terms both of policy and Dress [2008]), the other just a few theory in the intervening decades, of the perception of trans* people months ago – Lisa Williamson’s along with wider changes in societal by the public and the media, before novel about trans* children, The attitudes toward LGBTQ people and turning to children’s literature in Art of Being Normal (2015). issues, meant that books addressing particular. The earliest and probably the complex relationships between still the most famous books about the * “Experimental Girls: Feminist physical bodies, gender identity, and experience of young trans* people and Transgender Discourses gender roles and expression were are American: Julie Anne Peters’ in Bill’s New Frock and Marvin no longer doomed, as they once Luna (2004) and Ellen Wittlinger’s Redpost: Is He a Girl?”, Children’s had been, to incomprehension or Parrotfish (2007), but the setting Literature Association Quarterly aggressive misreading. Nevertheless, of my chosen texts in modern 34.1 (March 2009): 3-20. I wrote: “the children’s book has Britain means that their cultural

Biography: Catherine Butler is Associate Professor in English Literature at the University of the West of England in Bristol, where her academic books on children’s literature include Four British Fantasists (Scarecrow/ChLA, 2006), Reading History in Children’s Books (with Hallie O’Donovan; Palgrave, 2012) and Modern Children’s Literature, 2nd Edition (ed. with Kimberley Reynolds, Palgrave 2014). She has also produced six novels for children and teenagers, as well as some shorter works, of which the latest is Twisted Winter (A&C Black, 2013).

CABREIRA, REGINA Panel M25, Tuesday 11 August 09.30-11.00 Imminent death and possible redemption as a mythical approach to children’s motional and psychological development in fairy tales

Abstract: Through the analysis who have to endure strenuous a young girl struggles to overcome of “Vasalisa”, “The Handless ordeals in order to transcend their various developmental stages in Maiden” and “The Red Shoes” concrete lives. Through the threat her psychological, emotional and this work aims to present a of imminent death and a final concrete life in order to deal with discussion based on the portrayal possible redemption the “mythic the demands of her existence. of young girls as representatives child” eventually encounters First, there is the endurance of of physical, psychological and a reward in the shape of inner Vasalisa, who has to face the dark emotional fragility, imbued of growth and strength. The three forest perils and to deal with the innocence and knowledge but chosen narratives emphasize how abhorrent Baba Yaga in order 105

to achieve knowledge and inner also based on Clarissa Pinkola (2013), by Rudolf Steiner; “Shadow strength. Second, a “handless Estés’ “Women Who Run with and Evil in Fairytales” (1985) maiden” who searches and deals the Wolves: Myths and Stories and “Individuation in Fairytales” with the shadowy deepest levels of the Wild Woman Archetype” (1984), by Marie-Louize von of her unconscious in order to (1997) in order to highlight Franz; “Criticism, Theory and achieve self knowledge and the deep psychological aspect Children’s Literature”, by Peter fulfilment in life. Third, there is of the narratives and how the Hunt (1991); “From the Beast to this girl who becomes mesmerized heroines’ experiences represent the Blonde: On fairy tales and by a pair of “little red shoes” and, the numinous development of their tellers”, by Marina Warner consequently, has to pay a price a young girl who performs a (1999); “The Fairy Tale: Symbols, for her innocent sense of happiness “rite of endurance” in life. This Myths, Archetypes” (2003) by and achievement. Apart from research is also based on the the Brazilian professor and author dealing with Joseph Campbell’s following works: “La Sabiduría Dr. Nelly Novaes Coelho. theory on myth in “The Power de los Cuentos de Hadas” (2010) of Myth” (1990), the analysis is and “The World of Fairy Tales”

Biography: I have worked as a professor of English language and literature at UTFPR - Federal Technological University of Parana for 19 years. I obtained an MA on 19th century English Literature, in 1996 and in 2006, a Ph.D. degree in Human Sciences, based on an interdisciplinary research including literary, mythological and psychological studies. For the last 11 years I have also worked in a post-graduate course for teachers’ training, with the subject of “teaching modern foreign languages through literary texts”. My research and publications are based on the study of literary text through the perspective of the human sciences. CAMPAGNARO, MARNIE Panel H20, Sunday 9 August 14.15-15.45 The very ingenious Bruno and the mental elasticity of childhood

Abstract: Bruno Munari was one of According to Munari, a natural I libri illeggibili (Unreadable the most important Italian figures curiosity, the heterogeneity books, 1949) are books without of the Twentieth Century. He was a of methods, the ability to mix elements which traditionally designer, an artist, a writer, an art different art forms and techniques, identify the book artifact as director, a filmmaker, an architect, the exploration of new avenues such (title and author name on a visual theorist, an inventor. Pierre of expression and an unceasing the cover, title page, copyright Restany referred to him as “the attitude to playfulness and page, text). They are books that Leonardo and the Peter Pan of experimentation are essential communicate with forms, colours, Italian art” and Pablo Picasso called to feed children’s creativity. sequences, materials, “they were him “the Leonardo of our time”. Children’s books, that should called so because there’s nothing challenge the limit and dare to read in them but a lot to get Both as a writer and practitioner, to think the impossible, are an to know using our senses”. he embodied the 20th-century extraordinary machine of culture dream of imbuing everyday life and knowledge that help children I Prelibri (Prebooks, 1980) are with the most compelling qualities to understand the surprises and very small sensory books without of art. He was an endless explorer enjoyment of education. We will text that “have to fit easily in the of creativity with a special interest explore this approach by analysing hands of a 3 year old”. They are for childhood: “To enter the world three renowned Munari books. built with various materials, and of a child […] the least you must use different binding techniques. do is sit down on the ground Le Macchine di Munari (Munari’s The aim of these books isn’t to without interrupting the child in Machines, 1942) is a book teach children how to “read” a whatever he is doing, and wait that explores the playful and book but to help them understand for him to notice you. It will then gratuitous dimensions of how the book-object works, the be the child who makes contact technology with his macchine ways in which its combination of with you […].He is trying to umoristiche, twelve impossible pages and its tactile, visual and understand the world he is living and “amusing machines”, like a formal elements allow children to in, he is groping his way ahead mechanism to tame alarm clocks; express things, and small stories. from one experience to the next, a machine to smell artificial always curious and wanting to flowers; a lizard-propelled engine know everything.” (Munari, 1966). for lazy turtles and so on. 106

Biography: Marnie Campagnaro got her PhD in Pedagogical and Educational Sciences, she teaches Theory and History of Children’s Literature in Educational and Training Sciences of the University of Padua. For years she has been dealing with cultural projects on children’s literature, visual literacy, narrative and imaginative thinking in children. Recent publications are: in collaboration with Marco Dallari, Incanto e racconto nel labirinto delle figure. Albi illustrati e relazione educative (Enchantment and stories in the maze of pictures. Picturebooks and education), Trento, Erickson, 2013 and Le terre della fantasia. Leggere la letteratura per l’infanzia e l’adolescenza (Fantasy lands. Reading children’s literature), Roma, Donzelli, 2014. CAPSHAW, KATHARINE Panel H11, Sunday 9 August 16.15-17.45 Haitian Revolutionary Women in Black Theater of the 1930s and 1940s

Abstract: My paper explores African lover and her implicit support of her female gender roles with more radical American drama for children of the fiancée’s murders of white planters. assertions of black female militarism. 1930s and 1940s that focuses on Harris uses Genifrede’s response to One character proclaims, “In the great the sisters, wives, and daughters of L’Ouverture’s accommodation of decisive hours of a nation’s existence, 18th century Haitian revolutionary whites in order to endorse a militant there is no difference in sex, dresses heroes. I argue that a tension response to racism in the United to one side and trousers to another.” surfaces between the conservative States. May Miller, widely known as These plays cut across many vital expectations of characters’ social roles an educator, playwright, and poet, aesthetic and political categories for and the demands of the revolution; presents in Christophe’s Daughters a black Americans: questions around this tension permits the writers to similar tension between a daughter’s identity – of race, of gender, of comment on the need (in the United duty to her father and her faith in nationality, of independence – and States) for revitalized gender roles revolutionary ideals. Finally, the around aesthetics – which version of and assertiveness in racial conflict. Haitian writer Jean F. Brierre offers history to carry forward and how to My presentation explores three a play first staged at a girls’ school take command of the language that one-act children’s plays: Helen Webb in Haiti in the early 1940s, and then defines history – all crystallize through Harris’s Genifrede: The Daughter translated into English by Mercer the lens of these children’s history of L’Ouverture (1935), May Miller’s Cook (the ambassador and son of plays about Haiti. The presentation Christophe’s Daughters (1935), and composer Will Marion Mercer Cook); will conclude by considering the Jean F. Brierre’s Famous Women in it appeared in Carter G. Woodson’s role of transnationalism to early Haitian History (1944). Harris offers magazine for children, The Negro African American children’s literature, a melodrama that pits Genifrede’s History Bulletin, marking it as one arguing for a more capacious affection for her nationalist fiancée of the earliest truly transnational understanding of the scope of against her father’s idealism. The lines diasporic children’s texts. Brierre black diasporic children’s work. blur between Genifrede’s role as a balances conventional depictions of

Biography: Katharine Capshaw is Associate Professor of English at the University of Connecticut, where she teaches courses in children’s literature and African American literature. She is the author of Civil Rights Childhood: Picturing Liberation in African American Photobooks (Minnesota 2014) and Children’s Literature of the Harlem Renaissance (Indiana 2004), which won the Children’s Literature Association award for best scholarly book. Capshaw is the outgoing editor of Children’s Literature Association Quarterly.

CATO, VALERIE Panel B11, Sunday 9 August 09.30-11.00 Body Language: Arnold and the Indian’s Abjection in Sherman Alexie The Absolutely True Diary of a Part-Time Indian”

Abstract: My paper discusses how in Indian literature is the theme of the description of Arnold’s body as having Sherman Alexie’s The Absolutely vanishing Indian due to the Indian’s too much “brain grease” (1) making True Diary of a Part-Time Indian uses state of abjection. Beginning with the him “susceptible to seizure activity” Arnold Spirit’s body as a symbol of first page of the novel, Alexie presents (3); too many teeth, “forty-two” the rez Indian’s state. A major theme us with the abject Indian through his teeth, “Ten more than usual. Ten more 107 than normal. Ten teeth past human” society’s need to see Indians as Although treaties legally obligated the (2); and too much vision, “nearsighted savage, a people incapable of being government to provide Indians with in one eye and farsighted in the other” assimilated. Such thinking about health care, Arnold’s care consists of making his eyes “enemies” (3). He Indians justified the appropriation of having “all ten extra teeth . . . pulled is clumsy, “goofy on the outside” Indian land and eradication of Indian in one day” with “half the Novocain” (3), due to his oversized “hands and culture. Abjection, Kristeva states, (2-3). Through his description of feet”(3) which make him “loo[k] like “disturb[s] identity, system, order” Arnold’s body, Alexie’s YA audience a capital L walking down the road” (4) because it exposes their “fragility” becomes enlightened about the (3), and “stutter[s]” (4) and “lisp[s]” (4). It is “immoral, sinister, scheming, trauma of colonization and how it (4). In her work, Powers of Horror: and shady: a terror that dissembles, continues to ensure the stereotype an Essay on Abjection, Julia Kristeva a hatred that smiles . . . a debtor who of the vanishing Indian by leaving discusses how the abject consists of sells you up, a friend who stabs you . . Arnold receptive to a white Reardan. that which is marginalized. Its “one . .” (4). Likewise, the white mythology Because he believes that conditions quality” of “being opposed to I” keeps that led to the abjection of Indians on his rez will never improve, he the abject from being “assimilated” appeared in the form of the “friend concludes that he will “have a (1). Alexie’s description of Arnold’s who stabs you” through the betrayal better life out in the white world” body symbolizes the history of the of the Indian’s trust. The abjection (217) and leaves the rez forever. Indian’s marginalization in America. of white betrayal, the “friend who His wild form represents white stabs you,” still underlies Arnold’s rez.

Biography: Valerie Cato is a lecturer at Georgia Regents University, a research university located in Augusta, Georgia. Her scholarly interests include children’s literature and Native American literature. She is a member of the Children’s Literature Association and has been a past presenter at their national conferences where she presented “A Beautiful and Ugly Thing’: The Indian’s Plight of Self Preservation or Self Destruction in Alexie’s The Absolutely True Diary of a Part-Time Indian.” (Roanoke, VA 25 June 2011) and “Sacred Hoop Dreams: Basketball and Playing Indian in Sherman Alexie’s The Absolutely True Diary of a Part- Time Indian”(Biloxi, MS 13 June 2013). She is co-author of “Empowering Young Children in Poverty by Improving their Home Literacy Environments” which has been accepted for publication in the Journal of Research in Childhood Education.

CHASE, MAGGIE Panel C23, Tuesday 11 August 09.30-11.00 Children’s Favourite Childhood Constructs: Identifying Patterns in Children’s Choices Award-Winning Narratives (2005-2014)

Abstract: The proposed paper falls years of the IRA Children’s Choices in narrative features in the awarded under the theme “Creating childhoods Literature. Each year 12,500 school narratives. Results are then compared through narrative, drama, poetry, children from five different regions to studies that focus on children’s illustration, film, and other media.” of the United States read hundreds reading preferences and practices, Writers, artists, and academics of newly published children’s trade by scholars such as Arthur Applebee variously create, interpret, and books and vote for the ones they like (1978), Gemma Moss and John W. re-create notions of childhood. best. Three different age groups of McDonald (2004) and Kathleen But what about children? How do children, beginning with readers in Mohr (2006). While we do recognize they participate in the process of grades K-2, 3-4 and 5-6 respectively, that both these and our own study creating notions of childhood through vote for their favourite books. are simply additional constructs of narratives? One could argue that Focusing on the award-winning body childhood and of child-readers, we an indirect mode of participation is of texts from the ten year period, do find value in allowing at least through choice; by choosing their a team of four researchers (two of some participation of child readers in favourite stories, children identify them actively involved in the project) these constructs by looking closely their preferred interpretations of analyse Children’s Choices from at the stories they seem to favour. childhood. The proposed paper 2005 to 2014. Their findings identify examines under this lens the past ten patterns, trends, character types and

Biography: Dr. Maggie Chase teaches a variety of literacy courses at Boise State University in the Department of Language, Literacy and Culture where she serves as Chair. Her research interests include children’s literature, early literacy, comprehension and response strategies, and the integration of arts and literacy. She serves on several community and professional boards in Idaho and when not working, loves camping, gardening, wildlife spotting and reading in her backyard. 108 CHASSAGNOL, ANNE Panel B12, Sunday 9 August 11.30-13.00 Tattooing Wonderland: Exploring and Recreating Imaginary Childhoods Under The Skin

Abstract: In this paper I would like to or cryptic symbols referring to a the Harry Potter series, as a grieving explore the popular trend of tattooing particular detail of a children’s book. strategy of survival as a reader? What by focusing on a subgenre, the They might even appear as a Dewey are the children’s texts that are most obsession with children’s literature, to decimal code. Literary tattoos are commonly used in these tattoos? Can see how and why adults attempt to not a new phenomenon, however, we measure the success of a young use inked marks as a way of redefining the idea of having a full back piece adult novel by the number of tattoos their own identity through imaginary of Where the Wild Things Are or an it might generate? I would also like literary childhoods. Tattoos might entire thigh dedicated to Alice in to question the idea of the body as take the form of a quotation, an Wonderland is a new popular trend. a hybrid form of textual material illustration, the portrait of an author, Should we trace it back to the end of and envisage new ways of reading.

Biography: Publications include Anne Chassagnol, « Nuptial Dreams and Toxic Fantasies: Visions of Feminine Desire in John Anster Fitzgerald’s fairy paintings (1858) » in Sleeping Beauties in Victorian Britain: Cultural Literary and Artistic Explorations of A Myth, Bern and Oxford: Peter Lang, 2014. (à paraître), Anne Chassagnol, ‘L’aile ou la cuisse ? La féerie contemporaine peut-elle échapper au mauvais goût’ in NVL La revue Nouvelles du livre jeunesse, n°201, septembre 2014, pp.5-12, Anne Chassagnol, « Rébus et Rebut : l’énigme du Fairy Feller’s Master-Stroke (1855-1864) de Richard Dadd. » in L’inachevé ou l’ère des possibles dans la littérature anglophone, Caen, PUC, 2014, pp.109-119 and Anne Chassagnol, La Renaissance féerique, Bern, Peter Lang, 2010. CHATZIANASTASI, MARIA Panel C11, Wednesday 12 August 11.30-13.00 Mothers-daughters and the transmission of memory in Cypriot children’s literature since 1974

Abstract: For second and third children. Even in the new millennium literature books. By examining generation Cypriots, remembering Cypriot women symbolise national the ways in which these examples cannot be separated from the images pain and their principal cultural combine the real and symbolic of grieving girls, women and most of role remains to remind the nation relation between mother and all mothers that feature on posters of its trauma. In Cypriot children’s daughter characters, this piece and in campaigns, exhibitions and books that deal with trauma and argues that children’s literature stories of the invasion. Since 1974 memory, this use of mother figures about the invasion uses mother- Cypriot female experience of war has helped pass on memories of the figures both to transmit memories and trauma has been transformed invasion to subsequent generations of a traumatic past and to to produce icons that are used to of children: since 1974 at least four cultivate ideas about the future promote the political project of ethnic school cohorts of children have been management of the nation in the survival. The example of grieving brought up on such stories. A central young. The representations of both mothers has been politicised not only concern of this piece is therefore with memories and mother-daughter at home but also in international intergenerational acts of transmission relations in these texts contribute forums, in order to publicise the through children’s literature featuring to the creation of a particular problems around missing persons and mothers and mother-figures. historical discourse and imagine a to make known the pain felt by their particular form of childhood that families, friends and communities. The piece focuses on the relations is charged with the responsibility Further than that, the mourning between mothers and daughters to preserve the memories passed mother dressed in black has come and the role of mothers in on through the use of mother to stand for the idea of the nation, processes of intergenerational characters in the texts. ravaged by loss, while the lost places transmission of memory in two are frequently depicted as lost examples of Cypriot children’s

Biography: Maria Chatzianastasi graduated from the University of Cyprus with a Degree in Sciences of Education (Primary Education) and a Minor in Psychology in 2008 with a Master in Pedagogical Sciences in 2010. She currently works as a primary school teacher and is completing her PhD thesis in Children’s Literature at Newcastle University. Since 2012 she is a Research Collaborator at the European University Cyprus where she taught Children’s Literature to undergraduate students of Primary Education. During 2012 she was a research fellow at the International Youth Library in Munich. She is also a member in several research groups and societies including Children’s Literature Unit Graduate Group (Newcastle University) and the IRSCL. 109 CHEN, SUE Panel H14, Sunday 9 August 14.15-15.45 Chinese Childhood in the Mengxue bao (The Children’s Educator, 1897-1899)

Abstract: Most literary historians However, these discussions have adults. The editors, the Ye brothers, assert that Chinese children’s mostly been conducted in the context were eager to promote Liang’s ideas literature began in the early twentieth of missionary history or publishing of educational reform, criticising the century and flourished in the May history. This paper will explore how existing Chinese system of education Fourth era (1916-1949) when the the Chinese concept of childhood for stifling the minds of the young, “father of modern Chinese literature” changed in the late nineteenth forcing them into rote memorisation Lu Xun exclaimed in 1918, “Save the century by examining the articles of Confucian classics. The editors were children.” While early twentieth- and illustrations in the first children’s also influenced by the Hundred Days century children’s literature by Lu periodical issued by Chinese authors: Reform (1898) and contributed to Xun, Zhou Zuoren, Bin Xin and Ye Mengxue bao (literally meaning “The the dissemination of knowledge of Shengtao have been analysed by Paper for Enlightenment Learning” the West (xixue or Western Learning). scholars such as Andrew F. Jones, but known as The Children’s Educator, I will also compare the content of Lijun Bi, and Mary Ann Farquhar, 1897-1899). The periodical, launched the journal with Xiaohaiyuebao publications for children issued in in Shanghai by the Society for (The Child’s Paper, 1875-1915), the nineteenth-century have thus far Enlightenment Education of which a magazine edited by American received little scholarly attention. A influential reformer Liang Qichao missionary J.M.W. Farnham, to few journal articles and book chapters was a member, aimed to educate delineate the influence of missionary address missionary publications Chinese children so that they would publications on this Chinese for children in late-nineteenth and contribute to making China a magazine and the development early-twentieth century China. powerful country when they became of Chinese children’s literature.

Biography: Shih-Wen Sue Chen is a Lecturer in Literary Studies in the School of Communication and Creative Arts at Deakin University. She received her PhD in Literature, Screen and Theatre Studies from The Australian National University (ANU). Sue was previously a post-doctoral fellow at the Australian Centre on China in the World, ANU, Adjunct Assistant Professor in Tamkang University, Taiwan and has also lectured in National Tsing Hua University (NTHU), Taiwan. She is the author of Representations of China in British Children’s Fiction, 1851-1911 (Ashgate, 2013). Her research interests include children’s literature, book history, histories of reading, and publishing history.

CHEN, SALLY Panel M39, Monday 10 August 09.30-11.00 Growing Up amid Revolutionary Slogans: Children’s Drama Play Writing in the Era of Taiwan’s National Turmoil

Abstract: The peak period of the social and political circumstances; subject of study, this article intends children’s drama play writing in while “enlightenment” stressed to expound the background, ideas, Taiwan dates to the martial law period that it should also be endowed style, as well as language use and following the KMT government’s with the “cultural” purpose for the drama structure in the play writing, relocation to Taiwan. In our initial benefit of children’s growth. The in order to reconstruct the aesthetics estimate, nearly fifty children’s two orientations, one for complying of revolutionary children’s drama drama plays were performed and with the fate of the submission to play writing in Taiwan as well as published after being reviewed and the nation (political, antagonistic, the generated impact. Guided by approved in drama competitions, ideological and ethnic) and the other such purposes, it is hoped that this thus creating the first wave of the for fulfilling the proper needs of article will further explore how “Children’s Drama Movement” in culture, art and education (individual the microcosms of the children’s Taiwan. During this period, the and universal), interlaced for almost world in these works reflected children’s drama plays featured their 40 years and contributed to the the multi-dimensional thinking of double mission of national salvation unique aesthetic development of the playwrights, and if the child and enlightenment, under the slogan children’s drama in Taiwan. By using characters created by the playwrights of “Revolution”. National salvation the most representative drama could be interpreted as the image of means that children’s drama should play series in this period, “Chinese children in this special era of Taiwan? serve the “national” needs in light of Children’s Drama Collection”, as the 110

Biography: Sally Chen is an Application Assistant Professor at the National University of Tainan, Department of Drama Creation. She has a National University of Tainan, Department of Drama Creation and specialises in children’s drama, children’s theatre, practice of theatre production, children’s literature, story theatre and youth theatre. CLEMENT, LESLEY Panel M29, Tuesday 11 August 11.30-13.00 The Last Resort: Death and Liminal Spaces in Children’s Picturebooks on Emily Dickinson

Abstract: Picturebooks on Emily figure and the picturebook as a liminal spaces, children encounter Dickinson and her poetry are an liminal space that invites child death in its manifold forms. It is effective mechanism to introduce readers, the “communitas,” into often a vertiginous journey in which concepts of death to child readers. encounters with death, itself subjectivities – reader’s, writer’s, and Contemporary picturebooks are often presented as a liminal state, illustrator’s – collide. Dickinson’s particularly well positioned to exploit through an examination of seven poetry in picturebook format is thus moments of disjuncture that generate recent examples of picturebooks on an ideal space for today’s young liminal spaces through their paratexts Dickinson and her poetry, with a focus readers to negotiate, shape, and and through the interanimation of on My Letter to the World and Other re-shape their own childhoods. text and image. This paper focuses Poems (2008) by Canadian illustrator on Dickinson as an outsider liminal Isabelle Arsenault. Once inside these

Biography: Lesley D. Clement (Lakehead University-Orillia) has held teaching and administrative positions in various Canadian universities. She is the author of Learning to Look: A Visual Response to Mavis Gallant’s Fiction (McGill-Queen’s UP). Current projects include co-editing and authoring articles for two forthcoming publications: L.M. Montgomery’s Rainbow Valleys: The Ontario Years, 1911-1942 (McGill-Queen’s UP) and Global Perspectives on Death in Children’s Literature (Routledge). COATS, KAREN Panel M1, Monday 10 August 11.30-13.00 The Aesthetics of Zaniness in Children’s Illustrated Poetry

Abstract: This paper brings together links tenderness and aggression; influence children’s literature and two ideas regarding contemporary and the zany, which speaks to our culture have on adult aesthetic vision. aesthetics and children’s literature: anxiety regarding the wavering line Sianne Ngai’s exploration of between playfulness and desperation Given the theme of the conference, the “zany” as a minor aesthetic that accompanies our relation to I will limit my discussion to the category borne out of post-Fordist production, including the production zany, as it most incisively explores notions of identity, and Kimberley of a coherent identity. Clearly, her the creation and reinterpretation of Reynolds’ thesis in Radical claims beg for further exploration the child in post-Fordist contexts. Children’s Literature that children’s with regard to children’s literature Ngai argues that our drive to laugh literature actually leads, rather and culture, particularly because at the flexible, mobile subject than follows, aesthetic trends. she attends to her subject from an changed with the dominant means adult-centric perspective, neglecting of production: in a Fordist model, In her book, Our Aesthetic Categories, the blur between our instantiating she suggests, the comic figure was Ngai argues that contemporary exposure to aesthetics through one who could not adjust to new literature and culture expresses itself children’s literature and culture situations quickly and easily, but in through three ordinary aesthetic and the effects that has on identity a post-Fordist context, the utterly values, each of which reveals an and culture at large, a subject that elastic character who is constantly ambivalence toward postmodern Reynolds admirably takes up in attempting to perform in a new role means of exchange, consumption, her work. Indeed, it might be said snags our comic attention. There is, and work. These categories are that children’s literature owns the however, an undercurrent of frenetic the interesting, which she links to cute and the zany, such that a fuller desperation in these characters’ the circulation of discourse and understanding of Ngai’s categories incessant activity that suggests that commodities, responding to our requires attention to the changing zaniness is the opposite of comedy, drive for novelty but also inspiring valuation of the child in historical something that, I would argue, might boredom; the cute, which she ties discourse and contemporary society, take readers to the point of jouissance, to a logic of consumption that as well as, following Reynolds, the where pleasure meets pain in an 111

analogy between play and work. Such the identity and performance of poets of the zany, including but ambiguity complicates zaniness as an childhood through its representation. not limited to John Ciardi, Shel aesthetic category, and even more Since zaniness is a dominant mode Silverstein and Jack Prelutsky. so in its associations with play as the in children’s illustrated poetry, I The goal is a lucid explanation work of childhood. Perhaps more will contextualize a historical line and expansion of the theoretic important, though, is an exploration of zaniness from Edmund Lear material through close readings of how such ambiguity shapes through Dr. Seuss to contemporary of the poetry and illustrations.

Biography: Karen Coats is a professor of English at Illinois State University, where she teaches children’s and young adult literature. She is the author of Looking Glasses and Neverlands: Lacan, Desire, and Subjectivity in Children’s Literature, and co-editor of the Handbook of Research on Children’s and Young Adult Literature. COBAN, MELTEM Panel H17, Sunday 9 August 16.15-17.45 The Girl with Diploma: Depiction of a French Girl in the First Stories of Ottoman Literature

Abstract: In this presentation, first including novels, stories, theatres jobs. However she makes her own Ottoman novelist Ahmet Mithat and book translations. He is also job which is selling flowers in front Efendi’s story entitled Diplomali one of the first intellectuals who of a theatre hall by reciting love Kiz (The Girl with Diploma) will be stressed the importance of girls’ poems. In this story, there are some explained from two perspectives. The education in the Ottoman Empire. details of the French view of girls’ first one is Ahmet Mithat Efendi’s education from Ahmet Mithat Efendi’s view of girl’s education. The second In The Girl with Diploma he depicts perspective and also the author’s one is girl’s education in Paris in the the story of a girl who is 17 years own view about girls’ education. 19th century as depicted in the story. old, being sent to school by her parents with the expectation that she Narrative theory will be used for Ahmet Mithat Efendi is an Ottoman becomes a teacher and gains money analysing the story. This will give journalist, author and statesmen. for her family. When she graduates an idea about the authenticity of He is known as the first modern she cannot find a job as a teacher or the story as well as the narrator’s novelist in Ottoman history. He government employee, as she is not and the author’s point of views. has got more than 250 works beautiful enough for those kinds of

Biography: I was born in Turkey in 1983. I studied Philosophy in Pamukkale University and graduated in 2006. I taught philosophy, psychology and sociology for four years in Turkey. I am doing a masters in Philosophy at Erciyes University. In my dissertation, I am looking at first Turkish novelist Ahmet Mithat Efendi’s Novels and the presentation of girls in the novels according to Martha Nussbaum’s Capabilities Approach. I am also interested in philosophy in children’s literature and influences of picture books to children’s psychological development. COHN, LAUREL Panel M34, Monday 10 August 11.30-13.00 Ordinary and Extraordinary: Sugar-rich foods in picture books for young children

Abstract: With picture books widely practices. Drawing on the work of young children. This juxtaposition understood to play a significant role award-winning Australian writers of values serves to normalise sugar- in a child’s growing understanding and illustrators, an examination of rich foods, weaving them into the of the world around them, how do incidental food depictions, that is fabric of everyday familial and contemporary picture books for young depictions which are not determined social transactions. In this way, the children present sugar-rich foods by the written text or narrative, incidental depictions examined in an age of increasing childhood reveals that an interplay between point to the ubiquity of these food obesity and diet-related illnesses? To the ordinary (the familiar or routine) types in contemporary society. address this question I consider the and the extraordinary (the strange unexamined assumptions embedded or wondrous) positions sugar-rich Incidental references rely on a shared in picture books concerning foods as having both a privileged understanding that certain objects, representations of foods and food and quotidian value in the lives of behaviours, signs and symbols have 112

certain meanings. As such they reveal being represented. In this case, the be augmented by a consideration what types of foods and eating habits assemblage links the sweet food as of the material agency of sugar-rich are considered a “normal” part of the “thing” being represented, the foods and the material agency of life. To tease out how incidental image of the food in the narrative, the books themselves. Recognising the depictions communicate meaning, idea of the food that the readers bring relationship between the textual I employ the idea of an assemblage to the encounter, the book creator’s and extratextual worlds can help us to the act (or event) of reading a idea of the food, and the book itself. to understand how picture books picture book as a way to investigate as cultural artefacts communicate the relational dynamics between the This approach allows an analysis of ideas about food to young children. image, the beholder and the object the narratives in picture books to

Biography: A book editor for 25 years, Laurel Cohn is a PhD candidate at the University of Queensland in the School of Communication and Arts, researching the ways in which we as a culture communicate the meaning of food to young children through picture books. Forthcoming is her chapter “What are we feeding our children when we read them a book? Depictions of mothers and food in contemporary Australian picture books” in Mothers and Food, Eds F.I. Pasche Guignard and T. Cassidy, to be published by Demeter Press.

VAN COILLIE, JAN Panel M2, Monday 10 August 11.30-13.00 The representation and perception of the body in children’s poetry

Abstract: the representations and perceptions physicality. Apart from metaphors, Dear children do not fear of the body in recent children’s unusual combinations and grotesque the dead body you see here. poetry in the Netherlands and distortions will be discussed. (Van Alphen, 1778) Flanders after 1950. First I will briefly outline the evolution of the topic Finally, I will attempt to interpret For a tablecloth I am too small and thin from the end of the eighteenth from a socio-cultural perspective how and too big I am for a napkin century onwards, in order to evolutions in the representation of (Van Charante, 1860) demonstrate how recent approaches the body are influenced by changing have their roots in the past. child images. In doing so, I will try Round or big, pointed or small to answer the question to what That will be a surprise after all. In my analysis, I will focus on degree the body is made to match (Wilmink, 1985) several motifs related to the body: enlightened or romantic child images body development, (emerging) that are nourished by educational And everything I feel sexuality, self-esteem and image, practices from different periods. fits in my body’s rooms. the relationship between body (Sollie, 2010) and mind, sickness, disability, old Lakoff, G. & Johnson, M. age and decay, and finally death. (1980). Metaphors we live by. However different these four University of Chicago Press. quotations may be, all of them are Special attention will be paid to poetic Lakoff, G. & Johnson, M. (1999). about the body. They articulate language, more in particular the use of Philosophy in the Flesh. Basic Books. poetic views of that body. metaphors. Lakoff & Johnson (1980, Vloeberghs, K. (2006). Kindbeelden 1999) already pointed out the special in de westerse moderniteit. Literatuur In my paper I shall give an overview of relationship between metaphor and zonder leeftijd. jg. 20, nr. 70, pp. 10-23

Biography: Jan Van Coillie (1957) is professor at the Faculty of Arts, KU Leuven – Campus Brussel, where he teaches applied linguistics and children’s literature (in translation). From1999 till 2006 he was acting chairman of the Belgian National Centre for Children’s Literature. He has published widely on children’s poetry, fairy-tales, history of children’s literature, children’s literature in translation and children’s literature generally. From 1999 till 2004 he was editor-in-chief of the Encyclopedie van de jeugdliteratuur (Encyclopaedia of Youth Literature). Since 2006 he’s co-editor of the Lexicon van de jeugdliteratuur (Lexicon of Youth Literature) He is also active as a critic, author of children’s poetry and translator of picture books. 113 COLE, MATTHEW Panel C14, Tuesday 11 August 16.15-17.45 Vegan children’s literature: Contesting domination and socializing compassion for animals

Abstract: This paper draws on our of the publication of Black Beauty literary and wider cultural context, recent research (Cole and Stewart (1877), which arguably contributed explicitly vegan children’s literature 2014) which critically analyses to ending the use of the painful has recently emerged as a distinct the socialization of human uses of bearing rein on horses, and the latter genre. Works by authors and other animals, as ‘resources’ for by Kipling’s Jungle Book (1894), illustrators such as Ruby Roth, food, clothing, play, entertainment, which tells a story of a childhood Dan Bodenstein and Carlos Patiño education and so on. This is pursued characterised by association with challenge the cultural objectification through a consideration of the nonhumans, an adolescent phase as of animals and facilitate the sensibility interlinked roles of practices and an outsider struggling to shake off of other animals as agential beings representations in this socialization childhood symbols, and eventual in children’s experience. Crucially, process, with children’s literature return to a ‘human’ life. There is this genre of literature fragments one way in which children encounter therefore an implicit infantilization the categorization of other animals dominant representations of other of other animals themselves (as into more or less exploitable ‘types’ animals; representations which dependent on human ‘care’ or as and collapses the distance between enjoin ‘normal’ modes of behaviour appropriate companions for infant humans and other animals by towards them (to love them, humans), and an infantilization of emphasizing our shared interests spectate them, eat them etc.). ethical concern for other animals in pursuing our species-specific among humans, running parallel in forms of sociality and joie de vivre. A dominant theme in children’s these examples and in ‘classics’ of The genre therefore deploys both literature about other animals is children’s literature as a whole. discourses of inter-species similarity the cultural juxtaposition of moral and difference to provide children messages about (limited) duties A key aspect of the sloughing of with the conceptual tools for ethical of care owed to certain groups childish empathy is accepting the agency in spite of the dominant of nonhuman animals, alongside domination of other animals as literary culture’s contrary tendency. In narrative arcs that link the loss of normal, natural and pleasurable; this paper, we therefore argue for the companionship and empathy for a sine qua non of the socialization value of engaging children with this nonhuman animals with human process. We argue that this represents emerging literary genre, to facilitate maturation through adolescence a deformation of children’s capacities their flourishing as compassionate, (Stewart and Cole 2009). The for ethical agency vis-a-vis other critically engaged ethical agents. former is illustrated by the impact animals. In this long-established

Biography: Dr Matthew Cole is a Visiting Honorary Associate and Associate Lecturer in Sociology with the Open University. His book, co-authored with Kate Stewart, a critical sociological analysis of the socialization of human-nonhuman animal relations in childhood was published by Ashgate 2014. CONRAD, JOANN Panel C22, Wednesday 12 August 11.30-13.00 Train Stories: Progressive Utopias to Infantilized Citizenry

Abstract: Children’s picture books other, more familiar copies of Polar connection that needs to be revisited. about trains are ubiquitous in the U.S. Express (1985), The Little Engine That Looked at historically, changes in The 2014 Caldecott Medal winner and Could (1930), Tootle (1945), Freight the themes and illustrations of train NYT best-seller Locomotive (2013), Train (1978), and various Thomas the stories in picturebooks reveal a a gauzy reinterpretation of the role Tank Engine books, all apparently shifting political and social landscape of the Transcontinental Railway in unified under the notion of “train and changing attitudes towards the Westward Expansion, and the bizarre stories”. Conferral of prestigious Child - they reflect the significance How to Train a Train (2013), a “how-to” awards such as the Caldecott, a of children in society, and contain guide on selecting and training a “pet” slot in Librarians’ book suggestion social expectations of children. (anthropomorphized) train, sit in lists, and sales in the millions have This paper investigates children’s bookstores alongside a mix of reprints served to normalize the link between picturebooks featuring trains from the and commemorative re-issues of trains, train stories, and children; a 1910s through the late 20th century 114

and argues that these books’ focus world and implicitly with society, to how emphatically building citizens shifted from an initial nation-building the post-WWII consumer culture. At shifted to building consumers, impulse, in which transcontinental once educational and entertaining, bringing on what Lauren Berlant has train trips reinscribe Manifest the ideological intent of train stories termed the “infantile” citizenry. Destiny, to the Progressive Era which was thus securely obscured. Looked encouraged engagement with the real at as a whole, however, we can see

Biography: JoAnn Conrad has a PhD in Folklore/Anthropology. Her interests are in narrative theory, genre, fairy tale, childhood, children’s picturebooks and affect. CORRERO, CHRISTINA Panel C1, Wednesday 12 August 09.30-11.00 21st Century Book Characters: urban, multicultural, concerned and still male

Abstract: Children’s literature has corpus selection is based on the most characters who are mostly located included new trends in the last awarded and recommended books, in new contemporary urban and decades in terms of publishing, mostly picturebooks, published or multicultural contexts and who are formats, generic boundaries, wide translated for the first time in Catalan concerned about the environment range of topics, dual audiences, or Spanish between 2003 and 2013. and the otherness. However, I argue narrative complexity, reader’s role Moreover, it will explore how and that under these new tendencies, and supports to mention just a few which image of childhood is created other subjects such as gender equality of them. This paper will examine through character-oriented narratives. have not been yet integrated. In fact, the ways in which characters are By looking at these picturebooks, I girls representations have even gone a constructed and represented in will discuss how some new trends step backwards compared to previous contemporary books addressed have already been included such as studies such as Colomer’s (1995). to children up to eight years. The the psychological aspects of their

Biography: Cristina Correro has a B.A. in Philology and a B.A. in International Finance & Law (F.H. Frankfurt am Main). After being part of the first M.A. in Teaching in Secondary Schools, Vocational Training and Language Centres at the Universitat Autònoma de Barcelona, she also coursed a Master degree on Language and Literature Teaching Research. She is currently undertaking a PhD on 21st Century Children’s Books (from 0 to 8) under the supervision of Prof. Dr. Teresa Colomer. She combines her research duties with her teaching position in the Faculty of Education at the Universitat Autònoma de Barcelona. CUMMING, PETER Panel M32, Tuesday 11 August 11.30-13.00 Children in Love: Representations of Romance in Children’s Literature and Film

Abstract: When we are “in love” resistance to the idea of children as woman is one of the most unexplored we feel . . . uplifted, as though we social actors capable of any love other of all human experiences . . .”; were suddenly raised above the than the “innocent” love of animals, perhaps romantic friendship between level of the ordinary world. Life has family, and friends. Sometimes, the boys and girls is one of the most an intensity, a glory, an ecstasy and two opposing ideas are conjoined: unexplored of children’s relationships. transcendence (Robert Johnson) kitsch images of pre-pubescent children exchanging a kiss, or tiny This paper will analyze Children’s and adult literature and bridesmaids and groomsmen, children representations of romantic film represent “children in love” in symbolizing romantic love precisely love between child characters in contradictory ways. On one hand, as adult viewers find them “cute” children’s and adult literature and there is obsessive pressure to socialize because of their purported innocence. film, contrasting socializing of child young children into compulsory For children and youth, romantic love, readers and viewers into compulsory heterosexual romance: eight-year-old when represented, is dismissed as a heteronormativity with nuanced and Fern will be “fine,” Dr. Dorian assures “crush,” a “first love,” indeed, even respectful explorations of children’s Mrs. Arable, once she and Henry animalized as “puppy love.” Carolyn romantic relationships. It will focus Fussy cozy up on the ferris wheel. On C. Heilbrun argues, “The [non- primarily on pre-pubescent children, the other hand, there is entrenched romantic] friendship of a man and rather than the more widespread 115

representations of adolescents’ demonstrate colonization of child questions. They want to know more coming-of-age. Not assuming such readers and viewers by adultcentric, about how romantic love differs from relationships to be either comically heteronormative narratives. By love for children, or love for pets. cute or disturbingly inappropriate, it contrast, I will explore how and to And they’d like to know whether will posit representations of children’s what extent novels such as Natalie animals experience something romantic love and interpellation of Babbitt’s Tuck Everlasting (1975), like human love” (http://trbq.org/ child readers and viewers through Katherine Paterson’s Bridge to researchers-discover-romantic- those representations as entirely Terabithia (1977), and Philip Pullman’s love/). An unasked question, fitting to children as human “beings” The Amber Spyglass (2001), and surprisingly, is what romantic love (as opposed to “becomings”), filmsA Little Romance (1979), Love might mean to human children. indeed, as part of children’s healthy Actually (2003), Dan in Real Life Nick Yee argues that “romantic love “physical, mental, spiritual, moral (2007), Totally True Love (2011), is the least understood part of the and social development” assured in and Moonrise Kingdom (2012) human psyche.” Why should we the United Nations Convention on respect child characters, readers, not consider it a part of children’s the Rights of the Child (UNCRC). and viewers as competent human psychic repertoire, recognizing “the “beings” capable of romantic love. inherent dignity and . . . the equal In Walt Disney animated feature and inalienable rights of all members films based on fairy tales and in E. B. Researchers “discovering” romantic of the human family” (UNCRC)? White’s Charlotte’s Web (1952), I will love apparently have “many more .

Biography: Peter E. Cumming is Coordinator of the Children’s Studies Program at York University in Toronto, Canada. He teaches about picture books, fantasy, children’s literature and film adaptations, writing by children and youth, representations of children’s alterity, and youth digital culture. He has published and presented on children’s and youths’ writing, theatre for young audiences, children’s reception of texts, queer childhoods, YA fiction, aboriginal literatures, pro-feminist masculinities, teen sexting, and performativity in picture books. Peter is author of two picture books (variously translated into French, German, Danish, Welsh, and Japanese), one children’s novel, and two plays for young audiences. CUNHA, ANTÓNIO CAMILO Panel M7, Tuesday 11 August 11.30-13.00 Re-creating childhoods through Portuguese picturebooks: A cross-over reading of body, games and playing

Abstract: Our proposal is an approach through, yet, the recreation of So, by analyzing this set of literary to the topic of re-interpretation of gestures and movements of the works, all situated in the category of childhood, placing special emphasis body, the child is placed in the centre picturebooks, coming to light with on the fictionalization of the body, of of narratives, made of associated the seal of the renowned Portuguese games and playing, among others, of words and illustrations, which publisher Planeta Tangerina children who become protagonists recreate or re-invent him/her. (publisher recognized with several of contemporary Portuguese short national and international awards), stories classified as picturebooks. Ideothematic lines or isotopies as the and bearing in mind a “cross-over” ones we’ve just stated are shaped interpretation, we aim at proposing In fact, the plurality of figurations of in books like, for example, Quando an articulated conceptualization childhood in portuguese picturebooks eu Nasci [When I Was Born] (2007), based in a perspective of the edited in the last decade has shown Andar por Aí [Walking Around] (2009), physical action of the child, in an original semantic richness. Cá em Casa Somos… [At Home We particular, the playfulness inherent Whether holding a leading role/ Are…] (2009), Nunca Vi Uma Bicicleta to it as an onto-phenomenological protagonist, often also assuming the e os Patos não me Largam [I’ve Never manifestation (Have-body movement responsibility of the report/discourse Seen a Bike and the Ducks Don’t Give and Be-body movement), and (in first person), or realizing some me Alone] (2012), by Minhós Isabel a literary interpretation, from of their routines, or, furthermore, Martins and Madalena Matoso as the decoding of its stimulating witnessing family and emotional well as in Depressa Devagar [Hurry verbal and pictorial discourses. relationships, in general, outdoors Slowly] (2009), by Isabel Minhós practice or playing, for example, Martins and Bernardo Carvalho.

Biography: António Camilo Cunha has a PhD in Child Studies-Education and is a Professor in the Institute of Education at the University of Minho (Braga, Portugal). He is a member of the Research Centre in Child Studies (CIEC). He has participated in several national and international conferences and he has published widely on education, physical education, sports, competition or games and playing: Desenvolvimento Infantil e Habilidades Motoras (2009), Multiculturalismo e Educação. Da Diversidade (2014), among other books and essays. 116 CURRY, ALICE Panel C24, Tuesday 11 August 09.30-11.00 ‘Like God ran out of the right colour’: International Childhoods in Literature and Theory

Abstract: You see why I confuse childhoods. An expanded focus the cultural, ideological and folkloric people? I’m Nigerian by blood, on global perspectives in teaching, imaginings underpinning their American by birth, and Nigerian again publishing and reading promotion reinterpretation of childhood argue because I live here. I have West African is at the same time changing the for more than a simple recuperation features, like my mother, but while the landscape of literary production. into the canon; they invite a new rest of my family is dark brown, I’ve Prizes such as the newly inaugurated methodological approach and got light yellow hair, skin the colour Burt Award for Caribbean Literature the reinterpretation of current of “sour milk” (or so stupid people like are following in the footsteps of other analytical frameworks. As Suman to tell me), and hazel eyes that look regional children’s literature awards Gupta suggests, literary theorists like God ran out of the right colour. that promote and legitimise texts are increasingly being required not - Nnedi Okorafor, Akata Witch. originating outside the hegemonic only to ‘consider the relevance of Anglo-European publishing culture. globalisation within literary studies… In the epilogue to John Stephen’s Currently on the market one can but also to discern the locations/ Subjectivity in Asian Children’s find a Samoan paranormal romance, relocations/dislocations of literary Literature and Film, Robyn a South African zombie thriller, a studies within globalisation’ (2009: McCallum asks the question: ‘are Nigerian futuristic ecotopia, an Indian 64). As I hope to demonstrate in this Western subjects…always so time-slip fantasy, a Maltese post- paper, children’s literature scholarship utterly interpellated by Western apocalyptic dystopia, and many more. has a plethora of relevant critical paradigms as to not be able to paradigms already in use that can think and speak outside of them?’ At a basic level, these texts would be helpfully further an exploration (2013: 222). The answer, she well-placed to expand the current into international childhoods. Far concludes, is ‘no’. Contemporary canon of children’s literature through from inspiring confusion, as the children’s literature scholarship their obvious generic and stylistic protagonist of the epigraph suggests, is – as McCallum implies – showing parallels, providing, of course, that coloured bodies in children’s fiction increasing awareness of childhood as comparisons were not undertaken can be the impetus for a renewed a truly global subject, precipitating simply to see how these novels examination into our current a more thorough engagement with ‘measure up’ against western ones. mechanisms for engaging with coloured bodies and international However, their diverse origins and children’s literature at a global level.

Biography: Alice Curry is a director of Lantana Publishing, an independent publishing house founded in 2014 to champion cultural diversity in children’s publishing (www.lantanapublishing.com). An Honorary Associate of Macquarie University and the Children’s Literature Advisor to the Commonwealth Education Trust, Alice has published widely on global children’s literatures, West African literary theory and environmental feminism in children’s fiction. Her doctorate,Environmental Crisis in Young Adult Fiction, was published in the Critical Approaches to Children’s Literature series by Palgrave Macmillan. DALY, NICOLA Panel M36, Monday 10 August 09.30-13.00 The concept of childhood in the New Zealand Picturebook Collection

Abstract: Bishop (1990) has described the creation of The New Zealand Johnston, 2011) using a critical children’s literature as having a dual Picturebook collection, a set of 22 multicultural lens (Bradford, 2011) purpose. It may provide a window picturebooks selected to reflect to examine in what ways childhood into another world and it may also diversity in New Zealand society is created through narrative and act as a mirror for the lives of the (Daly & McKoy, 2013). In this paper illustration. It will be argued that reader. The importance of children the conception of contemporary the childhood reflected in these seeing themselves in the books being New Zealand childhood as reflected books is limited by factors relating read to them (Cullinan & Galda, in the collection will be explored to power and sociocultural context. 2002) was the premise behind both textually and visually (Ross 117

Biography: Nicola Daly is a senior lecturer in education at the University of Waikato, New Zealand where she teaches courses in children’s literature and language teacher education. Her research concerns the use of picturebook collections in multicultural settings, and the ways in which picturebooks reflect national identity. Recent publications include a co-edited book concerning using children’s literature in multilingual settings, and an article in Children’s Literature in Education.

DAMON, ANNE-BÉNÉDICTE Panel B5, Sunday 9 August 09.30-11.00 Anorexia literature for children and teens – Cautionary or seductive tales?

Abstract: While you can fill a most of WWII fiction, the need for of consumption or pleuresy. But bookshelf with children’s and teenage survivors to testify? Most of them could there be an even darker side to books about depression, autism, or are first-person autobiographical or anorexia fiction? Most of the books cancer – the last becoming more fictional accounts of the struggles end well and intend to help sufferers popular with John Green’s bestseller with food and self-esteem of a young in their recovery process, to give them The Fault in our Stars being adapted as girl. There is obviously a cathartic hope, or at least to make them feel a movie, you can fill a whole library goal in some of them, but also an like they are part of a community, with books on anorexia. One of the aesthetification of the whole starving like the A.A or the O.A (Overeaters oldest examples of this literature process. Is it just because anorexia is Anonymous). However, a disturbing in contemporary times is 1978’s one of those modern ills, like drugs, trend is growing among young girls, The Best Little Girl in the World by divorce, or terrorism? Then, why is one called “wannarexia”. Anorexia has Steven Levenkron. Many questions the collection of books on bulimia an appealing, and even glamorous arise about the choice of anorexia or self-harm much slimmer? side to it – could those books as reading matter for children and contribute to this alarming trend teens. Why does such a serious Most importantly, who are the and be used as “how to” manuals? illness – the mental trouble with buyers – the parents? – and the the highest rate of mortality among readers? Girl readers have long had a We’ll try to address those issues with under 18s – produce such a wealth ghoulish taste for misery and death examples from American, English and of literature, and specially for young – Victorian literature, in particular, French children’s and teenage fiction. readers? Who write those books, and was full of long depictions of bedside for what purpose? Is it only, as with scenes featuring the heroine dying

Biography: Anne-Bénédicte Damon is currently working as a children’s psychologist in Paris (France) in a private practice. She works mainly with teenagers and children, and uses fiction as one of her therapeutic tools. She also lectures at Paris 5 University in Psychology in English and Giftedness Studies. She is also specialised in women’s studies and children’s literature, with a PhD in British Civilisation on the place of girls and women in WW2 children’s fiction.

DAVIES, ANDY Panel B1, Sunday 9 August 11.30-13.00 The Inclusive Picture Book: Designing for both able-sighted and visually impaired children

Abstract: The picture is a visual or indicated by the illustrations awareness and use of ‘Touch to See tool used to generate an emotional within a book and without the Picture Books’ and other publications. and reflective reaction from the relationship between text and image, This ‘form’ is enabling the picture observer. The synergy between text the result could be considered less book to be more inclusive of users and image is fundamental to what stimulating and possibly confusing. who live with visual impairment and a picture book is and its role as a have, therefore, traditionally not device for communicating stories Organisations such as Living Paintings been able to engage with the visual to a child. Sentiment, mood, and and publishers like Lemniscaat and aspect of the picture book. However, personality are often enhanced Walker Books are promoting the many of the books produced for 118

the blind and partially sighted are pick up the original version rather both visual and textured stimuli re-designed, or adapted examples than this adapted publication? Whilst and reflect upon primary research of successful publications. The inclusivity is currently appreciated recording the views of visually resulting creation, consisting of and valued in terms of the characters impaired readers of such books. raised and textured elements that and subject matter featured in the help visualization (or understanding) book, we will argue that the design The views regarding the purposeful via touch, are very stimulating and and production of books that are ‘rewriting’ from the source (Christiane widely appreciated by their users. intended to be read by both able Nord and Hans Vermeer) wherein sighted and the blind, is indeed the ‘offer of information’ for the But is this an inclusive book possible. We will provide evidence target audience is the aim of book when able-sighted may find the of publishers who are developing making (skopos theory), will be arrangement cluttered and would picture books that can be read using underpinning our argument.

Biography: Andy Robert Davies is a Lecturer on the BA (Hons) Illustration programme at the University of Worcester. He graduated with a first class degree in Illustration from Loughborough University in 2004, and then completed a MA Art and Design in 2008 at the same institution. He has a successful freelance practice, and works for clients around the world. His work has been used in an editorial context by the Independent on Sunday and Guardian newspapers and in viral marketing campaigns for Vodafone. He has illustrated several successful picture book and adult non-fiction titles, which have been published in Britain, Italy, Belgium, Netherlands, the USA and South Korea. DAVIS, ROBERT Panel C28, Wednesday 12 August 11.30-13.00 Prodigal Children: Innocence, Experience and the Meanings of Childhood

Abstract: More than fifty years Periodically, the charge is levelled lives and experiences of children, after the publication of the English at areas such as literary criticism, reinforcing the hermeneutic of translation of Philippe Ariès’ L’enfant education and the childcare suspicion to which all ‘essentialised’, et la vie familiale sous l’ancien regime professions by specialist historians univocal or idealised accounts (1960) as Centuries of Childhood: of childhood that these domains of of childhood are now subject. A Social History of Family Life enquiry remain unduly deferential (1962), study of the history and to several of Ariès’ less sustainable This paper seeks to take the measure anthropology of childhood has historical arguments––most of––and indeed historicise––some diversified and proliferated across notably his challenging assertion of the prevailing trends in the the global academic community. that childhood is an arbitrary and interdisciplinary study of childhood Responsive to both the strengths discursive invention of early modern today. It maps several of the most and the limitations of Ariès’ work, and modern European society dynamic areas in which the cultural this scholarship has capitalised on largely unknown to previous eras study of childhood is currently the interdisciplinary and critical or to non-European cultures. In its advancing, including those cross- theoretical turns in the humanities most radical forms, this version of zonal and intersectional fields where while also enlarging dramatically the Ariès hypothesis can be seen to the multiple and diverse voices of the compass of childhood rest on weaknesses of translation children themselves are the drivers studies to draw illuminatingly and selective readings of Centuries’ of research and discovery. The (if sometimes controversially) searching discussion of the historical paper assesses the possibilities on research in eg ethnography, evidence base. Nevertheless, it for a continuing ‘general theory of gender and cultural studies and–– has undoubtedly gone on since the childhood’ in globalised society and more recently––neuroscience 1960s to exercise a disproportionate explores what ongoing advances and neodarwinian theory. influence over certain areas of might entail for the portrayal and the English Studies, the sociology of examination of childhood across a childhood and even the literary range of cultural and literary forms, and artistic representation of the including children’s literature itself.

Biography: Robert A. Davis is Professor of Religious and Cultural Education and Head of School of Education in the University of Glasgow. He has written, taught and broadcast widely on Childhood Studies and is currently completing a history of the English lullaby. He has held honorary and visiting positions at a number of international institutions and is currently Editor of the Journal of Philosophy of Education. 119 DAY, KATY Panel H17, Sunday 9 August 16.15-17.45 Female Adolescence Through Second and Third Wave Feminism

Abstract: I plan to look at what what an empowered female character to empower the movement, and an makes an empowered female is, and I will base my argument off empowered movement has the ability adolescent, within the context of Roberta Seelinger Trites’ idea that to help females find empowerment second and third wave feminism. in a feminist children’s novel, the in their individual lives. I will analyse These two phases look at the public protagonist is more aware of her Alanna’s story, noting how in her and the private spheres, the overall agency and ability to make her own world it is forbidden for maidens picture as opposed to the individual, choices by the end of the book than to become knights, but that is the and I am interested in seeing how she was at the beginning. I will briefly only thing she desires. I will look into both of these historical ideas affect discuss the history of feminism what leads to her decision to disguise the concept of what an empowered before delving into the second and herself as a boy and the differences girl is. I will analyse the character third waves, as I think they are both between the societal pressures and Alanna from Tamora Pierce’s Song of valid approaches, but that they are her individual drive. What makes a the Lioness quartet (1983-1988) and not as separate as they seem. It does study of this character so useful is the related book Wild Magic (1992), not make sense to look only at the that we see her develop from a child seeing how the society and Alanna’s broad view and ignore individual to an adult, and Pierce creates a world private desires conflate and diverge, people—how can you hope to have that changes because of Alanna’s how one affects the other, and how society treat girls as equals when you actions, while simultaneously having both are responsible for making do not think that first of yourself? created a world that made her actions her an enfranchised character. The two concepts go hand-in-hand, necessary. It provides a great literary with one affecting the other. An case study to view the importance of It will first be important to define empowered person has the ability both second and third wave feminism.

Biography: Katy Day is a PhD candidate in critical approaches to children’s literature at the University of Cambridge. She is interested in young adult fantasy fiction, cognitive poetics, and feminism, and how they can affect readers’ real lives. Currently she is on the editorial board for the Cambridge Open-Review Educational Research e-Journal (CORERJ). In 2011, she received the Revell Carr Research Fellowship from Williams College to study Virginia Woolf’s The Voyage Out. She holds an MPhil from Cambridge and an MLitt in creative writing from the University of St Andrews. DESMET, MIEKE K.T. Panel M35, Tuesday 11 August 16.15-17.45 V is for Violence

Abstract: The children’s book market means that reality is presented on through the particular view of reality is flooded with visual texts that create the page through a visual image that is chosen to be represented. In childhood in many different ways. The that is symbolized by a word and all other words that instructive goal of illustrated alphabet book is a specific these elements are further linked to alphabet books often determines sub-genre of visual texts in which a particular letter which represents their content. Just as an alphabet multiple forms of representation, a sound. Many of these elements book can play with formal elements including verbal and visual forms, can be, and have been, subverted (Desmet 1999), the traditional and are exploited. David Lewis argues and changed to create alternative didactic content of the alphabet that alphabet books are “inherently and more playful alphabet books. book can also be subverted. This tightly constrained forms” (1990: Apart from the relationships between paper considers the various ways in 142). Generally alphabet books the visual and formal aspects that which a number of modern alphabet presuppose and exhibit a simple and characterize alphabet books, alphabet books introduce themes of violence uncomplicated relationship between books also focus on a certain topic by children, violence against children, the reality they want to show and or theme. John Stewig (1980: 82-85) and violence against language and the verbal and visual elements used categorized and classified alphabet meaning making itself. These strange to create that reality in book form. books into three main types: related- and more unconventional alphabet The “traditional” alphabet book topic, potpourri, and sequential books are challenging established identifies itself through a number story alphabet books. Generally all ideas about alphabet books and of definite elements, especially that these types of alphabet books show how they represent childhood. of multiple representation. That a didactic and educational purpose 120

Biography: Dr. Mieke K.T. Desmet is Flemish, but currently working as an Associate Professor in the Foreign Languages and Literature Department of Tunghai University, Taichung, Taiwan. She holds a PhD in Comparative Literature from University College London (UCL) on the translation of English narrative fiction for girls into Dutch. She also has an MA in Comparative Literature from UCL and an MA in Children’s Literature from the Roehampton Institute, University of Surrey. Her main research interests are the translation of children’s literature, fiction for girls, visual texts, alphabet books, and children’s literature in Taiwan. Her PhD was published in book form by Peter Lang as Babysitting the Reader.

DESZCZ-TRYHUBCZAK, JUSTYNA Panel C17, Wednesday 12 August 09.30-11.00 Childhood, Utopianism and Literature: Young Readers of Radical Fantasy Fiction Comment on the Future

Abstract: In Child-Loving: The Erotic for young audiences—which usually self-perception in this respect. I also Child and Victorian Culture (1994), ascribe adult utopian aspirations to argue that empirical research into James Kinkaid discusses the appeal children without ever asking them young readers of utopian literature is of childhood as a historically and about their own desires—by focusing an indispensable critical practice as, in culturally constructed concept which on real young readers’ responses accordance with the transformative adults can repeatedly fill with diverse to selected works of radical fantasy agenda of utopianism, it encourages contents. One meaning that has fiction. Radical fantasy is a recent children’s own interrogations of continually stayed with childhood subgenre of fantasy especially literary images of young utopians is the centrality of the child as an characterized by utopian contents, i.e. and provides them opportunities to object of inheritance, education, the combination of fantastic worlds express their views on the potential and socialization—a symbol and in need of reform and a conception of specific texts to foster utopian embodiment conjoining the past, the of a child-as-utopian who questions reflection about the future. Hence, present, and the future (Ann Wierda adult normativity by catalyzing I see the responses provided by Rowland, Romanticism and Childhood: collective action. Such motifs can the participants not as a means of The Infantilization of British Literary be found in China Miéville’s Un validating or disproving prescriptive Culture, 2012). This figuration also Lun Dun (2007), Jonathan Stroud’s readings of representations of children frames studies of utopian literature Bartimaeus sequence (2003- as utopians initiating change but as for young readers, a critical discourse 2010), or Ursula LeGuin’s Annals of a reflection of how young people plagued with unproblematic, the Western Shore (2004-2007). define their own hopes, dreams, fears, universalist and adultist elisions Analyzing the material I collected and anticipations when inspired by of childhood with nostalgia for a during 13 focused group unstructured utopian texts. Ultimately, I argue that better past and a hope for a brighter interviews that I conducted with while it is impossible to generalize future, while the question of whether the young participants of my study on the basis of such a small amount and how children’s own utopian (ages 15-17) in spring and fall 2014, of data, my case study approach reflection may be very concretely I focus in particular on how these enables preserving individual variation stimulated by literature remains young readers see their own role and a sense of the participants as unexplored. In this paper I critique in shaping the future and whether young people whose voice should typical analyses of utopian literature radical fantasy has at all affected their be acknowledged and respected.

Biography: Dr. Justyna Deszcz-Tryhubczak is Assistant Professor of Literature and Director of the Center for Young People’s Literature and Culture at the Department of English Studies, Wroclaw University, Poland. She has published a monograph on Salman Rushdie, Rushdie in Wonderland: “Fairytaleness” in Salman Rushdie’s Fiction (Peter Lang 2004). She co-edited Towards or Back to Human Values? Spiritual and Moral Dimensions of Contemporary Fantasy (Cambridge Scholars Press 2006), Considering Fantasy: Ethical, Didactic and Therapeutic Aspects of Fantasy in Literature and Film (ATUT 2007), and Relevant across Cultures: Visions of Connectedness and Earth Citizenship in Modern Fantasy for Young Readers (ATUT 2009). 121 DITI, VYAS Panel C3, Tuesday 11 August 16.15-17.45 Indian children’s literature and Gender Politics: A Comparative Analysis of Masculinity and Boyhood in Adventure Fiction in English and Gujarati

Abstract: By applying the social masculinity emerging from Indian to rip the grandeur of conventional constructivist approach to the masculinity discourse and follow protagonists, Sirish Rao’s Real Men numerically prominent composite the pattern of practice of hegemonic Don`t Pick Primroses demonstrates genre of adventure fiction in Indian masculinity outlined by R.W.Connell the undesirability and unreliability English and Gujarati Children’s by subordinating female characters of patriarchal standards by tracing adventure stories written in the and “femininity-in-men”, sharpening their harmful impact on men who watershed period of the post their hegemonic tenets under the enact them and by projecting 1990s, the paper undertakes a guidance of mentors, validating alternate masculinities. While Zai comparative investigation of their masculinity through a moral Whitaker’s Andamans Boy in Indian gendered childhoods through foundation and locating the strength English seeks to create a hybrid analysis of masculinity and boyhood of their masculinity in male bodies. boyhood through foregrounding in Indian children’s literature to the protagonist’s emotional interrogate the gender split between Alongside, the paper also studies how needs, GCL text Shrikant Trivedi’s Indian English Writing (IWE) and another set of texts in both languages Vanerdesh does so by focusing on Regional Language Literature (RLL). signal a marked change by critiquing the interrelationships that empower or reconfiguring patriarchal definitions its otherwise unheroic protagonist. Through a comparative study of of boyhood and masculinity. While seemingly gentler and less aggressive Joseph Macwan’s The Haya Series The paper concludes by stating that Aditya and Vikram of Deepak Dalal’s in Gujarati critiques the prevalent though differences exist between Ranthambore Adventure in Indian hegemonic ideals of masculine how gendered childhoods in Indian English and hypermasculine Changu behavior through an inversion of English and Gujarati adhere to or from Shrikant Trivedi’s Changu moral valuation, Subhadra Sen undermine patriarchal definitions Mangu na Sahaso in Gujarati, it Gupta’s Double Click! in English does of masculinity, the coexistence of demonstrates that despite differences so by inverting the idea of equating texts with hegemonically and non- in their configurations of boyhood, masculinity with efficiency. While hegemonically gendered childhoods these characters adhere to the wide Gujarati text Harish Nayak’s Tillu- in both languages undermines the spectrum of definitions of hegemonic Bhillu Na Parakramo uses bathos RLL/ IWE divide based on gender.

Biography: I am working as a research scholar in the area of Indian children’s literature at Indian Institute of Technology, GN for my doctoral degree and my thesis focuses on the gender aspect of Indian children’s literature from a comparative perspective. Prior to my doctoral degree, I had worked on “Subversion and Containment in the William Stories of Richmal Crompton” for my M.Phil dissertation. I had the pleasure of presenting at 21st Biennial International Research Society for Children’s Literature Congress held between 10th and 14th August, 2013 at Maastricht. DOUGLAS, VIRGINIE Panel C1, Wednesday 12 August 09.30-11.00 When do you stop being a child and start being a young adult? Writing the blurry borders of childhood in Kevin Brooks’s YA novels

Abstract: Although he has written War in the United States to Melvin This awareness of being a YA author several series of detective fiction for Burgess’s Junk, Lady: My Life as a is occasionally stressed by the adults, British author Kevin Brooks is Bitch or Nicholas Dane in Britain, has metatextual dimension in Brooks’s one of the rising stars in the category stressed the necessity to create a novels for young readers: in Lucas of young adult fiction within children’s new kind of writing for this formerly (2003), the young first-person literature. Brooks clearly positions neglected “in-between” age-group narrator presents her father as a himself in the now well-established and proclaimed the end of the writer of “books for teenagers, or tradition of YA literature which, “Romantic” child built by generations Young Adults, as the bookshops like from S.E. Hinton’s The Outsiders of earlier children’s writers. to call them”, “the kind of books or Robert Cormier’s The Chocolate that get nominated for prizes but 122 never win, the kind of books that get accidentally kills his own father to prizes, is in itself highly significant. rubbished by all the papers for being The Bunker Diary, 2013, in which immoral, for setting a bad example, the narrator and other characters And yet, although Brooks’s novels for contributing to the destruction are kidnapped and imprisoned by a for adults and those for young adults of innocence in the youth of today.” mysterious man); Brooks also endows clearly share themes, motifs and, the idea that young readers “don’t often, setting, the two categories And indeed, as many of his need to be cosseted with artificial of fiction clearly differ from each predecessors in the field of YA fiction, hope that there will always be a other. This paper will explore these Brooks confirms the inadequacy of happy ending” with unprecedented differences, focusing on the way the over-protecting the child audience intensity in his latest YA novel, The author depicts the transition from — or at least the older readers Bunker Diary, in which the unfinished childhood to adulthood through among them. Not only are the young last sentence suggests that the characters falling into adult age as narrators and characters recurrently young narrator is dying. The mere they fall in love, and/or experience confronted with violence, death fact that this book has won the 2014 extreme violence or metamorphosis. and murder (from Martyn Pig, 2002, Carnegie Medal, contradicting Brooks’ where the eponymous narrator above statement about literary

Biography: Virginie Douglas is a Senior Lecturer at the University of Rouen, France. She is Secretary of the Institut International Charles Perrault and specializes in British children’s literature and the questions of theory, narration and translation related to children’s books. She is the editor of Perspectives contemporaines du roman pour la jeunesse (L’Harmattan, 2001), Littérature de jeunesse et diversité culturelle (L’Harmattan, 2013), La Retraduction en littérature de jeunesse/Retranslating Children’s Literature (with Florence Cabaret ; Peter Lang, 2014) and État des lieux de la traduction pour la jeunesse (Presses universitaires de Rouen et du Havre, forthcoming in 2015). EATON, ANTHONY Panel M13, Tuesday 11 August 09.30-11.00 The spaces between: examining creative practice within an academic context

Abstract: In this paper I will draw (2005) is a ‘classic’ young adult, construction of young protagonists, methodologically upon the ideas historical bildungsroman narrative as demonstrated in each of these of practice-led research outlined by set in an Australian POW camp works, has both been shaped by, Webb and Brien (2008), and consider during World War One. The second, and has in turn shaped, my changing these within the context of the A New Kind of Dreaming (2002) is a development as both a practicing continuing debate surrounding the contemporary young adult action/ ‘young adult writer’ and as a scholar role of the author in in terms of the adventure story dealing with cultural of children’s literature studies. ‘impossibility’ of children’s literature issues surrounding the politicization The paper will take a deliberately (Rose, 1984; Nodelman, 2008). of refugee arrivals in Australian interdisciplinary position, drawing The paper will explore the society. The final of the three books, upon my dual roles as firstly a scholar intersections within my own Daywards (2010) is the conclusion and teacher of creative writing within creative practice of the positions of a speculative fiction trilogy, set in the academy, and secondly as a reader of writer-as-creator, of adult- a distant Australian future, and calls and scholar of children’s literature as-coloniser of childhood, and into question issues of environmental studies. It will argue that the liminality of scholar-as-cultural critic. degradation and climate change of the scholarly/creative space that by deliberately blurring the lines has emerged from this nexus has The paper will be contextualized with between dystopia and utopia. significantly and positively impacted specific reference to three creative upon the way in which I consider and works set in distinct historical periods This paper will offer a consideration construct my ‘child’ characters, and and genres. The first, Fireshadow of the degree to which my my own position in relation to them.

Biography: Doctor Anthony Eaton is an associate professor of creative writing and literary studies at the University of Canberra, Australia. He is the author of 11 novels for children and young adults, including the award winning Into White Silence (2008) and Fireshadow (2005). He is president of the Australasian Children’s Literature Association for Research, and his most recent scholarly publication is ‘The Interactive Picturebook: Mapping ‘literacy’ on a narrative/technology continuum’, in Fusion journal, special issue 6 (December 2014). EDWARDS, GAIL 123 Panel M13, Tuesday 11 August 09.30-11.00 Creating Childhood Through Storytelling: The Art of Marie Shedlock

Abstract: In a special storytelling correspondence held at institutional adequate preparation and respect issue of the Horn Book Magazine in archives across the United States, for the intelligence of children were 1934, the editor Bertha Mahoney and contemporary printed sources widely influential in the evolution of praised the power of storytelling to explore the life and work of Marie storytelling as a key component of to create a hunger for the printed Shedlock and her interconnected children’s library services. Storytellers page by bringing a book to life and professional networks of Froebelians, learned to monitor their audience building bridges between listeners suffragists, proponents of women’s carefully while telling the story, and readers. The special issue was higher education, kindergartners, cultivate a flexible voice, respect also a celebration of the life and and children’s librarians. the narrative shape and style of the work of Marie Shedlock (1854- source story in the retelling, and 1935), a professional storyteller Through her performances, recitals, familiarize themselves not only with who built bridges between listeners public lectures, workshops and the background of the tale, but child and readers throughout her career, courses that she delivered to library psychology. Through protégée chains created imagined communities of schools, public libraries, kindergarten and peer professional networks, childhood through her storytelling, training institutes, and groups of successive generations of children’s and inspired other women who children in England, the United librarians who read Shedlock’s book heard her lectures and stories to States, Canada and France from on the Art of Storytelling as part of become storytellers themselves. the 1890s to the 1920s, Shedlock their professional education adopted advocated for the importance storytelling as a means to create This paper draws on primary research of imagination and the power of imagined communities of young utilizing the Anne Carroll Moore narrative in the lives of children. readers who shared in a common papers, housed at the New York Her rejection of sentimentality and literary culture of childhood. Public Library, the records of Boys and artifice, and her belief that good Girls House, Toronto Public Library, storytelling required careful research,

Biography: Gail Edwards is the Chair of the History Department at Douglas College, British Columbia, Canada. She is the co-author with Judith Saltman of Picturing Canada: A History of Canadian Children’s Illustrated Books and Publishing (University of Toronto Press, 2010), awarded the IRSCL 2011 Book Prize. Her most recent publications are “Reading Canadian: Children and National Literature in the 1920s,” published in Children and Cultural Memory in the Texts of Childhood, edited by Heather Snell and Lorna Hutchison (Routledge, 2014); and “‘Good Reading among Young Canadians’: The Canadian Association of Children’s Librarians, Young Canada’s Book Week, and the Persistence of Professional Discourse,” Library & Information History 28, no. 2 (2012): 135-149. EHRIANDER, HELENE Panel B2, Sunday 9 August 14.15-15.45 The Book Dog and Astrid Lindgren

Abstract: In my paper presentation with all children and one of our most conditions. The dog handlers have to I will present a new Swedish reading important goals with the project is to study a course on children’s literature project. In July 2013 Helene Ehriander include children with autism, children and learn how to do book talks with and Anna Nilsson from Linnaeus with dyslexia and children afraid of the children to improve the reading University started up a reading dogs together with children who read skills. We also want to emphasize project called ”Bokhunden och Astrid stories with great interest, ease and the author Astrid Lindgren as her Lindgren” (The Book Dog and Astrid joy. To the dogs all children are equal books belong to a Swedish national Lindgren) financed with 8 million and this will make the children feel treasure of children’s literature. The SEK (1 million €) from the Swedish more relaxed in a situation many project will be documented and Inheritance Fund. In this project children find uncomfortable. The generate research projects at the children are reading aloud to trained project has got inspiration from the Linnaeus university in the near future. dogs and their handlers. The dogs are American organisation R.E.A.D. but trained to be comfortable in situations we will adapt the concept for Swedish

Biography: Helene Ehriander is senior lecturer in the School of Film and Literature at the Linnæus-University of Kalmar/Växjö. She defended her thesis on Humanism and the View on History in Kai Söderhjelm’s Historical Novels for Children and Young People, in Comparative Literature at the University of Lund in October 2003. She is currently writing a book on Astrid Lindgren as an editor at the publishing house Rabén & Sjögren and completing a study on Astrid Lindgren as a Swedish icon. 124

FLANAGAN, VICTORIA Panel M37, Tuesday 11 August 11.30-13.00 Digital Subjectivities: Growing Up in Cyberspace

Abstract: Digital technology has more traditional story formats, and Fangirl (2013) by Rainbow Rowell. exerted a profound influence on are thematically concerned with Within these two novels, cyberspace human communication over the the relationship between real and is not represented as something past decade, changing the way virtual selves. A significant effect that is experienced “separately” in which many of us conduct our of this phenomenon is therefore from the young protagonists’ social daily lives. Printed books have not ideological, as printed children’s reality. Instead, it is experienced become redundant as a result of this books which engage with cyberspace in conjunction with their everyday transformation, as some feared, but not only endorse experimental lives, and the behaviours that they have instead showed signs of change narrative forms but also validate engage in while online are as integral and renewal. Children’s authors, in the role of digital technology in the to the construction of their individual particular, have embraced the digital development of children’s identities identities as anything else in the real revolution and sought to produce and in their perception of how world. This paper will examine the books that reflect the nature of social interactions are conducted. represented relationship between real communication in the digital era. As and virtual selves in these YA novels a result, such narratives adopt the This paper will focus on two works and argue that traditional concepts format and style of social interactions of YA fiction that explore the of subjectivity are undergoing in cyberspace: novels are produced expanding role of social media in the substantive transformation because in blog or chat room format, they lives of young people: Guy in Real of the impact of cyberspace. incorporate digital messaging into Life (2014) by Steve Brezenoff and

Biography: : Victoria Flanagan is a senior lecturer in Children’s Literature at Macquarie University in Sydney. She is the author of Into the Closet: Cross-Dressing and the Gendered Body in Children’s Literature and Film (2008) and Technology and Identity in Young Adult Fiction: The Posthuman Subject (2014). Her research focuses on representations of gender and subjectivity and she is currently working on a project that examines the role of social media in YA fiction.

FLYNN, KATE Panel B1, Sunday 9 August 11.30-13.00 Including print disabled children: The benefits of accessible formats

Abstract: This paper uses a social reading for print disabled children. and who are blind or partially sighted, model of disability to assert that In particular, the paper presents to read the same books, at the same the material and technological positive findings from an impact time as their classmates. Using production of children’s books study of the Load2Learn service. Load2Learn as an example, the paper typically constructs readers as “able Load2Learn was founded by the demonstrates that when material bodied” and, specifically, sighted. Royal National Institute of Blind barriers to accessing books are Only seven per cent of all books are People and Dyslexia Action, with lowered, educators of print disabled available in an accessible format such development funding in 2011- children report benefits in improved as braille, audio, or large print. Against 2013 from the UK Department classwork, confidence and inclusion. this backdrop the paper analyses for Education. The service enables In the process, the construction of how various libraries of accessible learners who cannot read standard a sighted reader is reconfigured. resources measure the benefits of print, including those with dyslexia

Biography: Dr Kate Flynn is a Research Officer for the Royal National Institute of Blind People (RNIB), where she has worked on projects relating to accessible information since 2013. Previously she completed her PhD at the University of Worcester. Her thesis focused on fat children in British juvenile fiction, which reflected her research interests in how the body is constructed by academic psychology, the media and children’s literature. 125

FREDERICO, ALINE Panel M10, Monday 10 August 11.30-13.00 Picturebook apps: the child’s movement in and out of the narrative

Abstract: Picturebook apps are This case study will do an in-depth Data collection will consist of video digital books that communicate qualitative analysis of one child’s recordings of a child interacting information or tell stories through transactions with one fictional with a picturebook app in a parent a multimodal text. In addition picturebook app in order to provide co-reading situation at home, in to images and usually writing, us with some insights of how children a natural setting, and interviews the picturebook app designed for participate in the construction of with both children and parents. touchscreen devices often combines meaning from multimodal and at least one other interrelated mode, multimedia picturebook apps texts. The potential of the picturebook app such as speech, movement, music, The analysis will consider how text as well as how it is unfolded or interactivity. Picturebook apps children immerse themselves in the by this child reader in this unique have revolutionized in the past years text both through its literary features situated reading experience will what we have known for decades and through its interactive features, be analyzed under the light of a as a picturebook in a hybrid form as well as how children manifest their framework that encompasses that approximates picturebooks to responses to the text in their gestures picturebook theory, namely the work other forms of media for children, and dialogue with an adult co-reading. of David Lewis, Perry Nodelman, such as animated movies and video The adult contribution and influence and Maria Nikolajeva and Carole games. The interactive features of upon the child’s responses will be Scott; reader-response theory, picturebook apps make them texts also considered. The picturebook especially as it is framed by Louise that require the active participation of app text will be analyzed in terms of Rosenblatt; and social semiotics, the reader who is not only decoding its meaning-making potential, and as described especially by Theo the text but co-constructing it contrasted to what the reader really van Leeuwen and Gunther Kress. through gestures, performance and makes of it as he/she makes decisions This case study is part of my PhD the input of various kinds of reader- about adopting one reading/narrative research about the construction generated texts such as images, path, as opposed to many other of meaning in picturebook apps. writing, audio, gestures, etc. possible readings/narrative paths.

Biography: Aline Frederico is a first-year PhD student at the Faculty of Education of the University of Cambridge, United Kingdom. Her previous degrees include a MA in Children’s Literature from The University of British Columbia, Canada, and a BA in Communication with emphasis in Publishing from The University of São Paulo, Brazil. Her research interests lie on picturebook theory, the construction of meaning in picturebooks, visual narratives, Brazilian children’s literature and publishing of children’s texts. She has also worked as editor, translator and designer of children’s books.

GADOWSKI, ROBERT Panel B7, Sunday 9 August 11.30-13.00 “Ordinary people, shaped and shaken by the winds of their time”: Narrating Childhood through some Scottish Children’s Historical Fiction

Abstract: Twenty first century identity that young people strive to the Unwind series (2007-2014). In brings humanity at the verge of fully comprehend and appreciate the dystopian world conceived by technologically mediated change while they are approaching the Shusterman children up to the age from human to posthuman—a threshold of adulthood. Thus, it is of eighteen find themselves at the clash of two extremes bringing no surprise that there is a growing mercy of a devious system. Parents unprecedented consequences. By posthuman sentiment in children are given a choice to either keep their the same token the children of today and young adult literature. children (as long as their offspring live will inhabit the posthuman future up to their expectations), or to hand of tomorrow. The posthuman ideal One of the most powerful and them over to the state authorities principally challenges our views intriguing narratives that tackle who will unwind them, that is, on body and mind, two aspects of this issue is Neal Shusterman’s dismantle the children’s bodies so 126

that each and every part is render The thesis of my paper postulates so I will adhere to arguments made usable for others. But can the soul that Shusterman’s novels can be seen by notable posthuman theorists like be dismantled? If all the parts of a as introducing a new paradigm of Francis Fukuyama, Michio Kaku and person are kept alive does it mean identity for children and young adults, N. Katherine Hayles in order to further that the person is still alive too? Are a paradigm that incorporates the articulate my point that the sense human beings more than the sum of notions of posthuman dangers and of child’s identity in the posthuman their parts? These and other thought prospects. I seek to uncover the ways age transcends the longstanding provoking questions are addressed by in which the child in the Unwind series belief in the dichotomy of body and Shusterman through the actions and can negotiate his or her own identity mind and assumes a bio-spiritual contemplations of the protagonists. through the medium of technology view on the human nature. and posthuman ideology. In doing

Biography: Robert Gadowski is a PhD Candidate at the University of Wroclaw. He also teaches at the Philological School of Higher Education in Wroclaw. His main areas of interest are speculative fiction, particularly YA dystopian science fiction as well as freedom studies in YA literature. His articles include “What Makes Us Human? Freedom and the Posthuman Age in Scott Westerfeld’s Uglies Trilogy” in 2013 Navigating Cybercultures published by Inter- Disciplinary Press, and “Pathways to Freedom – Young Adult Dystopian Science Fiction as a Mode of Envisioning Autonomy” in 2014 The Basis Categories of the Fantastic Literature Revisited publsihed by Cambridge Scholars Publishing.

GALBRAITH, MARY Panel M34, Monday 10 August 11.30-13.00 Regarding The Snowman: Child SELF figures in the graphic narratives of Raymond Briggs

Abstract: Every auteur picture means by which Briggs expresses storybook that I have encountered different modes of the SELF figure’s uses picture-book attributes (e.g. experience. Using George Wilson’s text-image relations, page turns, typology of subjective cinematic size, framing) to express the first- shots and Boris Uspensky’s person experience of a character in taxonomy of perspective, I will the book, commonly a child. Using explore the use and implication of Ann Banfield’s narrative terminology, [image from John Burningham’s subjective techniques in Briggs’s I refer to this figure as the SELF. Come Away from the Water, Shirley] picture books and in his graphic This SELF figure is almost always memoir Ethel and Ernest. visible in the book’s images, creating Raymond Briggs has created many a disjunction between visual and picture books and one graphic epistemological perspective—i.e., memoir using strip format. He is picture book attributes express the an academically trained artist who, experience of the SELF, but the SELF like John Burningham (see image figure appears in the images. Film above), incorporates landscape as terminology such as shot reverse well as figures into his art. Strip shot and “subjectively inflected shot” format allows for variation in (Wilson 2006) provides a helpful the orientation and aperture of [image from Raymond approach to describing such images. images, and this is one important Briggs, The Snowman]

Biography: Mary Galbraith [email protected], Department of English San Diego State University. Publications: “Meditation on The Polar Express” (Interjuli 2007), “Manifesto for an Emancipatory Childhood Studies Approach to Children’s Literature” (Lion & Unicorn 2001) 127

GALLAGHER, LOUISE Panel M5, Monday 10 August 11.30-13.00 Far Away is Close at Hand in Images of Elsewhere: The role of layout and design in constructing meaning in children’s literature

Abstract: This paper analyses the often in a symbiotic relationship which it represents can speak to use of layout and design as an with that language. Children’s readers on multiple levels. Those alternative semiotic mode alongside literature abounds with texts which whose layout disrupts the expected the standard textual representation periodically employ multiple modes reading process, and force readers of language to create narrative in of communication to speak to its to re-assess written language in the children’s literature. The appearance readers and this paper presents context of the graphic surface of of a book, or more specifically the an investigation in to the ways in the page place readers in complex appearance of language on the which these texts might speak to the positions in relation to the text. “graphic surface of the page” (Glyn implied child reader, demonstrating Thus I interrogate the design and White 2005) can have a meaningful the potentiality of multimodal appearance of shaped prose and/ effect on the reader’s experience of a texts to offer layers of meaning to or poetry which spatially echoes narrative. An innovative use of design child readers, and including a close meaning in Lewis Carroll’s Alice’s and typography in the presentation reading of three children’s texts which Adventures in Wonderland (1865), of text can generate opportunities make use of creative and unusual Aidan Chamber’s Breaktime (1978) for creating certain responses from layout to add an additional layer and Nigel McDowell’s The Black North the implied child reader, which of meaning to their narratives. (2014). These texts imagined without in turn create an experience of I examine texts which make use of their creative design elements would childhood reading. Paratextual one of the most basic typographical tell very different stories to their child elements are often employed by the elements to create multiple layers of readers, and this paper explicates adult producers of children’s books meaning: layout. Printed text which the important role typographic in an attempt to communicate has been specifically designed to design can play in the creation of alongside the written language visually conceptualize, or even play meaning in children’s literature. presented on the page - indeed most with the meaning of the language

Biography: Louise Gallagher is a PhD candidate at the School of English, Trinity College Dublin under the supervision of Dr. Amanda Piesse. She graduated with distinction from the MPhil in Children’s Literature, TCD in 2012 and was awarded a studentship by the School of English, TCD in 2014. She is a committee member of the Irish section of the International Board on Books for Young People (IBBY), co-editor of IBBY Ireland’s review website imaginenations.ie, section editor of Children’s Books Ireland’s annual Recommended Reads children’s book festival publication and a regular contributor of reviews and articles to Inis magazine. GARCIA-ESCRIVA, VICENTE Panel M32, Tuesday 11 August 11.30-13.00 How to turn Tolkien’s The Hobbit into a Hollywood blockbuster

Abstract: It is my intention in this film the process involves shortening is not a consequence of merely paper to analyse the adaptation of a and simplification. However, in the narrative needs, but is the result fairly short book for children written case of the cinematographic version of certain trends and strategies of by J.R.R. Tolkien into a three movie of The Hobbit directed by Peter current Hollywood business model. franchise that runs about eight hours Jackson has followed an opposite As a result, this trilogy’s spectators and that has been produced with the process, since a number of new (many of them children and young) aim to be a worldwide box office hit. plots and characters have been end up having a very remote Usually when a book is turned into a added. This adaptation approach experience from the original book.

Biography: Vicente Garcia-Escriva. BA+MA in Media & Communication Studies. Complutense University of Madrid. Doctor from the Complutense University of Madrid. Lecturer in the Department of Communication at the University of Alicante (Spain). My research specialty is textual analysis, usually working on audio-visual texts and from a multidisciplinary approach. My current areas of interest are audio-visual narrative, postmodern culture, and nature of mythical stories, either in literature or cinema. Recent articles: “El relato de la katabasis: origen y destino del sujeto.”, Trama & Fondo, 36 (2014). “Al principio, el fin: ‘The End’ en el preludio de Apocalypse Now.”, Quaderns de Cine, 9 (2014). 128 GAZI, JEESHAN Panel C10, Wednesday 12 August 11.30-13.00 Childhood as Memory and Desire in Gaspar Noe’s Enter the Void Abstract: Gaspar Noe’s Enter the Void former selves as protagonists within Book of the Dead. The key trauma (2009) finds its protagonist Oscar the scenes they are able to scrape of the film is Oscar and his sister dying within the first twenty minutes together from visual memory, and Linda’s separation as children after of the film. From therein, we follow rarely view the scenes as their former the death of their parents in a horrific Oscar’s soul as he floats across Tokyo selves. This creates a space for fiction car crash; this separation breaks and watches over his loved ones, as in the recollection of our youth. the deep bond between the siblings their world falls apart in the aftermath And this disparity between adult which is only reinstated mere months of his death. In my presentation I will perception and an adult’s perception before Oscar’s death. Near the end be exploring the figure of childhood in of their past is emphasised by the of the film, it is suggested that Linda this narrative and how it is uniquely contrast between the aesthetic of this and Oscar’s best friend Alex dies communicated through Noe’s flashback sequence and the rest of the in a car crash similar to that of the radical filmmaking techniques. movie, which is shot from Oscar’s first siblings’ parents. From this point person POV; the camera as Oscar’s we are given a fantasy sequence Two key aspects of the movie that I eyes with a soundtrack of his inner in which Oscar appears to create will examine are as follows. Firstly, thoughts, and, after his death, as his a scenario of wish-fulfilment – the the lengthy flashback sequence consciousness / spirit looking down people he loves are made happy, that is revealed to Oscar’s soul as upon the figures of his life from above. the people who killed him suffer. As he floats in his purgatory. Oscar’s part of the enacting of his desires, childhood memories take the form The second aspect I wish to address Linda and Alex make love, which of the camera being positioned relates to this wider narrative of the is suggested to be in substitution always from behind the child Oscar. movie. I argue that it makes literal for his deceased parents as Oscar I argue that this is an exploration of the idealism of wishing to return to sweeps himself inside this intimacy the nature of such visual recollection one’s youth via fantasy and rebirth, and is literally reborn as a child. – how adults have to place their in a movie framed by the Tibetan

Biography: Jeeshan Gazi is a PhD Candidate in the Literature, Film and Theater Studies department of the University of Essex. My thesis is titled “Film as Another World: Deleuze, Pynchon, and the Metaphysics of Film”, and is due to be submitted shortly. I have previously presented at “Stretching The Screen”, held at San Francisco State University, “International Pynchon Week 2013”, held at Durham University, and “Revolution and Evolution - BCLA Conference 2014”, held at the University of Essex. I was also lead organiser of the departmental PhD conference for 2014: “The State of Things”. GIBSON, MEL Panel C3, Tuesday 11 August 16.15-17.45 The Excelsior Award. Disrupting professional notions about constructions of childhood, reading and gender

Abstract: Graphic novels are form 60% of the readership. practice regarding male readers. increasingly becoming a focus of This paper explores the Excelsior This construction of the boy attention for librarians and teachers Award www.excelsioraward.co.uk in was confounded by male reader in Britain, disrupting professional which students aged 11-16 vote for engagement with the medium. notions of a hierarchy of reading. their favourite graphic novel. Kay This serves to disrupt professional There has been a major expansion Sambell and I ran a survey with the beliefs around the supposed lack of in graphic novel publishing and an staff involved in the 2012 Award and engagement boys have with reading. increasing availability of manga intend to repeat that in 2015. This In addition, the engagement of in translation. With regard to paper explores the adult lead staff girls with manga and independent mainstream graphic novels publishers responses to their involvement in the titles disrupts another notion often target boys as potential readers. Award and how working with graphic common in Britain: a creation Amongst independent publishers, novels disrupted their perspectives of girls through professional the aim is to appeal to both boys and on both reading and gender. practice as non- comic readers. girls. Further, with regard to manga In particular, the staff had created publishing in English, girls typically childhoods through professional

Biography: Dr Mel Gibson is a Senior Lecturer at Northumbria University. She researches around children’s books, picturebooks and comics and runs a consultancy on literacy and comics. 129 GILANI-WILLIAMS, FAWZIA Panel C19, Wednesday 12 August 09.30-11.00 Islamic children’s literature: religious-cultural hybridity and empowerment

Abstract: Western Islamic children’s This paper outlines the purpose of are created through narrative literature emerged in the UK and Western children’s Islamic literature especially in children’s holiday North American in the 1990s. As as an empowerment tool in response literature which is an amalgamation such it is a fledgling among Western to Islamophobia. It further seeks to of religious and cultural hybridity. children’s literature sub-genres. show how Western Islamic childhoods

Biography: Fawzia Gilani-Williams is a teacher and writer currently studying children’s Islamic literature and character development at the University of Worcester, UK. She is the author of the Islamic fairy tale series produced by Kube Publishing and other stories for children focusing on the Islamic celebration of Eid. She had worked in schools in Canada, USA, the Middle East and England.

GOODING, RICK Panel B10, Sunday 9 August 14.15-15.45 Humanism’s last stand: Bernard Beckett’s Genesis and the curious sanctity of gendered bodies in posthuman young adult fiction

Abstract: In the nearly forty Pearson’s Jenna Fox Chronicles and examine the status of gender in years since Ihab Hassan predicted Robin Wasserman’s Cold Awakenings Bernard Beckett’s Genesis (2006). the advent of a posthuman era, trilogy, as technology replaces the Here the focalizer, Anaximander, is humanism has demonstrated biological body and consciousness represented as a straight, cisgendered remarkable resilience. Writers as comes to be understood as mere adolescent girl until the novel’s final diverse as Francis Fukuyama (who informational pattern, the essence pages, when she and everyone else sees posthumanism as a threat to of humanity migrates from the in her society are revealed to be human nature) and Nick Bostrom rational mind to the capacity to computational-mechanical beings (for whom it promises liberation from form empathetic social bonds. Not resembling orangutans. I argue that biology) have defended the liberal- surprisingly, the focalizers of these this moment is revealing because humanist ideal of the self as a stable, novels become preoccupied with the society Beckett imagines autonomous, and rational agent. By the question of whether emotional neither has any need for gender nor contrast, N. Katherine Hayles and engagement with the world can exist offers any account of how gender Donna Haraway, who are sharply independent of a biological body. difference was introduced into its critical of the notion of a Cartesian artificial intelligences. The persistence mind performing its work free from Amidst such shifts and negotiations, of gender is all the more telling social or biological constraints, have the quality most likely to escape because Genesis stands as perhaps argued that the posthuman entails scrutiny altogether is gender identity, the most philosophically self-aware new forms of subjectivity linked to which is routinely represented as the engagement with posthumanism that new forms of embodiment as humans immutable foundation of selfhood. has yet been directed at adolescent co-evolve with, and become more Jenna Fox and Lia Kahn awaken readers. It is this blind spot, the tightly bound to, intelligent machines. from comas to discover that their unexamined assumption that Among recent young adult novels that minds have been uploaded into gender identity is the unassailable address the posthuman condition, gendered mechanical bodies, and foundation of selfhood, which I this position has more often provoked even as the eponymous heroine take to be humanism’s last stand in a strategic redefinition of humanity of Peter Dickinson’s Eva loses her posthuman young adult fiction. than any wholesale abandonment species she retains her biological of liberal humanism. In Mary E. sex. With this pattern in mind, I will

Biography: Richard Gooding (PhD, Dalhousie) is a Lecturer the Department of English at the University of British Columbia, where he teaches courses in children’s literature and writing, and works in the Master of Arts in Children’s Literature program. His research focuses on posthuman young adult literature and modern adaptations of fairytale form. His recent publications include “Our Posthuman Adolescence: Dystopia, Information Technologies, and the Construction of Subjectivity in M.T. Anderson’s Feed” (2014) and “Clockwork: Philip Pullman’s Posthuman Fairy Tale” (2011), which won the Children’s Literature Association Article Award. 130 GOSOVSKA, MARTA Panel M26, Tuesday 11 August 09.30-11.00 “When Animals Could Speak”: Male And Female Characters in Ivan Franko’s Fairy Tales Abstract: The fairy tales from the investigates the famous male and tales provide an admirable pattern book “When Animals Could Speak” female characters, that, surviving of various male and female types were written by Ivan Franko in 1899. through years, have become more of character. We will research the However, it is still on the top list than ordinary Foxes or Wolves – they main features of gender-building of children’s best loved and most have transformed into role models aspects in Ivan Franko’s tales. frequently read books in Ukraine. representing a unified model of In the proposed paper the author femininity and masculinity. The

Biography: Marta Gosovska, Master of Philology, currently works as a lecturer in Ivan Franko National University of Lviv. The theme of the thesis: “Gender Problems in Ivan Franko’s Writing”. Field of interest: femininity and masculinity construction; women’s writing; constructing of childhood in modern literature.

GROBLER, PIET Panel B1, Sunday 9 August 11.30-13.00 The Inclusive Picture Book: Designing for both able-sighted and visually impaired children Abstract: The picture is a visual book to be more inclusive of users and valued in terms of the characters tool used to generate an emotional who live with visual impairment and and subject matter featured in the and reflective reaction from the have, therefore, traditionally not book, we will argue that the design observer. The synergy between text been able to engage with the visual and production of books that are and image is fundamental to what aspect of the picture book. However, intended to be read by both able a picture book is and its role as a many of the books produced for sighted and the blind, is indeed device for communicating stories the blind and partially sighted are possible. We will provide evidence to a child. Sentiment, mood, and re-designed, or adapted examples of publishers who are developing personality are often enhanced of successful publications. The picture books that can be read using or indicated by the illustrations resulting creation, consisting of both visual and textured stimuli within a book and without the raised and textured elements that and reflect upon primary research relationship between text and image, help visualization (or understanding) recording the views of visually the result could be considered less via touch, are very stimulating and impaired readers of such books. stimulating and possibly confusing. widely appreciated by their users. The views regarding the purposeful Organisations such as Living Paintings But is this an inclusive book ‘rewriting’ from the source (Christiane and publishers like Lemniscaat and when able-sighted may find the Nord and Hans Vermeer) wherein Walker Books are promoting the arrangement cluttered and would the ‘offer of information’ for the awareness and use of ‘Touch to See pick up the original version rather target audience is the aim of book Picture Books’ and other publications. than this adapted publication? Whilst making (skopos theory), will be This ‘form’ is enabling the picture inclusivity is currently appreciated underpinning our argument.

Biography: Piet Grobler is joint course Leader on the BA (Hons) Illustration programme at the University of Worcester. He holds MA-degrees in Theology and also Visual Arts (Illustration); an Honours degree in Journalism and a Graphic Design Diploma. His teaching covers various fields within illustration, whilst his practice as an illustrator is focused on picture book and editorial illustration. He is the illustrator of 75 books, of which 14 have been translated into languages as diverse as Frisian and Korean. International recognition has included a Golden Apple award at the Biennale for Illustration in Bratislava, Slovakia and a Silver Medal in the Japanese Noma Concours competition. 131 GRZECGORYZK, BLANKA Panel B3, Sunday 9 August 16.15-17.45 “Through Warped Glasses”: Representations of Terror and Counter-Terror in Catherine Bruton’s We Can Be Heroes and Alan Gibbons’s An Act of Love

Abstract: Catherine Bruton’s We Can a violently divided world in which of traditional identities, and of the Be Heroes (2011) and Alan Gibbons’s young Britons’ identities and bodies forging of new grounds of belonging. An Act of Love (2011) offer a poignant are continually being threatened At the same time, they dramatize treatment of a personal and political from within, while in danger from the problem of perspective by desire for vengeance in response without, with both threats inciting challenging the Muslim/non-Muslim to terrorism, and of a consequent self-destructive acts of violence. binary opposition that responses to erosion of particular communities. This paper offers a critical reading terrorism have often encouraged. The novels engage with questions of of post-9/11 novels by Catherine The undermining of such simplistic ethnicity, nationalism and identity, Bruton and Alan Gibbons through dichotomies in these novels is the linking the insecurity of the Western the lens of postcolonial studies. It primary route by which principles of world in the face of Islamic extremism shows how post-9/11 writing for familial and communal responsibility with fears and prejudices surrounding children can use the present conflict are finally re-established. From this the figure of the racial other. The of ideologies to confront specific perspective, the novels might be emphasis on the disappearance of social questions. Bruton’s and seen to open post-9/11 British social communal values in post-9/11 British Gibbons’s novels, I will argue, can be relations to postcolonial critique. society allows the writers to construct read as instances of the refashioning

Biography: Dr Blanka Grzegorczyk is Teaching and Research Assistant at the Philological School of Higher Education in Wroclaw, Poland and has been a member of the Centre for Young People’s Literature and Culture at the University of Wroclaw Institute of English Studies since 2007. Her research and teaching focus on contemporary children’s literature, postcolonial studies, and cultural theory. In her recent book Discourses of Postcolonialism in Contemporary British Children’s Literature (Routledge, 2014), she considers the ways in which contemporary British children’s novels both collude with and oppose particular ideologies of race.

GUILHERME, MARIA LÍGIA FREIRE Panel M32, Tuesday 11 August 11.30-13.00 True love relationships in Frozen and Maleficent

Abstract: The latest movie montages are based on relationships between how it builds and develops the path of Walt Disney Pictures, Frozen women, proving that there has been of true love in both productions. We (2013) and Maleficent (2014), have a reversal of values, and that true will also seek theoretical support in shown a tendency that meets a love can be found in family structure the authors Antonio Candido (1972), current need to exalt forms of love and not just in traditional romantic an important Brazilian sociologist that go way beyond those that relationships as it was been preaching and literary critic who discusses have been considered traditional, so far. I will base the exploration the functions of literature, George between man and woman. This of this phenomenon, in which the Duby (1990), a French historian and formula, as reinforced over the years feminine element overlaps the male Bruno Bettelheim (1980), whose in the company’s productions, sees and takes on responsibility for its work “The Uses of Enchantment: no place in a context where the own salvation, on the studies of The Meaning and Importance of woman has been placed in a position Simone de Beauvoir in “The Second Fairy Tales” brings contributions of control and independence. In Sex” (1960), on the role of women on the psychological and symbolic Frozen and Maleficent, we have in society, and in marriage as the relationships in fairy tales. thus true love relationships that women’s destiny, always thinking

Biography: Maria Lígia Freire Guilherme is from Federal Technological University of Parana, Brazil. 132 GÜRSEL, BAHAR Panel M23, Monday 10 August 09.30-11.00 Stories from the Thousand and One Days: The Representation of the Child in Early Twentieth-Century English Translation of Turkish Fairy Tales

Abstract: Turkish fairy tales embody journeys to reach Fairyland, and and within two years, they were both eastern and western traits of a their fate is always controlled by Englished by Robert Nisbet Bain, a cosmopolitan culture, and they are magicians and supernatural beings; British historian and linguist who the offspring of a rich and deep- fairies are their life-long companions, worked for the British Museum. In this rooted oral tradition. Their heavenly and imps are their eternal enemies. regard, this paper will concentrate on realm is Fairyland, and children are In Europe Turkish fairy tales were the translation of a translation, and among the most significant visitors first collected by the renowned apart from explicating the notion of to this magical terrain; sometimes Hungarian Turkologist and folklorist, childhood and the roles of infants in they appear as the beloved sons Ignácz Kúnos who referred to those traditional Turkish folk culture, it will and daughters of mighty rulers, accounts as the stories from “the aspire to provide a late nineteenth- sometimes their lives are associated Thousand and One Days”. The and early twentieth-century with extraordinary incidents. They Hungarian Literary Society published international perspective about generally take arduous and dangerous the tales in 1899 for the first time, Turkey, its history and traditions.

Biography: Bahar Gürsel is Assistant Professor at the Department of History of Middle East Technical University (M.E.T.U). She is the author of a number of essays on US and European history (“Wild and/or Beautiful?: The Representation of the American West from a Twenty-First Century Turkish Perspective”; “Two Cities, Two Fairgrounds: Chicago’s 1893 World’s Columbian Exposition and Turin’s 1911 International Exposition”; Citizenship and Military Service in Italian-American Relations, 1901-1918.”). To pursue her research about children’s literature, she has received fellowships from the Eccles Centre for American Studies at the British Library (2012) and the International Youth Library in Munich, Germany (2014).

HANCOCK, KAY Panel C2, Wednesday 12 August 11.30-13.00 Sliding and Flying: construction of New Zealand childhoods within the Ready to Read instructional reading series Abstract: The New Zealand demanded that we should begin stories with relevance to students’ Government has a long history the child’s education from his own lives. The materials were of particular of providing instructional reading world immediately surrounding significance in 1960s New Zealand materials free to schools. In the early him. And that world was New because there were no New Zealand twentieth century, reading materials Zealand, where the sun shines from commercial picture books at that time strongly reflected New Zealand’s the north and Christmas Day is in – the Ready to Read series was the British heritage but from 1939, summer … (UNESCO, 1957, 6) only source of home grown reading when the Department of Education material for young New Zealanders. formed its own publishing branch, the This philosophy was not initially materials began to reflect the vision applied to the instructional reading Analysis of the original 1963 series of New Zealand materials for New materials for very young students provides a fascinating insight into Zealand students, as demonstrated but in 1963, the Ready to Read series what the series developers thought of by the following statement by was introduced for students in years as being the New Zealand childhood Clarence Beeby, Director General 1-3. Along with a commitment to experience. This paper examines the of Education 1940-60. national identity, the underlying depiction of children’s “own worlds” premise of the series (then and in the 1963 Ready to Read series, the Good educational theory and our now) is that students learn best by explicit and implicit construction of new sense of nationhood both reading “real” stories – appealing the New Zealand child of the 1960s.

Biography: Kay Hancock is a PhD candidate at Victoria University of Wellington, investigating the Ready to Read instructional reading series as children’s literature. This research brings together Kay’s strong interest in children’s literature and her experience as a primary school teacher and educational publisher, which includes several years as the Ready to Read series editor. Kay works as a publishing and literacy consultant for the current Ready to Read series developers and the New Zealand Ministry of Education. Recent publications include: “Horrakapotchkin! What’s So Special about Ready to Read?” (2014) and “Ready to Go with Ready to Read” (2015), both for New Zealand Literacy Forum. 133 HANLON, TINA Panel H3, Sunday 9 August 11.30-13.00 The child in myth and folklore

Abstract: “Mutsmag,” a folktale seems Scottish. The Scots word herself and her two undeserving about a giant-killing young heroine, munsie means ‘a person deserving sisters from a cannibalistic giant has been retold in the Appalachian contempt or ridicule; an odd-looking and old woman or witch, Mutsmag Mountains for at least two hundred or ridiculously-dressed person’.... Just receives a reward of gold from a years, with many variations on the the sort of thing a mean older sister king for ridding the neighborhood plot and the heroine’s name. It is might call her little sister” (Cinderella of these dangers, much like many reprinted in children’s books and in America, 2007). In some variants male heroes. My paper will compare adapted in film and dramatizations of these tales (although not usually variants of “Mutsmag” and some of for young audiences. The tale appears in Appalachia), her escape across the related European and American to be most closely related to the a “bridge of one hair” emphasizes tales with a focus on depictions of the more widely known fairy tale “Molly that the heroine is a small girl. girl child as heroine and the cultural Whuppie” and to “Maol a Chliobain” significance of her accomplishments from the British Isles, although only Mutsmag and her two sisters, who as they surpass those of other child recent retellers in Appalachia have wander in the woods after their folk heroes. R. Rex Stephenson (who preferred to use the name Molly. mother dies, have been compared adapted “Mutsmag” in 2000) said Storyteller Andrenna Belcher, a native to “Hansel and Gretel,” as well as recently that, of all his many folktale of Kentucky, says that Mutsmag tales with diminutive boy heroes dramatizations, he’d most love to is the “least little one” although such as “Hop o’ My Thumb.” Little direct “Mutsmag” again because of Belcher doesn’t know how she got Red Riding Hood is another child the girl hero who stands up for herself that old name (Telling Tales video, who finds danger in the woods and and makes “right decisions,” as he 1990). William Bernard McCarthy in some variants saves herself from would wish his own daughters to do. observes that “Muncimeg’s name a predator. However, beyond saving

Biography: Tina L. Hanlon is Associate Professor of English at Ferrum College and the Hollins University Graduate Program in Children’s Literature. She is co-editor of Crosscurrents of Children’s Literature: An Anthology of Texts and Criticism and directs the website AppLit: Resources for Readers and Teachers of Appalachian Literature for Children and Young Adults. Her publications on folktales and regional literature also include “Strong Women in Appalachian Folktales” (The Lion & the Unicorn, 2000) and “Coal Dust and Ballads: Appalachia and District 12” (in Of Bread, Blood, and The Hunger Games: Critical Essays on the Suzanne Collins Trilogy, 2012). HANSEN, PATRICIA Panel H16, Sunday 9 August 09.30-11.00 Childhood as a project: Portuguese and Brazilian intellectuals and the appearance of Children’s Literature in Portuguese language in the 19th Century

Abstract: Under the theme of Based on primary sources like the given the political importance “The child in history and historical books themselves but also prefaces, ascribed to children´s literature by discourses”, the main goal of this introductory and presentation notes, the renowned persons involved with paper is to demonstrate how and newspaper articles and reviews, the it, the emergence of this literature why, in the late 19th century, idea that underlies the argument occurs in parallel with the flourishing prominent Portuguese and Brazilian leading to the conception of a of the republican thought and the intellectuals were responsible for the “childhood as a project”, as stated subsequent implementation of emergence of a Children’s Literature in the title of this proposal, is the republican regimes on 1889 in Brazil in their national language. For those simultaneous perception of a process and 1910 in Portugal. Therefore, who study the first children´s books of decadence in Portugal and delay the time span of the analysis will published in Portugal and in Brazil, in Brazil, counterbalanced by visions start with the publishing of the it is hard to neglect that in these of regeneration in the first case first texts mentioning the subject countries the most remarkable and progress in the latter. In both by 1880 in Portugal, going on until men and women of the time were contexts, children started to be seen the middle of the 1920s when engaged either in writing for children and represented as bearers of the the paradigms of regeneration themselves or by publicly exposing necessary and profound changes and progress start to decrease, their concerns about the lack of that would allow those expectations regarding the reasons and purposes reading materials for this audience. to become reality. Not coincidently, of children’s literature production. 134

Biography: Patricia Santos Hansen holds a Doctorate Degree in Social History from the University of São Paulo, Brasil (USP 2007). From 2011 to 2014 Hansen was granted a Marie Curie Fellowship and worked at the Institute of Education of the University of Lisbon, being responsible for the project “Made for Portuguese Children: histories of books, editions and readings”. Currently, Patricia Hansen is a research fellow at the ICS - University of Lisbon, carrying on a project about the comparative history of children’s literature editions in Portugal and Brazil, funded by an Invited Scientist Fellowship of the FCT. HARDE, ROXANNE Panel M27, Tuesday 11 August 11.30-13.00 “He called their namesakes, the animals, from each direction”: Animals in Native Children’s Literature and the Rhetorics of Orality

Abstract: “Native authors work to novel in Erdrich’s Birchbark House oral tradition in the animal stories translate not only language, but series, the father of the kidnapped of a number of Native authors, form, culture, and perspective,” writes Chickadee, sings to the spirits of including Erdrich, Jan Waboose, Cheryl Kimberly Blaeser, “And within their his community’s ancestors, calling Savageau, and Ruby Slipperjack. I written words, many attempt to their animal names, asking for their focus first on the connections these continue the life of the oral reality.” help in returning his lost son. The authors make between animal stories In the case of children’s literature, episode ties together the series’ told by elders and the comedic “the life of the oral reality” works many animal-centered narratives: encounters their child protagonists with multiple heuristic intentions comedic episodes, traditional animal have with animals; I then trace their as it permeates narratives that stories told by elders, and highly employment of traditional spiritual teach and entertain young readers. charged scenes when the lives of practices surrounding the animal to As authors like Louise Erdrich the Ojibwe characters depend on turn the experiences of their child translate original cultures into animals in one way or another. characters into active exchanges that, accessible stories for children, they in Blaeser’s words, incite “a sense of often draw on traditional beliefs Drawing from Blaeser and other response-ability in the listener.” and narratives about animals. Near Indigenous theorists, this presentation the end of Chickadee, the fourth traces the rhetorical moves of the

Biography: Roxanne Harde is a Professor of English, Associate Dean—Research, and a McCalla University Professor at the University of Alberta, Augustana Faculty. She studies and teaches American literature and culture. She has published Reading the Boss: Interdisciplinary Approaches to the Works of Bruce Springsteen and Walking the Line: Country Music Lyricists and American Culture, both from Lexington. Her essays have appeared in several journals, including International Research in Children’s Literature, Women’s Writing, The Lion and the Unicorn, Christianity and Literature, Legacy, Jeunesse, and Critique and several edited collections. She is editor of Bookbird: A Journal of International Children’s Literature. HARVEY, KATE Panel M15, Tuesday 11 August 16.15-17.45 Interactive Theatre and Adaptation in the Baboró International Arts Festival for Children, 2014

Abstract: This paper will examine the the audience members are cast as the characters at predetermined points in ways in which interactive theatre for shoemaker’s apprentices, following the story, so that each performance children works to create a shared play the shoemaker and his wife through is a collaboration between the experience for children and adults. increasingly immersive performance company and the collective The focus will be on two productions spaces and contributing to key imagination of the audience. in the 2014 Baboró International Arts plot developments. In The Odyssey Festival for Children: the Experiential Experience, which is aimed at older Both pieces are adaptations of Theatre Company’s The Odyssey children, audience members are well-known stories which rely on the Experience and Fidget Feet’s The Elves invited to ‘create every facet of the audience’s familiarity with the source and the Shoemaker, both of which ask production experience’ alongside the material as well as their willingness the audience to collaborate with the professional actors. They are given both to participate in and deviate performers in retelling a well-known costume pieces and props and called from it. Although this participation story. In The Elves and the Shoemaker, upon to play the parts of various is structured and to a certain extent 135 controlled by the company, the both productions also insist on the creative storytelling, this paper productions are symptomatic of a participation of the adult teachers argues, these productions utilise growing understanding in children’s and parents in the audience in an children’s capacity for imaginative theatre that it is through play that attempt to dissolve the implied situational play and facilitate a shared ‘young children create learning hierarchy of these adult-children imaginative experience in which experiences’. Furthermore, while relationships. By asking the audience children and adults collaborate to children are the target audience, members to collude in structured generate new meanings in old stories.

Biography: Kate Harvey is a Teaching and Research Fellow in Children’s Studies at the National University of Ireland, where she teaches courses on children’s literature and film and children and the creative arts. Her research interests include adaptation for children, animation, and children’s theatre. Her most recent publication is an essay on visual adaptations of The Lord of the Rings and The Hobbit in the New Palgrave casebook on Tolkien. HEDBERG, LARA Panel M18, Tuesday 11 August 09.30-11.00 Who’s really faking it in the MTV series Faking it?

Abstract: MTV’s high school drama features four main characters, half pretending to be gay that drives the Faking It (2014) begins with an of whom are straight. This paper narrative. Karma uses her newfound unconventional premise. To become interrogates MTV’s series as a space status to get closer to the hottest guy part of the ‘in-crowd’ at their hip, that seeks to not only redefine in school, whilst for Amy it leads to alternative high school in Austin, high school ‘cool’, but to actively a development of sincere romantic Texas, best friends Amy and Karma, disrupt discursive boundaries around feelings toward Karma. And so begins pretend to be gay. Being mistakenly sexuality through the conscious the shows central theme of faking it: outed as a lesbian couple by the most performance of a queer relationship. Karma fakes being gay in order to be popular guy in school, they determine Faking It is a text for adolescents straight, and Amy fakes being straight to continue the ruse to great effect, that promotes multiple sexualities (whilst pretending to be gay), only to becoming the school’s darling couple and actively makes fun of traditional discover that she is in fact a lesbian. and winning homecoming queens. homophobic discourse. The series Focusing on the acts of passing as An innovative and experimental offers young people an open and queer, and passing as straight, this television series, Faking It won the diverse representation of sexuality paper examines the way adolescent 2014 Teen Choice Award for the and queer desire, however, it is the desire and sexuality is navigated Choice TV Breakout Show and ramifications for Karma and Amy in through a valence of secrets and lies.

Biography: Lara Hedberg is a PhD candidate and sessional tutor at Deakin University. With research interests including the intersection of children’s literature and queer theory, Lara’s thesis explores sexuality in young adult fantasy fiction. Completing a research fellowship at the International Youth Library in Munich 2014, Lara has also recently published a chapter in the book The Event, the Subject, and the Artwork: Into the Twenty-First Century. HENKEL, AYOE QUIST Panel M11, Tuesday 11 August 09.30-11.00 Articulation of young adult readers in a digitalized and medialized landscape of texts

Abstract: The digital turn does not such texts must be presumed to be adult literature e.g. Tavs by Camilla bring about changes in young adult new, and the pivotal point of this Hübbe, Rasmus Meisler and Stefan literature considered as aesthetic paper will be to explore how the Pasborg (2013) that prompts different artifacts and literary works but young adult reader is thematized reading methods, paths, and types it changes the perception and in content, form, and medium in of interaction. The analysis will reception of the reader. Digital digital young adult literature. focus on the interaction between young adult literature is increasingly the implied and actual reader in multimodal, including interactivity The articulation of young adult order to explore different modes of and the integration of elements readers in a digitalized and medialized reading within texts that integrate of game aesthetics. The way the landscape of texts will be approached various art forms and sensory appeals young person is articulated within by reception analysis of digital young viz. visual, auditory, and tactile 136

modalities. The young adult reader literature and media (Hayles, N. Media. Cambridge/London: The MIT will be approached theoretically, Kathrine Electronic Literature. New Press 2000) and different reading analytically and empirically. In other Horizons for the Literary. Indiana: approaches (Iser, Wolfgang Der words, the paper will investigate University of Notre Dame Press Akt des Lesens: Theorie ästetischer the ‘denaturalization’ of the reading 2008, Simanowski, Roberto, Jörgen Wirkung. München: Wilhelm Fink process and how the young adult Schäfer and Peter Gendolla (ed.) 1976 and Rustad, Hans Kristian reader is established and positioned Reading Moving Letters. Digital “A Four-Sided Model for Reading within the realm of digital literature. Literature in Research and Teaching. Hypertext Fiction” I: hyperrhiz. Bielefeld, Trancript Verlag 2010 and 06: new media cultures 2009). Theoretically, the presentation will Bolter, Jay David and Richard Grusin be rooted in the theory of digital Remediation. Understanding New

Biography: Associate professor at VIA University College, PhD student at Centre for Children’s Literature, Department of Aesthetics and Communication, Aarhus University. PhD project titled “The aesthetics of young adult literature in a digitalized and medialized landscape of texts”. Author and editor of a number of articles and books on children’s literature in education, especially on young adult fiction. Most recently an article in Nordic Journal of ChildLit Aesthetics on children’s literature shifting between media. HEYWOOD, SOPHIE Panel M36, Monday 10 August 09.30-11.00 The child traveller as symbol of hope in postwar Europe

Abstract: This paper proposes short novels, but also a variety of cultural products as they cross to investigate the role of the merchandising) who was designed borders - I will ask how Caroline child traveller in the creation of to be exported. As the picturebook travelled, in what forms, how childhood as a ‘universal’ value - collection director at Hachette, she was transformed, rewritten, symbolising hope for the future - in Maurice Fleurent, explained in 1965, adapted and repackaged, and what the wake of two world wars. his policy was to commission images message she took to the countries To explore how the child as traveller for this series that represented places she visited. How did the utopian was constructed, what motivated that were obviously “European”, as discourse of the ‘universal child’ the interest in the child traveller, this was her core market. Caroline that flourished in the organisations and where they travelled across and her animal companions were and publications for children of the space and time, using Pierre Probst’s therefore deliberately cosmopolitan. postwar era translate across the Caroline series (1953-present) as a borders and conflicting political case study. Caroline was a cultural Using the methodology of cultural ideologies it sought to overcome? and commercial product (featuring transfer history - the study of principally in picturebooks and the processes that transform

Biography: Dr Sophie Heywood is lecturer in French Studies at the University of Reading. Her monograph Catholicism and Children’s Literature in France: La comtesse de Ségur (1799-1874) was published in the new series Studies in Modern French History by Manchester University Press (2011). She has published articles on French children’s literature and publishing and various aspects of the cultural history of childhood in both French and English. HILLEL, MARGOT Panel C8, Tuesday 11 August 16.15-17.45 Missing Mum: the vulnerable child in children’s literature in nineteenth and early twentieth-century

Abstract: Jan Kociumbas argues an approved adult’ (Kociumbas 97). as also applying to them in that that while there were clear roles The approved adult in literature was they should count their blessings in defined for boys and girls, children most usually the mother. Without her having a loving mother to offer moral ‘of both sexes were encouraged to guidance, the child was constructed as and spiritual guidance as well as the see themselves as vulnerable and vulnerable, a construction which the stability of a proper home life. . There helpless without the guiding hand of child reader was asked to recognise is an inherent glorifying of a certain 137

construct of motherhood and if that mothers are reflected in children’s mothers, about ‘correct’ ways of construct is not met, the mother is literature. These books may also parenting and of protecting children. frequently demonised. The culturally reflect society’s concern with the next The absence of the mother figure understood version of mother generation and a view that the future often seems to leave these fictional is, according to Patricia Pearson, depends on that generation being children without access to their one who is ‘strong, long-suffering, secure and happy. Using examples first entitlement under the United altruistic and resourceful’ (Pearson from nineteenth and early twentieth Nations Declaration of Human Rights 74). This view is so ingrained that any century Australian literature for of the Child: the right to affection, suspicion of harm to children by their children, this paper will explore the love and understanding. A number mothers is, Pearson goes on to say, good mother of the cultural ideal of the children are, like characters in something which ‘interferes with our and the way the absence of such a Dickens, ‘representative examples faith in the maternal ideal’ (Pearson figure renders children vulnerable. of personality distortion caused 84). Society’s anxieties about There may also be a message here by adults’ (Hollindale 1997 100). protecting children and about absent to future parents, especially future

Biography: Margot Hillel is a Professor at Australian Catholic University. She is a Director on the Board of the Children’s Book Council of Australia. She has judged many literary awards, is joint editor of four collections of short stories, has co-written several books on using books with children and is on the editorial boards of a number of international journals. Her research interests focus on constructions of childhood, especially in children’s literature, and how these constructions influence societal attitudes to children. In 2000 she was awarded the Medal of the Order of Australia for her services to children’s literature.

HOLDSWORTH, DYLAN Panel B2, Sunday 9 August 14.15-15.45 On the ‘Fringes’: Disability, History and Dystopia in John Wyndham’s The Chrysalids (1955)

Abstract: John Wyndham’s 1955 with “[i]ts most unambiguously the novel’s protagonists, David novel The Chrysalids articulates topical incarnation…of a nuclear war Strorm, his sister Petra and cousin complex understandings of and its aftermath…they inflected Rosalind, and its relation to disability disability, history, geography and the widespread fears and phobias of politics, has been overlooked. David, their interconnections as well as their age in genre-specific ways that Petra and Rosalind are positioned deep anxieties of the nuclear in the demonstrated the curious persistence as disabled subjects within their mid-twentieth century, post-War of the old imaginative models of community but also are labelled period. Set in a post-disaster future, universal death and rebirth” (1995, p ‘Blasphemies’. Furthermore, they the novel depicts the development of 343). Similarly, Karla Zubrycki states, come to represent both the past and mutations across animals, plants, and “Wyndham’s dystopian world is a future of human history both through humans in the rural town of Waknuk, result of humans unwittingly changing their positioning as disabled subjects Labrador. The anxieties the mutations geography with nuclear weaponry. It and through their association with raise in the fundamentalist Christian is a novel born out of Cold War fear” vastly different geographical spaces. community of Waknuk illustrate some (2007, pp 282-283). While there has This paper undertakes a Foucauldian of the complex renderings of disability been scholarly focus on Cold War analysis of the nuanced relationship in the narrative. Of the science fiction fears, the significance of mutation, between disability, history, and of the 1950s-60s, Elana Gomel notes, written on and in the bodies of geography in The Chrysalids.

Biography: Dylan Holdsworth is a PhD student at Deakin University. His current project is on representations of disability in dystopian children’s and young adult literature. He has recently presented a paper at the Australasian Children’s Literature Association for Research conference at Deakin University in 2014, and at the Liberty & Limits conference at Macquarie University in 2013. 138 JOOSEN, VANESSA Panel B8, Sunday 9 August 14.15-15.45 Hair, hair, everywhere – The adult body in children’s literature

Abstract: The distinction between British and Dutch children’s books and exaggerate in their images. I will childhood and adulthood is often for readers up to the age of twelve, approach a selection of passages drawn on the basis of bodily features: narrated by or focalized through a and images from children’s literature its size, (lack of) pubic features, and child character. They will illustrate the (among others by Anthony Browne, other age markers help us determine ambivalent stance towards the adult Babette Cole, Rita Verschuur and whether a person is a child or an body in children’s literature. On the Guus Kuijer) in which the adult body adult. The meaning we attach to one hand, adult bodies are cast as and its hairiness in particular are certain bodily features, is culturally powerful, admirable and comforting evoked. I will interpret the fictional determined: Terence Turner calls them because of their size and strength. child’s depreciative descriptions of our “social skin.” The child’s body is On the other hand, especially when the adult body from different angles, now a recurrent topic in studies of it comes to secondary pubic features including carnival theory, age studies, children’s literature (its gender, race and features of ageing, the adult body studies, and James Kincaid’s and weight in particular), yet less body is loathed and mocked. This notion of “child loving,” considering attention goes to the adult body becomes particularly clear with regard the implications for the books’ that is also constructed in these to the adult’s body hair, which child readership and adult authorship. books, often in contrast to the child. characters repeatedly describe with In this paper, I discuss a selection of disgust and which illustrators mock

Biography: Vanessa Joosen is a postdoctoral researcher at Tilburg University, where she studies the construction of adulthood in children’s literature, and a visiting professor of English literature and children’s literature at the University of Antwerp. She is the author of Critical and Creative Perspectives on Fairy Tales: An Intertextual Dialogue between Fairy-Tale Scholarship and Postmodern Retellings (2011, Choice Award) and “Second Childhoods and Intergenerational Dialogues: How Children’s Literature Studies and Age Studies Can Supplement Each Other” (Children’s Literature Association Quarterly 2015).

JOYCEE, O J Panel C9, Wednesday 12 August 09.30-11.00 The Child in Folktales

Abstract: Child abuse is a prominent inflicted by parents or guardians, gods child as he is presented in the tales feature in folktales. Child abuse may or goddesses or evil spirits. The paper but also what is the impact of the be described as any kind of physical, also explores child abuse in folktales tales on the child. Here storytelling mental or emotional insult to the on another dimension, which is that in the Indian context is the focus dignity of a child. The failure to meet of the child as the listener to these of study. The method of research the basic needs of food, clothing and tales. Storytelling is a powerful way to is to examine folktales that feature housing, and deprivation of other mold children to be the adult his/her children as protagonists and also rights such as freedom and education, parents or caretakers want him to be. examine the purpose of storytelling amounts to abuse. The abuse may be Thus the paper examines not only the in homes though field work.

Biography: Dr O J Joycee is an Associate Professor in the Department of English at Vimala College, Thrissur, Kerala. His recent publications include Reinvention of Folktales as Teleserials”. International Journal of English Literature and Culture. 2(10): 241-49. October 2014. ISSN: 2360-7831©2014 and “Translation or Transplantation?”. Translation Studies Varied Perceptions and Dimenstions. Manonmanian Sundarnar University: Madurai: 2013. 139 JUNKO, YOSHIDA Panel B2, Sunday 9 August 14.15-15.45 An Autistic Girl’s Habilitation in When Marnie Was There

Abstract: In this study of Joan G. “wooden face” (8), separating herself Manual of Mental Disorder 5th Robinson’s novel, When Marnie Was as an “outsider” from other people edition), we can read the novel quite There (1967), I explore how the who are “insiders” (10). Therefore, differently: a story of the autistic childhood of the supposedly pre-teen the reader expects to learn how protagonist’s habilitation in a protagonist, Anna, is constructed her “problematic” consciousness is maternal and natural environment, and later reconstructed focusing changed over the course of time. fictional “Little Overton” in on various images and symbols Norfolk, where the protagonist of her consciousness represented Toward the end of the novel after the mysteriously encounters Marnie, in the novel. In poststructuralists’ reconstruction of her consciousness, her grandmother as a teenager. affirmation, as Catherine Belsey Anna’s psychological problems are writes in Poststructuralism, language suggestively attributed to maternal Lastly, I will explore the significance can be understood as “signifying deprivation handed down from of the Japanese animated film, When systems, including images and her grandmother to her mother. Marnie Was There (2014) by Studio symbol” (3), and consciousness Considering that the book was Ghibli, which has produced many and ideas are the products of published in 1960s England, before popular works including Miyazaki meaning we learn and reproduce. the psychiatrist Lorna Wing coined Hayao’s award-winning Spirited the term “autistic spectrum” and Away (2001). The film has appeared Anna’s consciousness, namely her thereby redefined autism, this kind in a timely social environment in unsociability or difficulty in her of interpretation of the protagonist’s which autistic spectrum (previously human relationships, is foregrounded “problems” could be said to reflect called Pervasive Developmental at the start of the novel. In her ideas of that era. However, if we Disorder) attracts a growing interest attempt to make a barrier between regard Anna as someone on the “the among the general public, educators, herself and other people, she often autistic spectrum,” as it is called in and the medical community. puts on an “ordinary look” or has a DSM-5 (Diagnostic and Statistical

Biography: Yoshida Junko is a Senior Lecturer at Kobe College and Ritsumeikan University (previously a Professor at Kobe College and Hiroshima University) where she teaches adolescent literature and American culture. She authored many books and articles including America jido bungaku: kazokusagashi no tabi [Family Quest in American Children’s Literature], Shonentachi no America [Boys’ America], “The Quest for Masculinity in The Chocolate War” (Children’s Literature 26) and “Uneasy Men in the Land of Oz” (Children’s Literature and the Fin de Siècle). She organized the IRSCL 2007 Congress in Kyoto as a board member of IRSCL and chaired the Preconference 2005 of IRSCL at Kobe College. KADIZADE, ESMA DUMANLI Panel C28, Wednesday 12 August 11.30-13.00 Child in “Falaka” according to the pedagogy of John Locke

Abstract: This article evaluates Ömer thinks that nine people out of ten light on children’s intelligence and Seyfettin’s narrative Falaka which has are good or bad or useful or not as their world. Since Ömer Seyfettin an important role in Turkish Children a result of their education. He bases (1884-1920) lived before the Literature, according to the Pedogogy human individuality on education. time of the republic his narrative of John Locke. It is analysed in terms figures and creative childhood of the following issues raised in John Locke emphasizes that Pragmatist- image shed light on the past. He Locke’s “Some Thoughts Concerning practical and individualist has a critical approach towards the Education” (1693): self-discipline, the education is key and children education of his time. development of a good character that education should determine and logical treatment in a child. the ability of the children and This qualitative study has been Reflection of these ideas to the maximize their natural skills as realized by using document analysis children literature is discussed. well as supporting their natural method. The aim of this study is to improvement. Children’s books and identify reflections of John Locke’s John Locke assumes that the human tales, myths, narratives and fictional ideas in Falaka and to make a remark mind is a tabula rasa in the beginning text have great effects on education. on the understanding of children and and the source of information is childhood in Omer Seyfettin’s time. experience. Based on this thesis, he Omer Seyfettin’s Falaka sheds a 140

Biography: Esma Dumanli Kadizade was awarded a High Honour Student in Graduation Grade Point Average with AA degree at Fırat University in 2002. She graduated with a Master of Arts in Turkish Language and Literature from Gazi University, Ankara/ Turkey in 2004, with her thesis, titled “Novels of Halit Ziya Usakligil”. She got her Ph.D. at Çukurova University, Adana/Turkey in 2011 with her dissertation “Short Stories of Tomris Uyar”. She is currently working as an Assistant Professor in Mersin University, Faculty of Education, Turkish Education Department and as a vice-dean of the Faculty of Education in Mersin University.

KAMAL, SABRINA S. Panel C6, Tuesday 11 August 11.30-13.00 Idealism, didacticism and realism in Rabindranath Tagore’s characterisation of child-protagonists

Abstract: In much of his children’s what real children would like to be whose childish pranks too severely literature, Rabindranath Tagore, and ‘escape into’ if they did not have punished, unattractive adolescent the Bengali Nobel Laureate, is to live in this mundane world and children craving for affection, and preoccupied with ‘miserable’ fictional obey its rules of common sense. I dependent children whose pride is children, and at a cursory glance, it will demonstrate, in the process, that humbled, I will argue that Tagore’s seems contradictory that he has also although there is a certain degree themes are of an idealistic and preached light, laughter, freedom of idealism in Tagore as he tends to inspiring nature that provide materials and music for children. Although a show a clash between sensitive and for growing minds against falsity, broad generalisation is problematic insensitive characters in his poetry vanity and cruelty, abuse of power, considering the little research that and short stories, invariably, by the ambition and conventionality. My has been done on Tagore, my paper end, the readers learn something paper will, thus, explore the possibility aims to shed more light on his from the sensitive ones. From an of Tagore trying to instil a sense of literary children who are apparently examination of Tagore’s range of critical consciousness in the reader, ‘unreal’ and different from normal child-protagonists including unhappy and craving for light, freedom and and hearty children. Yet, as I will children, orphan children, children happiness for real, deprived but argue, these fictional children are who are misunderstood by adults, fundamentally innocent children.

Biography: My research interests are based in literature and cultural studies. I studied for my Honours and Masters in British and American Literature from University of Dhaka, Bangladesh, 1997-2002. I then taught literature to university students for more than six years before coming to Cambridge for MPhil and PhD in Children’s Literature. My doctoral study is on Bengali Nobel laureate Rabindranath Tagore’s (1861–1941) relatively unknown body of work, his children’s literature, despite its wide readership across the Indian subcontinent and beyond. I aim to assess Tagore’s intellectual legacy and his relevance for our times via his writings for children.

KAPURCH, KATIE Panel M9, Monday 10 August 11.30-13.00 Still Fab: The Beatles in Young Adult Literature and Girls’ Online Fandoms

Abstract: The Beatles “transformed appeal, serious investigations into the relevance. Two recent young adult the worldwide music industry, and Beatles’ popularity and innovation novels by U.S. authors, Elizabeth shook global youth culture awake, often focus on 60s youth. But the Eulberg’s The Lonely Hearts Club and induced a revolution in how Beatles’ songs, images, and now- (2011) and Greg Taylor’s The Girl Who people listened to and played music,” mythologized narratives continue Became a Beatle (2011), offer fictional explains Mark Lewisohn in the to shape youth culture. As new representations of girl Beatles fans. first volume of his comprehensive young fans discover the Beatles, the But online fandoms illustrate that Biography, Tune In: The Beatles: All band’s creative force—both musical the Beatles’ appeal among real girl These Years (2013). The four “lads and cultural—is reimagined in ways audiences is not limited to English- from Liverpool” helped create— that affirm the Fab Four’s liberating speaking girls, extending to girls but were also created by— 1960s rhetorical potential, especially in around the globe. Understanding youth culture in Britain, America, terms of gender and girl audiences. this contemporary appeal is first and around the globe. Although aided by scholarship addressing the Lewisohn and others do recognize Twenty-first-century girl culture Beatles’ popularity among 1960s’ the Beatles’ multigenerational reveals the Fab Four’s sustained girls. Barbara Ehrenreich, Elizabeth 141

Hess, and Gloria Jacobs argue that bandmates, begins to explain how the queer re-workings of biographical Beatlemaniacs responded to the Beatles appeal to girl culture today. narratives and of the Beatles’ artistic Beatles’ sensibility of fun, friendship productions. Girls even imagine and freedom; the girls’ screams In the sampling of adult-authored themselves as different members of functioned, then, as collective fiction and girl-generated media that the band, role-playing that confirms resistance to constrictive mid- my paper explores, girl characters and findings about the Beatles’ liberating century social mores. Jacqueline “real” girl fans call upon the Beatles to androgyny. Such innovative play helps Warwick recognizes how the Beatles negotiate coming-of-age experiences. explain why the Beatles continue invoked girl-group discourse in songs Specifically, the friendship of John to appeal to girls as consumers of (both covers and originals like “She Lennon and Paul McCartney offers a media and shows how the band Loves You”) appealing directly to homosocial relationship for girls to encourages girls to create their own girls using their own language. The imagine. In fact, re-envisioning this media, from music to fiction to films. Beatles’ androgyny, especially their friendship outside of its historical performance of intimate friendship as moment offers possibilities for

Biography: Katie Kapurch, Ph.D. is Assistant Professor of English at Texas State University. Her publications include articles in Children’s Literature Association Quarterly and Neo-Victorian Studies and chapters in anthologies published by Ashgate and Routledge. She is currently working on a monograph about melodrama in popular girl culture for Routledge’s Children’s Literature and Culture series and a co-edited collection of essays on the Beatles for Palgrave Macmillan.

KAWABATA, ARIKO Panel H21, Sunday 9 August 11.30-13.00 A Fighting Heroine in the Inland Sea of Japan—Several Versions of Princess Tsuru

Abstract: : In the inland sea of Japan, A few years after the former lord an historical romance for children, during the Warring States period was dead, the battle between the subject of Shojo-manga (comics (1467-1568), there was said to be feudal lords began on the sea, and for girls), a historical TV drama, as a beautiful princess, named Tsuru Tsuru’s second brother was killed in well as a local icon. Every year on (which means ”Crane”). She was the naval battle. Although raised Ohmishima Island in the inland sea of the third child of the feudal lord as a beautiful princess, Tsuru had Japan, they hold a festival in memory of Ohmishima family, who took learned how to fight in sea battles, of Princess Tsuru, in order to catch control of the inland sea at that and she became a female lord of the attention of the sightseers. time. When her father died, the Ohmishima Castle, and fought like a eldest son inherited the priesthood of dragon goddess, leading the navy. In my paper, I will investigate how Ohmishima Shrine, and the second this fighting heroine has caught the son succeeded the position of the It is said to be her armor, which was attention of many people in Japan, lord, the master of the Ohmishima shaped to fit to female body that and examine the reason for her Castle. Princess Tsuru was an only has been kept in the treasury of attractiveness from several aspects, daughter of the family, but she was Ohmishima Shrine until now. This comparing the original historical put in the position of the deputy armor and the legend of the fighting materials and the local festival events, lord, who would be a lord and princess inspires many writers and a book for children by Haruko Akune, battle leader if her brother failed. the local imagination, and the story Shojo-manga versions, computer- of Princess Tsuru has been made into game story, and a TV dramatization.

Biography: I am a professor of Japan Women’s University, Department of Child Studies, Faculty of Human Science and Design, teaching children’s literature for under-graduate and graduate students. Studying at Roehampton University as a PhD student, I got the degree there in a study of Frances Hodgson Burnett. My major interest is in Victorian and Edwardian British children’s literature, and currently I am also starting to explore Japanese girls’ stories from the perspective of feminist criticism. 142

KELEN, KIT Panel C14, Tuesday 11 August 16.45-17.45 Woods Where Things Have No Names From China: An Investigation of ‘The Teddy Bears’ Picnic’ (so-called)

Abstract: How has the international ‘woods where things have no names’ later, conception, is like that of the idea of childhood been created; how (in Through the Looking Glass) as foreigner in a new culture, one we is it reproduced? To what extent is backdrop. A close contextual reading might see as foreshadowed by Lewis cultural specificity entailed or elided of ‘The Teddy Bear Picnic’ is deployed Carroll’s Alice, in her experience of the in the construction of childhood as with a view to understanding what wood where things have no names. universal human phenomenon? What this song suggests about symbol and This chapter explores these related are the poetics of the place in which reality in human-animal relations, topoi in order to better understand or for which childhood is imagined? and in particular about relationships the space in which both poetry and This chapter explores Jimmy between children/childhood and childhood are possible today. Kennedy’s (1932) lyrics for ‘The Teddy animals/animality. The position Bear Picnic’ with Lewis Carroll’s (1871) of the poet in the modernist, and

Biography: Christopher (Kit) Kelen is a well-known Austalian poet and painter and Professor of English at the University of Macau where he has taught children’s literature and creative writing for the last fourteen years. Kelen has published several books for children and volumes of his poetry have been published in French, Chinese, Portuguese, Italian, Swedish, Filipino and Indonesian. Latest of Kelen’s twelve English-language volumes of poems is Scavengers Season, published by Puncher and Wattmann in 2014. Kelen’s scholarly volume on national songs Anthem Quality was published by Intellect/University of Chicago Press earlier this year. Kelen is editor, with Bjorn Sundmark, of the recent Routledge collection, Nations of Childhood.

KIIL, HANNE Panel M35, Tuesday 11 August 16.15-17.45 ”Mother is gone. POOF!” Abstract: The prize-winning The text alternates between dialogue at the same time. In Understanding picturebook Førstemamma på and the girl’s inner thoughts. Comics. The Invisible Art (1993) the Mars [The First Mother on Mars] The images have many elements American cartoonist and comics by Gyrid Axe Øvsteng and Per of comics’ style, for instance theorist Scott McCloud emphasizes Ragnar Møkleby is an investigation onomatopoeia and juxtaposed that reader identification is one of into existential questions images in deliberate sequences. main elements in comics. He also concerning illness and death. Comics’ elements for small children underlines how panel-to-panel often indicate entertainment but this transitions open up for different The first-person narrator, a book is an artistic attempt to show aspects of time, place and mood. vulnerable little girl, deals with how fantasy and reality coexist in the With this in mind, I will discuss the the uncertainty of the outcome of protagonist’s effort to come to grips interplay of text and image with her mother’s hospitalization with with her overwhelming emotions. focus on how comics’ elements denial and uncontrolled rage. Her help the protagonist and the reader father is unable to comfort her. The book addresses child and adult in confronting fear and sorrow.

Biography: Hanne Kiil, Master in Children’s Literature from Oslo University, teaches children’s literature at The Norwegian Institute for Children’s Books [email protected]. From 2012 member of Arts Council Norway’s committee of supporting picture books Articles in BLFT. Nordic Journal of ChildLit Aesthetics, 2011 vol. 2 and in Barnboken 36, 2013. KILPATRICK, HELEN 143 Panel B9, Sunday 9 August 16.15-17.45 Dealing with Feeling in Japanese post-disaster fiction for children

Abstract: Japan’s triple disaster of resilience. The transmission of many of which are non-Western, as March 2011 (3.11) marks a watershed such narratives also has an ethical represented through conversations in Japanese children’s literature, significance. For people who have with deceased loved ones in picture particularly in the forms by which not experienced a similar trauma or books which respond to 3.11 such as most of the fictional narratives – as loss, stories can prompt empathy Koko ni iru (2011), Bon maneki (2011), opposed to non-fiction – explore the and understanding for others by Hanamizu ki no ki (2013), Oyogu hito trauma of loss and death.Many of offering important insights into the (2014). By prompting compassion for these narratives explore the loss of experiences and minds of those who the suffering of others, this kind of loved ones through communication may, for example, feel isolated by trauma literature for children offers with relatives or friends who have a traumatic experience (Craps and important imaginative models for died. Such communication provides Buelens, 2008: 1). There is thus a forging new forms of community, and an important sense of growth through social aspect to the transmission for individual and social well-being. a script of lament, reverie and an of traumatic experiences in that I will explore how Japanese cultural acceptance of the need to move the ability to understand and ideologies blend with representations on. These stories not only validate empathise with the suffering of of death and loss to help evoke certain emotions and behaviour others can contribute to inter- and certain feelings, behaviour and around death and loss, but also cross- cultural understanding. empathy which encourage emotional attend to the emotional well-being resilience and well-being within an of child protagonists and audiences This paper will examine attitudes increasingly precarious world. by providing a sense of solace and to death, nature and emotion,

Biography: Helen Kilpatrick is Senior Lecturer in Japanese at the University of Wollongong, Australia. Helen is the author of Miyazawa Kenji and his Illustrators (Brill, 2013) and, among other articles on Japanese picture books and young adult fiction, an award-winning article entitled “Envisioning the shōjo Aesthetic in Miyazawa Kenji’s ‘The Twin Stars’ and ‘Night of the Milky Way Railway’”. KIM, ILGU Panel C22, Wednesday 12 August 11.30-13.00 ‘Child God’ Images in Western and Eastern Children’s Literature

Abstract: The cute, innocent Peter Pan, Harry Porter. Probably, the child god image of children in and weak images of children are the Christian concept of children as realities are frequently used as one of usually reflected as they are in ‘lamb of God’ might be one factor the important themes. Rudolf Steiner, the representation of children in which restricts active materialization a theosophist affected by Oriental literature. Due to their immaturity of children’s wonderful potentialities philosophy, explains this phenomenon and inexperience, children of this in the real world. In contrast with as the children’s possession of the case are depicted as the little persons Western representation of human’s, intense ‘red’ power of the nature. to be protected from the dangerous especially children’s obliged passivity In this paper, I will examine the and difficult worldly tasks. However, and submission to God’s power in child god images represented in children’s instinctual, pure and everyday life, Asian representation Asian children’s literature and their creative power sometimes works as of children’s potentialities is well relation to Buddhism, which indicates an inspirational and consoling source expressed in the image of child god. that the child god, whether a boy for adults. Some of Western children’s In some Asian countries like Tibet, the or a girl, is a reincarnation of the literature put emphasis upon this child god is actually regarded as the supernatural power such as the unique nature of wonder kids, yet more influential god than any other concept of Dongjashin (童子神). not so much in realistic narratives god. In Asian literature which has been but mostly in fantasy such as Alice, more influenced by Buddhistic rebirth,

Biography: Kim, Il-Gu is full Professor of English at Hannam University. His main research interests include cultural criticism, religious studies, western fiction, film studies and children’s literature. He received his B.A. from Korea University. He attended University of Paris and University of Missouri for his Master’s degrees. His doctoral dissertation is “Limbs of Life: Literature of Postmodern Anthropomorphic Technology and Cosmology” from Texas Tech University in 2000. He recently organized an International SF Conference and invited 11 international SF scholars to Daejeon, South Korea. His article “Nature as Grace: A Comparative Ecological Study of The Water Babies, Sim Cheong and Princess Bari was published in CLR 167. 144 KIMURA, TOSHIO Panel M15, Tuesday 11 August 16.15-17.45 The Process of Creating a Childhood through a Figure, that Especially Likes Jumping Abstract: The presenter would like the author of Cloud Atlas (2004), to examine the process of how and is now read in more than twenty The aim of this presentation is to “childhoods” are created through countries. Naoki Higashida has examine how “childhoods” are children’s picture books and poetical shown his multi-dimensional talents created using this young, autistic works using as a case study a by writing several children’s picture writer and painter as an example. young author who has autism. The books and books of poems and even First, the presenter will introduce how author, Naoki Higashida (born1992), illustrating one picture book himself. the author grew up and what kind published a remarkable, semi- His works show us how his childhood of autism he has, and then he will autobiographical book called The is being created as he grows up. briefly survey the literature connected Reason I Jump, expressing the inner with autism. Next, the presenter will voice of a thirteen-year-old boy In Higashida’s self-illustrated picture explore the meanings of the peculiar with autism. He wrote this book book, Hentekorin (2008), whose behaviors and physical motions by spelling out words on a Japanese title means “Odd Character,” there in Higashida’s works: jumping, letter board. Since it was published appears a main protagonist who looks running, hiding, escaping, playing in 2007, it has been very popular in like an earthworm, has four limbs, alone, crying, shouting, throwing Japan. There are already dozens of and likes jumping very much. The his chest out, walking, and going books by or about autistic people protagonist likes anything shiny, and out with others. Finally, his poetic intended to explain the inner lives his companions are green leaves, works and the vivid illustrations of those affected. Most of these plants, and white-colored clouds. In will be explored so that we can gain books are by adults with autism the field where this story is set, there insight into how the character of who have worked things out, but are lots of dinosaurs that are not kind autism is being incorporated into Higashida has not, so his works make to him. He can barely survive in the his poetry and picture books. This his comments more relevant for severe and lonely circumstances. can show us how, even if the author parents or scholars who are trying to However, after a huge earthquake, all is still “creating his childhood,” the understand (autistic) children. It was the creatures need to work together. insights of this kind of new literature translated into English through the This reconciliation is as crucial as the might also be incorporated in the passionate efforts of David Mitchell, one in William Shakespeare’s Tempest. traditional form of children’s books.

Biography: Toshio Kimura is an associate professor at Tsurumi University in Japan and a member of the Japan Society for Children’s Literature in English. His primary areas of research are on chapbooks and George Cruikshank’s literary works, known as the “Fairy Library.” His most recent research focuses on the evolution of illustrations in Cinderella chapbooks, and especially on those of the scene of Cinderella at the ball. He has published more than twenty research papers on these subjects and co-authored one book titled “A Marginalia in Literature” (in Japanese) on English and American Literature. KLECZAJ-SIARA, EWA Panel H11, Sunday 9 August 16.15-17.45 The child characters as political agents of change in Faith Ringgold’s picture books Tar Beach and Dinner at Aunt Connie’s House Abstract: Although African-American of her political activism. Challenging characters act as agents of political literature has always been marked the tenacious images of the past, change. Following in the footsteps of with political implications, rarely have she has gained much critical acclaim renown African-American activists, child characters been portrayed as due to the unusual format of her they believe they can overcome any important agents of change. Recently, works and their political content. limitations imposed on them and several black artists and authors can radically change the lives of black made a significant contribution to the Ringgold contextualizes historical people in America. In Tar Beach, while transformation of the role of the child facts within fictional stories of young flying over the George Washington in historical books for young readers. characters discovering the history Bridge in New York City, the children Faith Ringgold is one of the most of their forefathers. Hidden within are imagining how their parents’ interesting and important African- the context of all the stories is the lives could be different if there was American painters and writers who political message of resistance no racial segregation in the U.S. In took up children’s literature as part to white domination. The child Dinner at Aunt Connie’s House, the 145 same characters talk to the portraits Ringgold’s inclusion of child often portrayed negative facts of famous African-American women characters and making them the of black history with alternative who inspire them to take the lot of agents of political transformations illusory visions of the future. black Americans into their own hands. is the basic tool by means of which she counterbalances the

Biography: Ewa Kleczaj-Siara, PhD, works as a lecturer at the University of Radom in Poland, where she teaches British and American Studies. Her academic interests encompass feminism, African-American children’s literature and the genre of picture books. Her doctoral dissertation (2014) considers the legacy of W.E.B. Du Bois’s educational philosophy in contemporary African-American children’s literature. She has been a member of the Polish Association for American Studies. She has given presentations on African-American culture and literature at international conferences in Poland, England, Italy and Switzerland.

KOKKOLA, LYDIA Panel C9, Wednesday 12 August 09.30-11.00 The Romance of the Road or the Realism of Ridicule

Abstract: Since the passing of The Law report on the early findings of a larger stereotypes of thievery and the on National Minorities and Minority study on minority representation desire to be “different”. At the Languages in 2009, Sweden’s five in Swedish school books, with a same time, the series also exposes national minorities (Sámi, Finns, particular focus on the situation stereotypical reactions to Romanis to Torne Valley Finns, Jews, Romani) for Sweden’s Romani population. scrutiny. Despite the series’ manifold have been granted a number of The ‘Katitzi’ series (1969-1982) by strengths, its position as the ‘only’ special rights. One of these rights Katarina Taikon remains the mostly Romani literature read by Swedish is the right to inform the general widely read fiction containing a children almost half a century public about institutionalised and Romani protagonist in Sweden. later needs to be interrogated. This individual discrimination both in the Although written by a Romani author, paper will examine the ‘Katitzi’ present and in the past. One form of the ‘Katitzi’ series still plays into the series in the light of the broader institutionalised discrimination is the stereotypes of the romantic road changes in attitudes and legislation absence of representation in school traveller, the mystic, the musician regarding the national minorities. books in Sweden. This paper will as well as more markedly negative

Biography: Lydia Kokkola is Head of English and Education in the Department of Arts, Communication and Education at Luleå University of Technology. She is currently engaged in research in EFL reading strategies for literature and digital texts. The project she is presenting at the conference relates to her project on Sweden’s national minorities. Her most recent book is Fictions of Adolescent Carnality: Sexy Sinners and Delinquent Deviants. KRALJ, SANJA LOVRIĆ Panel C2, Wednesday 12 August 11.30-13.00 A Change in the Image of the Child in Children’s Literature in the 1950s in Socialist Yugoslavia

Abstract: For Yugoslavia, the end takes part in the heroic resistance to new role in society. In place of “storm of World War II did not mark only the enemy on an equal footing with patriotism“, as the Croatian theorist the end of war. It also marked the adults. This image also creates the of children’s literature Milan Crnković creation of a new, socialist social order picture of the child who hand in hand calls it, there emerged an image of and a new, revolutionary society. In with adults takes part in the repair the child that celebrates the cult of children’s literature this meant the of the war’s devastation and the childhood, and separates the child radical rejection of tradition and building of the new socialist society. from the world of adults. According to establishment of a completely new However, soon after this picture had this image, the child is an inhabitant literature. New children’s literature been created and its representations of the world – liberated from all social was an active participant in the had entered a large number of literary and national limitations. Children are building of the socialist society. It works, there appeared literature which inhabitants of a children’s republic, a created the image of the child as a proclaimed a picture of the child who children’s continent where they are participant in war developments who has completely different values and a free from all the restraints in the adult 146

world. All of a sudden, instead of the underlying attitude that it is necessary sudden metamorphosis of a child crucial participation of children in the to ensure a happy and carefree from a self-confident participant adult world, the child is completely childhood for all children, children in social developments into an free and protected from hardships, were socially marginalized and moved infantile being absorbed in play and poverty and limitations imposed to the worlds beyond reality. The devoid of any social responsibility. by the adult world. In line with the aim of this paper is to examine the

Biography: Sanja Lovrić Kralj is a postdoctoral student and a senior teaching assistant. She teaches courses in children’s literature and media culture at the Faculty of Teacher Education. In 2014. she obtained her PhD in Humanities defending the doctoral thesis Paradigms of the 1930s in Croatian Children’s Literature. She has been working in project Croatian Bibliography of Children’s Literature till 1945. She published a paper “Two Perspectives on the Spanish Civil War in Croatian Texts for Young Adults” in the book The Representations of the Spanish Civil War in European Children’s Literature (1975-2008). She is a secretary of the Croatian Association of Researchers in Children’s Literature since its formation.

LAI, WEI-CHING Panel M19, Monday 10 August 09.30-11.00 Animal Farm for Taiwan’s Children: Construction of the Child in the 1954 Animation and Chinese Translations

Abstract: Many people insist that children’s literature? I attempt to modifications of the original text, we George Orwell’s political fable answer these questions in this essay. may find which concepts should be Animal Farm could be understood conveyed to children, which concepts and appreciated by adults only. This essay will be divided into two are supposed to be inappropriate However, children in Taiwan do enjoy parts. In the first section, the British for children, and how much children their Animal Farm through the 1954 animated film by John Halas and are able to or allowed to touch on animation and through a number of Joy Batchelor, as the most easily political actualities. These minute and translated, simplified books. How can accessible filmic adaptation of Animal diverse findings may help to reveal the a sophisticated novel written during Farm in Taiwan, will be analyzed to image(s) of child readers conceived the Cold War to satirize the Soviet show that it contains conspicuous by those grown-up translators. Union be adapted into a children’s features of children’s literature. And Itamar Even-Zohar’s theorization story? What is gained and what is I will also investigate the position of polysystem and Zohar Shavit’s lost in the process of adaptation of the 1954 foreign animation discussion on translation will help to and translation? What are the new within the local (poly)system of construct a theoretical framework features that help to define these children’s literature. In the second for this section. As a conclusion, works as children’s literature? How section, several Chinese translations I will discuss the construction of is the implied reader/audience—the targeting at child readers will be the imagery Child underlying the Child—created in these works? In analyzed to uncover adult translators’ animation and translations. what way do these works implicate conceptualization of childhood. Taiwanese concepts of children and Through the deletions, additions, and

Biography: I majored in English and American Literature, and I got my Ph.D. in Taiwan in 2000. My specialty is Victorian travel writings, and I am still doing some researches on this field. However, I have been teaching the class of children’s literature since 2001, so I also do some reaches on children’s literature. Following is a list of my papers concerning children’s literature. 147

LEHMANN, YASMIN Panel M18, Tuesday 11 August 09.30-11.00 Village of the damned nation – Michael Haneke’s The White Ribbon

Abstract: Mischief, torture, vindictive and tiers of society are represented in its infancy or are they victims of a rage: life in a northern German in The White Ribbon: nobleman, self-perpetuating system of abuse? village prior to the First World War teacher, clergyman, doctor, midwife The nature of the mysterious pranks is a “children’s story” according to and peasant are united in their in the film hints at a more complex the subtitle that Michael Haneke helpless confusion about the sinister and universal threat which resonates has assigned to his black-and-white occurrences that threaten the village. throughout the twentieth century and portrait of a village community This bleak tableau of characters will gains new immediacy in today’s age haunted by their young. Das weisse be deconstructed in the paper which of terrorism and internet anonymity. Band. Eine deutsche Kindergeschichte examines Haneke’s themes and The combination of childhood and (2009) (English: The White Ribbon. imagery within the context of growing the concept of evil is a powerful A German Children’s Story) carries up in this claustrophobic pre-war manifestation of an elementary echoes of Wilhelm Busch’s classic society, a society frequently regarded fear, namely that even the most bad boy tales Max und Moritz (1865) as having sown the seeds of the dark inconspicuous members of society are as well as the horror film classic chapter in German history which was able to commit random acts of terror Village of the Damned. Haneke’s to follow. Childhood, in The White and evil. In this paper, a veritable ‘evil children‘, however, are neither Ribbon, becomes perverted into a ‘typology of terror’ will be identified satirically comic characters, nor victim-perpetrator dualism that subtly in Haneke’s village – encompassing creatures from the horror genre. upsets the villagers’ quiet existence on both the young and their guardians. With a close look at the construction the periphery of the current political The White Ribbon addresses many of childhood in The White Ribbon, crisis. Critics have rightly identified recurrent themes that inform fictional this paper will analyse how Michael a connection between Haneke’s constructions of childhood to this Haneke’s ‘heritage’ film employs depiction of ‘poisonous pedagogy’, day: powerlessness, insubordination, childhood as a fictional device: as a a concept introduced by sociologist rebellion, war and death. It leaves us carrier of symbolism, cultural memory Katharina Rutschky, and the roots wondering whether the audacious and historical pre-figuring. Akin to of fascism. Do the ‘evil’ children in subtitle of the film is in fact ironic. a danse macabre, all stations of life The White Ribbon represent Nazism

Biography: Yasmin Lehmann was awarded a BA degree with First Class Honours at University College Dublin in 2009 for which she received the UCD President’s Award and the Patrick Semple Medal. In 2010 she graduated as a Master of Arts in Anglo-Irish Literature and Drama from the same university, with the Mary Colum Award for female Graduates. She is currently recipient of a Ph.D. Scholarship at the Institute of English Studies at Leuphana University Lüneburg where she teaches part-time and is working on her dissertation titled ‘Disaster, Youth, Nostalgia: The 1910s in contemporary British and German culture.’ 148 LEHTONEN, SANNA Panel M21, Monday 10 August 09.30-11.00 “I just don’t know what went wrong” – Young men, girls’ toys and fan identities on brony.fi

Abstract: This paper investigates In online discussions of the Finnish the fans view their fannish activities fan identity positions that are brony community, gendered and in relation to expectations and discursively constructed on Brony.fi, aged identities are negotiated in norms regarding gender and age in the largest active Finnish discussion complex ways, often questioning children’s media culture, as well as in forum aimed at fans of the American hegemonic norms, or “doing gender/ offline contexts and society at large? animated television series My Little sexuality Otherwise” (Renold 2008). The data set consists of selected Pony: Friendship is Magic. Bronies – a discussion threads that explicitly blend of the words ‘brother’ and By drawing on the notion of address fans’ identities as bronies ‘pony’ – have attracted a lot of media intersectionality (e.g. Halberstam and their challenges of expressing or attention in Finland (and elsewhere) 2005, McCall 2005) and applying hiding their brony identity in various since the whole fandom challenges methods of feminist sociolinguistics contexts. The discussions reveal that hegemonic gender discourses that and narrative analysis (Bucholtz 1999, not only are children’s toys and the draw sharp distinctions between Page 2012) gendered fan identities related franchise gendered but that male and female, and child and will be examined as shifting discursive adult responses to children’s products adult consumer cultures: the online constructs that are intersubjectively and childhood, here especially fandom of the television show negotiated together with other girls’ toys and the kind of girlhood featuring popular girls’ toys and fans in relation to both hegemonic constructed in and around My Little marketed for small girls mainly discourses and the norms of particular Pony franchise, are also regulated comprises of young men. While online spaces and fandoms. The by gendered norms and, moreover, identifying as a brony is often viewed main questions are: 1) How do the that deviations from norms may be as a temporary playful or ironic act, fans discursively construct their celebrated inside the brony fandom some fans have made more long- gendered fan identities on Brony.fi in as creative play but lead to social term investments in building an their brief life narratives about their sanctions outside the fandom. active, dedicated brony community. experiences as bronies? 2) How do

Biography: Sanna Lehtonen is currently employed as a University Lecturer in Applied Linguistics at the Department of Languages, University of Jyväskylä (Finland). She completed her joined doctoral degree in 2010 at the same department and at the Department of English, Macquarie University (Australia); her doctoral dissertation focused on constructions of girlhood in contemporary British children’s fantasy. She is the author of Girls Transforming: Invisibility and Age-Shifting in Children’s Fantasy Since the 1970s (McFarland, 2013).

LEWIS, KATY Panel C30, Wednesday 12 August 11.30-13.00 Mermaid Tales: The Culture of Mermaids and Rape

Abstract: Mermaid tales have more child-friendly. Mermaids now to children’s culture (especially not become an increasingly popular trend exist as children, toys for children—i.e. children’s culture’s mermaids), a lot in children’s literature. Originating Barbie dolls—and cute child-aged of the traditional mermaid’s sexual as seductive temptresses, who were characters in chapter books; they nature still exists within the mermaid more likely to kill you then befriend are friendly, asexual, and certainly found in children’s literature. you, mermaids have become much do not have the capacity to kill you. tamer because of the ways modern Although sexiness is not something The sexualized mermaid—with children’s culture has made them that we think about when it comes her carefully placed seashells and 149

hourglass figure—still exists. Even taming the mermaid —removing her Potion by Gillian Shields, and Mermaid though we have made the mermaid dangerous nature but still sexualizing Tales: Battle of the Best Friends by more like her human female her—we perpetuate rape culture Debbie Dadey, and how they have counterparts by taking away her because we insist that she was tamed the mermaid, analyzing ways dangerous nature, we still emphasize asking for male humans to respond in which these books perpetuate her sexual nature. Thus, we repeat to her sexually or voyeuristically. rape culture based on ideas in Sabine the idea that females will be naturally Sielke’s Reading Rape : The Rhetoric sexualized because of the way they This paper will examine modern of Sexual Violence in American look since many young females children’s books, such as The Tail of Literature and Culture, 1790-1990 and are fascinated with and spire to be Emily Windsnap by Liz Kessler and Deborah Horvitz’s Literary Trauma : mermaids. However, just like females, Real Mermaids Don’t Wear Toe Rings Sadism, Memory, and Sexual Violence mermaids do not ask to be sexualized by Helene Boudreau, Aquamarine by in American Women’s Fiction. because of their breasts or figure. By Alice Hoffman, Ellie and the Secret

Biography: Lewis is a senior undergraduate English secondary education major at Longwood University, with a minor’s in children literature. Lewis has participated in several conferences, such as the National Collegiate Honors Council 2014 Conference in Denver, Colorado. Lewis’s main areas of interest include gender and identity in children’s and young adult literature.

LO, RACHEL SKRLAC Panel M13, Tuesday 11 August 09.30-11.00 Considerations of Family in Picturebooks: Exploring Family Diversity in an After-School Reading Club

Abstract: What happens in an created an additional site for students children’s epistemic privileges. afterschool book club when young to consider personal voice and agency. I envision that this proposal children have opportunities to explore addresses issues in theme 1 (child stories about diverse families? My Literature selection was guided well-being) and theme 2 (creating presentation considers this question by a critical content analysis on childhoods through narrative & and describes my work with a group international award-winning children’s illustration). Pushing beyond simple of first graders in an afterschool picturebooks with consideration representation, this research considers book club. Created as a space where for who was represented and the the multiple linguistic, literacy, and students could read about families nature of the representation (Skrlac literary resources audiences draw that resembled their own, students Lo, 2014). Using queer theory to upon to make meaning of texts. were encouraged to share stories inform my methodology, I selected At the end of my presentation, I from their home lives, stories that books that could create openings and hope participants will have a deeper often are under-represented in encourage expansive readings (Crisp understanding of the importance literature due to a non-dominant et al., 2011; Ryan et al., 2013) because of expansive readings of texts and aspect of these children’s families queerness “should and could be about how broader conceptualizations such as parents’ sexuality, race, class, a desire for another way of being in of family can create openings for etc. Drawing on ethnographic data both the world and time, a desire that oft-marginalized audiences to from my dissertation research site, resists mandates to accept that which participate actively in/with childhood I will present two case studies to is not enough” (Muñoz, 2009, p. 96). media. This approach should appeal demonstrate students’ experiences Providing texts with diverse families to a broad group: practitioners with picturebooks for the duration served two purposes: (1) it disrupted and literacy scholars may discover of the book club (16 weeks). Through heteronormativity, which provided new ways to select and consider these representative case studies, I space to consider “another way of content for audience engagement; discuss my findings to illustrate how being”, and (2) it provided epistemic literary scholars may gain new interactions with texts in this setting resources and acknowledged the perspectives of child audiences.

Biography: Rachel Skrlac Lo is a PhD candidate in Reading/Writing/Literacy at the University of Pennsylvania’s Graduate School of Education. Her doctoral research uses ethnographic methods to explore the relationship between perceived character agency in children’s picturebooks and the nature of reader engagement with texts. A research fellow at the International Youth Library in Munich in 2014, Rachel has presented her work at national and international conferences including IRSCL 2013, Literacy Research Association (2012, 2013, 2014), American Educators Research Association (2012), National Council for Teachers of English (2014). 150 LONG, REBECCA ANN Panel M22, Monday 10 August 11.30-13.00 “Fanciful Dreaming”: Children in the Landscape of Irish Children’s Literature Abstract: This paper will explore history. Our interaction with our personal and local histories combine the connection between stories, environment – through journeys and to create a kind of national, cultural landscape and identity in Irish stories – affords us the opportunity to and mythical narrative or identity. This children’s fiction. By focusing on reconcile past and present realities, cultivates a specific kind of childhood, three key texts in the canon of Irish both personal and national. When one which is founded in the landscape children’s literature – Patricia Lynch’s we tell stories of the past in the same and in the stories associated with it. The Back of Beyond (1964), Pat physical landscape or space in which The landscape retains and remembers O’Shea’s The Hounds of the Morrigan that story and that past occurred, the events which occur in it and is (1985), Kate Thompson’s The New we unite past, present and future. in turn memorialized by the stories Policeman (2005) - this paper will Consequently, landscape contains which endure as these events examine how the child figures in the present, retains the past and and experiences are narrated and these texts interact with the Irish promotes the idea of a future while remembered. If we interact with the landscape and how an awareness simultaneously supporting national landscape through stories, through of mythical narratives and national and personal identity. Accordingly, the act of shared narration and the history is often essential to their this paper will explore the way in process of re-telling – and if the Irish ability to progress through the which we use stories to construct landscape is so rich with stories, environments they find themselves in. our identities, to understand and myths and legends – then different ground ourselves in the landscape types of space within the landscape Irish children’s fantasy deals with the and how those stories are inspired by itself become charged with meaning. complicated process of negotiating and retained in that landscape. Such different planes of existence within an exploration will illuminate how In focusing on the relationship the same landscape. By examining Irish childhood identity is intimately between landscape and narrative the experience of childhood in connected to the Irish landscape and by examining how child figures these spaces, this paper will show by the stories we tell about it. move through both, this paper will that living in the landscape is a explore that relationship’s influence constant act of narration; we are This paper is concerned with the way on the construction of identity living our own stories in a landscape in which stories map the landscape, in and the primacy of landscape that is metaphorically constituted its physical and fantastical contexts; in Irish children’s literature. from layers of memory, story and how myths, legends and even

Biography: Rebecca Long graduated with a First Class Honours Degree in English Studies from Trinity College Dublin in 2010. In 2011 she became part of the first M.Phil in Children’s Literature cohort and subsequently graduated with a Distinction. Since graduating she has presented numerous conference papers on the subject of children’s literature in the University of Queens, Roehampton University, NUI Maynooth, St Patrick’s College and Trinity College Dublin. In 2014 she contributed an essay to Feast or Famine? Food in Children’s Literature (eds. Bridget Harrington and Jennifer Harding) and in 2015 will have an essay published in Neil Gaiman in the Twenty-First Century (ed. Tara Prescott). MACELOD, MARK Panel M7, Tuesday 11 August 11.30-13.00 The Possibility of Belonging: the Collapsing of Time and Space in Jeannie Baker’s Picture Books

Abstract: Although her pace of creating a 4mm parrot, or nostalgia and therefore participate contemporaries, or their publishers, knitting a sweater 8mm long is not in the historical conversation insist on title counts in their bionotes incidental. Baker’s medium anticipates about childhood as a site of loss and media releases (‘the author of by 30 years the 21st century concern and grief. Stephens (1994) and 50, 100, 150 books’), Jeannie Baker with the book as slow literature. Flanagan (2013) comment on the has produced just 13 picture books metonymic function of the rural in 40 years. Baker herself speaks of To some extent her extraordinarily landscape in Australian picture the painful slowness of her medium, detailed collages are, from the books, but the nostalgic construction found collage, in the making of eco- perspective of many young readers, of landscape here is derived from narratives such as Where the Forest aspirational. From the perspective of European romanticism generally. Meets the Sea and Window. But the many adults, however, they evoke In The University of Disaster (2007), 151

Virilio argues that catastrophe is conclusion result in the cliché of built environment is, however, both inherent in the collapsing of space childhood as a new beginning and predictable from earlier narratives, and time, and in Baker’s narratives closure that to her critics is at times such as Grandmother, and surprising. of exponential urban development, unconvincing. In Belonging/ Home, This paper explores some of the such as Window, the increasing the companion book to Window, a reasons for the appearance of change. pace and the inevitability of the turn in Baker’s thinking about the

Biography: Mark Macleod is a writer who has lectured in literature and education, been a publisher at Random House and Hachette and a television and radio presenter. He teaches at Charles Sturt University. Winner of awards for his services to children’s literature, he has been both a state and national president of the Children’s Book Council of Australia. MAJHUT, BERISLAV Panel C2, Wednesday 12 August 11.30-13.00 A Change in the Image of the Child in Children’s Literature in the 1950s in Socialist Yugoslavia

Abstract: For Yugoslavia, the end building of the new socialist society. free from all the restraints in the adult of World War II did not mark only However, soon after this picture had world. All of a sudden, instead of the the end of war. It also marked the been created and its representations crucial participation of children in the creation of a new, socialist social order had entered a large number of literary adult world, the child is completely and a new, revolutionary society. In works, there appeared literature which free and protected from hardships, children’s literature this meant the proclaimed a picture of the child who poverty and limitations imposed radical rejection of tradition and has completely different values and a by the adult world. In line with the establishment of a completely new new role in society. In place of “storm underlying attitude that it is necessary literature. New children’s literature patriotism“, as the Croatian theorist to ensure a happy and carefree was an active participant in the of children’s literature Milan Crnković childhood for all children, children building of the socialist society. It calls it, there emerged an image of were socially marginalized and moved created the image of the child as a the child that celebrates the cult of to the worlds beyond reality. The participant in war developments who childhood, and separates the child aim of this paper is to examine the takes part in the heroic resistance to from the world of adults. According to sudden metamorphosis of a child the enemy on an equal footing with this image, the child is an inhabitant from a self-confident participant adults. This image also creates the of the world – liberated from all social in social developments into an picture of the child who hand in hand and national limitations. Children are infantile being absorbed in play and with adults takes part in the repair inhabitants of a children’s republic, a devoid of any social responsibility. of the war’s devastation and the children’s continent where they are

Biography: Majhut is Associate Professor at The Faculty of Teacher Education of the University of Zagreb and he is teaching courses in children’s literature and media studies. In 2005, Majhut published a book Adventurer, Orphan and Boys’ Bands: Early Croatian Children’s Novel up to 1945. In 2010, he prepared a critical edition of The Brave Adventures of Lapitch, the first critical edition of any children’s book in Croatia. Majhut is the President of the Croatian Association of Researchers of Children’s Literature, an affiliated member of the IRSCL. The Association publishes the L&L journal and has initiated a number of international conferences. MALLAN, KERRY Panel B5, Sunday 9 August 09.30-11.00 Remembering and imagining the suffering body in Stitches and Epileptic

Abstract: This paper examines the up the context in which that body with a disfiguring line of stitches along suffering body as it is experienced and is acted upon and acts. In Stitches, his throat, unable to talk as a result of witnessed in two graphic memoirs – celebrated children’s book illustrator the removal of one of his vocal chords Stitches: A Memoir (2009) by David David Small recounts growing up and a cancerous tumour. Epileptic Small and Epileptic (2005) by David in Detroit in the 1950s in a family recounts the chronic condition of B. I argue that a subject’s capacity that lacked affection and open the autobiographical narrator’s older to affect and to be affected are not communication. At 14, Small had an brother Jean-Christophe. This graphic determined solely by the body one operation on what he understood to memoir describes the increasingly has, but also by everything that makes be a ‘growth’ on his neck and woke up desperate and ultimately futile 152

attempts by the parents to find a cure distress – the texts illustrate that act of storytelling and illustration that for the boy’s illness. In constructing there is no universal ‘suffering body’. uses metaphor, image and context the suffering body – either in pain Rather, the body and its affective to give meaning to how suffering or in psychological and emotional impacts are constituted by a creative is imagined, treated and ignored.

Biography: Kerry is Professor and Director of the Children and Youth Research Centre at Queensland University of Technology. She has published widely in children’s literature and is the joint editor of the Palgrave Macmillan ‘Critical Approaches to Children’s Literature’ series. Her most recent sole authored book is Secrets, Lies and Children’s Fiction (2013) and an edited collection, Picture Books and Beyond (2014).

MARCI-BOEHNCKE, GUDRUN Panel C13, Wednesday 12 August 09.30-11.00 “Vitello has a knife:” Examining social constructions on childhood and ensuing cultural creations in Denmark and the United States

Abstract: During summer 2014, Summer), but one series stood out young people, this paper will compare seven students and their professor in its difference: the Vitello series, by narratives in recent, popular Danish traveled to Denmark for a class Kim Fupz Aakeson & Niels Bo Bojesen, books for young people with those called International Children’s published by Gyldendal, especially published in the US. The Vitello Literature and Librarianship. After the title called Vitello has a Knife. series serves as a lens for examining visiting multiple libraries, a library the permissiveness and freedom of school, bookstores, museums, and Culture shapes childhood (Stearns, childhood in Denmark, compared the ministry of culture, students 2009), and the way a society socially to the protectionism of the US. had received various impressions constructs childhood in turn shapes on how childhood is constructed in the cultural products created for This paper will be based on the Denmark compared to the United young people. In 21st century author’s observations collected States. Students were impressed United States, children are viewed at libraries, museums, cultural with play structures in libraries on as a vulnerable population in need institutions, and a publishing which children were allowed to climb of protection, and, as evidenced company in Denmark during a (in the US, similar structures would by the books that are challenged two-week course trip to Denmark be off-limits, considered as being every year, such protection even in summer 2014. Such observations too dangerous), had seen children extends to would-be censorship of include studies of local programming as young as six riding their bikes books created for young people. In for young people, examinations of unaccompanied to school, observed the US, parenting, too has come to displays and content for young people play areas (often with Lego blocks) for be viewed as a profession in need in children’s cultural institutions, and children on ferries, in banks, and post of outside guidance and expertise an analysis of content in recently offices, and were left with impressions (Stearns, 2009), from Dr. Spock published books for young people. of Denmark as a country that (1945), to the current abundance In doing so, this paper proposes emphasizes play, and puts children of parenting books on the market, to answer the question of how first. Students saw picture books which contribute to a particular style literary production in Denmark for young children that included of helicopter parenting (Finkel & reflects socially constructed views images that would not translate to Fitzsimons, 2013), which in turn leads on childhood, and how in turn such the US market, including pictures of to parenting styles criticized for being views influence the ensuing cultural adults smoking, nudity, and difficult overly protective. Using Denmark as production for young people topics such as death addressed in a a case study, and focusing primarily matter-of-fact way (as in Garman’s on literary cultural production for

Biography: Marianne Martens is Assistant Professor at Kent State University’s School of Library and Information Science, where she teaches classes such as Youth Literature in the Digital Realm, and International Children’s Literature and Librarianship. Martens has a background in children’s publishing, is a member of ALSC’s Children and Technology Committee, and serves on the Littleelit Advisory Board. You can read more about her work at mariannemartens.org. 153

MASAKI, TOMOKO Panel C7, Tuesday 11 August 11.30-13.00 Creating Childhood: A Phenomenological Study on Charles Keeping’s Through the Window

Abstract: English Illustrator, Charles window. Keeping says that ‘Through French philosopher, Merleau-Ponty Keeping (1924-1988) was one of the the Window was a true story rooted writes: ‘I am the absolute source.’ greatest picture book creators not in the reality which many people His phenomenological study only in his own country but also in have to face of being incarcerated teaches us that one’s own body is the world in the latter half of the in a house, or in a room, unable to the absolute source. Everything 20th century. He broadened the get out, only able to look out at that I know about the world, I know scope of picture-book art in its theme the world [through the window]’. from a perspective that is my own and in its style. Though his works or from an experience of the world. may not appeal to every child, they When Keeping says, ‘We are in a way will have such a deep impression imprisoned within ourselves. We Jacob, the protagonist in Through on some children’s mind that they can’t contain everything, can we? the Window, learns everything about will live on in their thoughts and I feel we observe through our own the world from his own perspective influence them throughout their life. window, constantly, all the time.’, whatever he see. Though he is In this article I would like to discuss Keeping seems to mean that the incarcerated within himself, he knows one of his picture books, Through phenomenon of looking at the world what he has seen and he knows how the Window, from Merleau-Ponty’s through the window is a negative he must feel, think and respond to phenomenological point of view. It side of a person’s conscience or what he has seen. Actually he sees will reveal the deep world of Keeping’s a limit to what a person can look something terrible on the street sometimes controversial works, at or know. However, we can say through the window, then he needs which have been criticized divisively. that we have definitely looked out to respond. The way he chose to at the world with eyes or through respond was through breathing on the Through the Window is a picture book the window, because we have our window and drawing a picture on it. about a boy called Jacob who lives own body and we have looked at This was an important developmental in his second floor front room and the external and actual world with step for Jacob, an initial step in looks out through his window. He our own eyes, that is, through the a long journey ahead of him. looks at people walking by and events window. This is the only way to learn happening on the street. Simply, he about and understand the world. looks at the actual world through the

Biography: Tomoko Masaki is a Japanese researcher of picturebooks. She got a Ph.D. from the University of Roehampton, England, on Victorian picture books. Having been a Professor of Children’s Literature at Seiwa College in Kobe, she presides the Research Center for Picture Books, where she tries to establish “the picture book study” as one of academic studies through lecturing diverse aspects of picturebooks. She has been running a private library for nearly forty years, sharing picture books, poems, and story books with children. One of her publications is A History of Victorian Popular Picture Books.

MATHIS, JANELLE Panel C7, Tuesday 11 August 11.30-13.00 Exploring Childhoods of Immigrant Children Created in Global Literature: Issues of Authenticity, Complexity, and Missing Insights

Abstract: Among the many notion of agency here is defined by the immigrant experience? In the depictions of childhood created within Lewis, Enciso & Moje (2007) as “... US, the Outstanding International children’s literature, the immigration the strategic making and remaking Booklist of the US section of IBBY experience is often a topic that is of selves, identities, relationships, (the International Board on Books for globally addressed. Children in these activities, cultural tools and resources Young People) is selected as excellent books often seem to approach their and history as embedded within representations of international journey, whether forced or voluntary, relations of power” (p. 5). However, literature available for US children. with not only a sense of resiliency how realistic are these stories that but often that of agency. The provide images of childhood from This inquiry examines titles that 154

reflect immigration from the OIB these titles and point to books that findings from this content analysis lists since its inception, nine years both work to dispel the media images can be significant in identifying ago. Using a critical content analysis of immigrant children as well as ones literature that speaks realistically lens across personal, social, and that leave gaps in the stories they to the complexity of situations cultural dimensions, the creation convey. Childhood experiences of and challenges faced by immigrant of childhood from the immigrant immigrant children are most often children everywhere and the potential experience is examined across created within the genre of realistic agency they display to face these titles to consider the authenticity, and historical fiction, and, whilst they challenges. These findings can also complexity, and reality of these are often based on actual events, are indicate needed points of discussion representations for young readers. these vignettes authentically told? and further inquiry by students, to Specific themes are identified from fill critical gaps in these stories. this analysis that weave throughout This presentation will argue that the

Biography: Janelle Mathis has focused her research interests on international and multicultural literature as a means to enhance instruction and invite greater insight for readers of all ages to the complexity of identities within the global community. Her interest in critical content analysis and the transactional theory of reader response intersect within the university classrooms where she teaches at the University of North Texas. She has published in The Journal of Children’s Literature, Dragon Lode, and edits World of Words Review (www.wowlit.org).

MCGILP, EMMA Panel B8, Sunday 9 August 14.15-15.45 An international language: the role of sport in young adult migrant fiction

Abstract: Sport, be it running, Young adult fiction often depicts for her frustrations and as well as a swimming or kite-flying, is a place the migrants’ journey, for example friend, and later a boyfriend. In Boy where children from different Fabio Geda’s In the Sea there are Overboard, Bibi’s football skills earn backgrounds meet, where success Crocodiles and Morris Gleitzman’s Boy her the respect and admiration of her is determined by the abilities of the Overboard, where sport, in this case brother, who considers her an ally in human body, regardless of race, football, provides an opportunity to his plan for the future of Afghanistan. language or socio-economic status. relax and foster friendships along the Sport provides a common ground, journey. Others show the children’s To use the frequently used metaphor a vehicle for acceptance and an struggle in their host country, as of children’s literature providing opportunity to shine. It instigates in Beverley Naidoo’s The Other readers with mirrors, windows and relationships and brokers friendships. Side of Truth, where sport provides doors, multicultural and international the newly arrived Femi with the literature is traditionally thought of In recent years, young adult opportunity to find common ground as providing children with a window fiction, reflecting our increasingly and acceptance with his peers. to view another world. In the globalised society, has seen an novels mentioned above however, influx in literature featuring migrant Interestingly, while still widely readers can also use a mirror, and children. This paper considers the underrepresented in children’s see the similarities in their lives. role of sport in a selection of these literature, there are many physically Readers identify with the characters’ novels, considering sport as a lingua active girls in young adult fiction through sport, where the sole franca, an internationally recognised featuring migrant children. In Sarah requirements are a combination of language, breaking down the barriers Crossan’s The Weight of Water, skill and a physically-active body. of language and even gender. Kasienka is a powerful swimmer, and through this she finds an outlet

Biography: Emma McGilp is the second year of a PhD at the University of Glasgow, exploring multiliteracies and translation in the primary classroom. Her PhD builds on her Masters research using picturebooks with children learning English as an Additional Language (EAL) to validate and make visible the children’s first language and culture in the classroom. Emma previously worked as a linguist and a literacy teacher at a Further Education college. Her interests include multicultural and translated children’s literature and the role of children as translators. 155

MCMANUS, BRIAN Panel H14, Sunday 9 August 14.15-15.45 “My Own History of this Wonderful Event is Necessarily True”: Herminie Templeton Kavanagh, Oisín of Tír na n-Óg and the Irish Diaspora in America

Abstract: The Anglo-Irish-American his homeland three hundred years affiliations, Kavanagh presents a children’s author Herminie Templeton later, Christianity has arrived in Ireland touchingly aspirational scenario to Kavanagh (1861 – 1933) is best and he is christened by Saint Patrick her young diasporic readers in which remembered for her literary fairy tales before his death and, thus, saved for such differences can be entirely about the adventures of wily Tipperary Heaven. In a significant departure overcome by love and loyalty. farmer Darby O’Gill amongst the fairy from the canonical version of the folk of Sleive-na-Mon, which were Oisín myth, Oisín doggedly refuses Kavanagh commented upon her later adapted by Walt Disney into to be christened by Saint Patrick as re-interpretation of the tale by saying Darby O’Gill and the Little People in he would be separated for eternity that “while my readers may not 1959. The fairy tales were written at from his fellow Fenian warriors and find this greatest miracle of Saint the turn of the twentieth century and his beloved Niamh, who adhered to Patrick written down by the clerics addressed an implied readership of the rites and rituals of the old pagan in their big leather book, I am sure child members of the ever-increasing religion. In Kavanagh’s innovative they will feel as I do that my own Irish diaspora in the United States and subversive re-interpretation history of this event is necessarily of America. This paper will focus on of the ending of the Oisín myth, true”. This paper will discuss the social Kavanagh’s 1907 tale “Patrick of the Saint Patrick becomes sympathetic context in which Kavanagh wrote Bells” which, although incongruous towards Oisín’s plight and performs “Patrick of the Bells”, how exactly with the rest of her short fiction, is a a miracle in order to reconcile those she re-interpreted the Oisín myth to fascinating insight into the particular with different religious allegiances reflect the issue of mixed marriages diasporic moment at which she was and unite them for their eternal rest. and the extent to which such an writing. Whilst the rest of Kavanagh’s In her radical re-interpretation of enlightened attitude departed from tales engage with Irish folklore rather the myth, Kavanagh is commenting the established ways in which Irish than Irish mythology, “Patrick of the upon a hugely controversial issue identity was being constructed in Bells” is a retelling of a celebrated amongst the overwhelmingly Irish-American children’s literature. episode in Irish mythology in which Catholic Irish diaspora: mixed Fenian warrior Oisín is captivated marriages between Catholics and In writing this paper, I will be by Niamh of the Golden Hair and Protestants. Whilst mixed marriages working under the congress themes travels with her to Tír na n-Óg were denounced by Catholic Church of The Child in Myth and The or the Land of Eternal Youth. authorities and anti-Catholic Child in Historical Discourses. sentiments were rife amongst Traditionally, when Oisín returns to those with alternative religious

Biography: I am a Government of Ireland research scholar in the second year of my doctoral research with the School of English at Trinity College Dublin under the supervision of Dr Pádraic Whyte. I am researching the construction of Irish identity for the Irish diaspora in America in Irish-American children’s literature and film. I am focusing in particular on the short fiction of Anglo-Irish-American children’s author Herminie Templeton Kavanagh and on how Irish folklore and mythology influenced her writing. I have contributed an essay on the Irish-language children’s classic Jimín Mháire Thaidhg by Pádraig Ó Siochfhradha to a forthcoming collection of essays on children’s literature and culture in the Irish language.

MCNEIL, BARBARA Panel M2, Monday 10 August 11.30-13.00 Creating Childhoods through Performance Poetry: Rich Language, Powerful Images, and Positive Possibilities

Abstract: Contemporary children there also exist possibilities for joy, to engender empowerment, agency, live in a world marked by increasing empathy, critique, hope and action pleasure, and nurture the view complexity, hardship, intense global in the interest of creating a better that they have much to contribute mobility, the search for meaning world. Such possibilities can be and that life is worth living. and well being. Alongside these, shared with children through poetry 156

Building on the work of Gangi 161). This paper will vividly illustrate offered up not only as a ‘natural fact’ (2004) who argues that “poetry Lacatus’ (2009) contention that the but as a political issue – in explicit paints musically,” this paper is “difference between poetry as written defiance of pressure to conform to premised on the bold view that the text and poetry as performance” standard expectations or obviate “intensified, sensuous language” rests upon “the assumed presence of it in more abstract or formalistic of poetry has an important role to the human body and is comparable concerns” (p. 29). Therefore, this play in identity formation and the to the relationship of theatre plays paper will deploy performance creation of childhoods of recognition, and performed drama” (p. 477). poetry to enhance social inclusion, acknowledgement and a myriad The poetry of popular culture the learning of striving readers of possibilities. Furthermore, the such as rap and spoken word and writers, and those for whom paper stresses through the use of fully activates this assumption. English is an additional language. rich examples (words and images), that “when you read it [poetry] From Sweden to South Africa, Using oral literature that relies on outloud, it understands itself better.” Northwest Territories to Argentina, performance -- a variety of poems spoken word poetry has created from a range of locations and rich In addition, this paper highlights space for children and youth to language registers together with the effectiveness and power of address important themes related carefully selected, and thematically performance poetry with particular to issues of identity, ethnicity, relevant illustrations -- the author reference to choral reading (Trousdale, social marginality, and language. will performatively demonstrate Bach & Willis, 2010), rap (Rose, 1994; Beasley (1994) for instance notes that contemporary aural arts offer Williams, 2008) spoken word (Ezarik, that performance poetry is “often inclusive possibilities for diverse 2005) as well as slam poetry (Scott, cast in the vernacular, the everyday learners in schools and beyond. 2010). As Garoian (1999) points out, idiom and speech patterns of the As public pedagogy, performance performance art enables “artists to poet – the language of the class and/ poetry is vital to the construction of reclaim their bodies from oppressive or other cultural group to which the subjectivities and the enactment of and repressive academic praxes that poet belongs (p. 29). Additionally, social and cultural criticism. It speaks downcast the role of cultural identity he stresses that it is “usually the vigorously for the arts in all education. construction” (Biggs-EL, 2012, p. case that that accent or dialect is

Biography: Dr. Barbara McNeil is an Associate Professor in the Faculty of Education, University of Regina where she teaches courses in children’s and young adult literature in the Elementary, Secondary and Arts Education Programs. She is a contributor to a forthcoming publication edited by Kenneth Kidd and Joseph Thomas about prizing children. Her chapter is entitled: Race and the Prizing of Children’s Literature in Canada. Barbara reviews books for a public service periodical widely used by teachers, librarians and families—CM Magazine (Online). As lead researcher, her most recent publication (with Dr. Shauneen Pete) is: Self-study of a Journey of Indigenization.

MEIMARIDI, MAGGIE Panel M27, Tuesday 11 August 11.30-13.00 ‘Come seek us where our voices sound’; Reading the Mermaid in Harry Potter

Abstract: In the Victorian era earth’ and provide a route to negating Such creatures are, of course, monkey torsos were stitched onto it. While creatures like centaurs themselves inherently dualized; large fish tails, addressing the or mermaids have a longstanding they are both of land and of sea, public’s desire to behold a mermaid. classical and mythological history, of human and of animal. Yet in These exhibits, apart from offering these beings are also continually Rowling’s fantasy landscape, these access to the grotesque, spoke to reinvented for new audiences and in creatures are deployed to speak to a need in man to mirror himself in new spaces, perhaps most acutely a particular principal of unification, nature. Thus approaching the great and interestingly in narratives aimed not only between human and animal natural boundary, through a familiar at a young readership. In this paper, but also between different human humanoid. Dorothy Dinnerstein in I take as my subject matter J. K. cultures. In a world itself fraught by The Mermaid and the Minotaur (1976) Rowling’s Harry Potter series (1997- tensions, between good and evil, suggests the various mysterious 2007) and focus in particular upon muggles and wizards, and most and fantastical hybrids that emerge her representation and reinvention importantly for this paper, between in the imagination both embody of the figure of the mermaid. humans and animals, it is within these humanity’s ‘sense of strangeness on boundary spaces that compromise 157

and ultimately change can exist. of the known, challenges the self to of applying boundaries, shapes the Interaction with the mermaid understand and be understood. This mermaid to teach a lesson in ethics necessitates a transgression into paper will explore how both the series and otherness aimed at young readers their realm or in the limited spaces and its accompanying taxonomy, of but also tied to older histories. between. Travelling to this boundary imaginative creatures, Fantastic Beasts and beyond, outside the comfort and Where to Find Them, the very act

Biography: My name is Maggie Meimaridi. I am a first year PhD student at Cambridge University, Homerton College, with a special interest in Animals and the Inhuman in Children’s Literature. The paper I would like to present explores issues of space and the spaces between in children’s fantasy, particularly looking at moments when human encroaches upon animal and the physical crossing of boundaries.

MENDES, CLAUDIA Panel M8, Monday 10 August 09.30-11.00 Nude, naked or bare: visual representations of children’s bodies in contemporary picturebooks

Abstract: In an article published in themselves and their bodies. to widen the panorama on how 1984, Perry Nodelman examined different cultures present children’s a fair amount of picturebooks After centuries of religious and bodies to themselves – in other (all of them published in English Illuminist suspiciousness towards words, how images in picturebooks speaking countries) inspired by the the sensuous world, the body can create different childhoods. questions raised in John Berger’s seems to be still regarded mostly as Ways of Seeing (1972) about hidden disturbing, mistrustful or dirty; and A 3-month research at the ideologies in visual images. children’s bodies don’t seem to be International Youth Library, in free from these (mis)conceptions. Munich, made possible the gathering Both authors made a point about of picturebooks from many non- relevant differences in visual Can picturebooks, as cultural English speaking countries such as representations of genders – while artefacts that take part in forming Brazil, Spain, Italy, Germany, Norway, men and boys are traditionally children’s imaginations escape Japan, Korea, among others, besides represented as active subjects, these biases and build diverse Australia, USA and UK. Are children women and girls are portrayed representations of children’s in these books nude, naked or bare? as passive objects displayed bodies in more “natural” ways? By analysing different narratives and for the viewer’s pleasure. visual representations of children’s As culture may be considered a bodies in these picturebooks, For young readers who are still “second nature” when concerning some of the ideologies hidden in forming their visual culture human beings, this paper aims to the images may become visible. and identities, these types of examine picturebooks published representations could bring early in different countries from the late distortions to their notions of 1900s to the present day, in order

Biography: PhD candidate in Visual Arts at Federal University of Rio de Janeiro and Master’s degree (2011) in the same institution. Post-graduation in Children’s Literature at Fluminense Federal University (2009). Graduated in Graphic Design at Rio de Janeiro State University (1987). Fellow Researcher at International Youth Library (2011), where I was also the curator of an exhibition about Brazilian illustrator Roger Mello, Hans Christian Andersen Award winner in 2014. I’m presently a Visiting Scholar at the University of Cambridge, from 11/2014 to 10/2015. Recent articles published in Das Bücherschloss (2012) and Bookbird (4/2014) magazines. 158 MEYERS, ERIC Panel M11, Tuesday 11 August 09.30-11.00 Constructing the Digital Child: Books Apps and the Reading Ecology of the Home Abstract: The landscape of from our ethnographic exploration engage in complex negotiations children’s reading and early of the home reading environments with parents and siblings to access literacy development is changing of children ages 4-8 years, part of a electronic books, which reside on a dramatically as children increasingly two-year investigation of children’s shared device, used by parents and use multitouch reading devices in book apps entitled “The Future of older siblings for a variety of purposes, the home, school, and the library. Children’s Texts.” In this study we only one of which is reading. Parents The emergence of the “book app” are exploring the phenomenon of also engage in negotiations with their and enhanced e-books for children early e-reading in three phases. In children, as well as the complicated marks an important milestone in the first phase, we examined the and opaque systems of production the way young children consume textual ecology of the book app by and distribution of children’s content. texts. Children are engaging with selecting and analyzing over 100 Parents associate book apps with e-reading technologies at an early book apps. The resulting model positive development of children’s age, yet we still know very little expands on David Lewis’ ecology of digital skills, yet they express about the effects of e-reading and the picturebook, seeing it as a text, important value concerns, such as whether it supports or constrains a multimodal experience, as well as privacy, safety, and addiction. I will the development of early literacy. a piece of software with technical present these and other themes in Furthermore, research studies that affordances. This paper will focus on terms of family case studies, and draw support our understanding of how the second phase of the project, in connections among them to illustrate e-books fit into the ecology of which we are observing home use thematic intersections. In sum, our children’s literacy practices are few. By of iPads and how digital reading approach to book apps through an literacy ecologies, I mean the wider fits into the family literacy ecology. ecological approach expands existing context of reading (the who, what, While we are still analyzing our data, notions of the picturebook and when and where) in children’s lives, the strongest emergent theme is offers new ways of thinking about not just their ability to decode text. one of negotiation. While children these media as socially-embedded rarely need to negotiate access to interactive story experiences. This paper will report early findings personal print materials, they often

Biography: Eric Meyers, Ph.D., is an Assistant Professor at the School of Library, Archival and Information Studies at the University of British Columbia. His research in children’s digital media explores how human values (e.g., privacy, autonomy, agency, and sustainability) are reflected and instantiated in children’s immersive technologies and their related textual ecosystems. In doing so, he explores the philosophical middle ground between technological instrumentalism and technological determinism. He is Co-chair of the interdisciplinary Master of Arts in Children’s Literature program (with Professor Judith Saltman). His most recent article, “Remediating Tinker Bell: Exploring Childhood and Commodification Through a Century-long Transmedia Narrative,” can be found in Jeunesse: Young People, Texts, Cultures.

MIJIĆ NEMET, IVANA Panel H16, Sunday 9 August 09.30-11.00 The child and childhood in light of the cultural and educational policy of the Kingdom of Yugoslavia

Abstract: The following work will be that period`s culture. The main presents the complex relationship the perception of the poem Podvizi characters are child workers, often between education policy, school družine pet petlića, written by the exploited, abused and hungry, but system and society. Dealing with famous Serbian writer and surrealist at the same time they are holders of this poem in that context includes Aleksandar Vučo, perceived through the concept and the idea of freedom. dealing with the cultural policy of the prism of the education policy Beginning from the assumption the Kingdom of Yugoslavia and the of the Kingdom of Yugoslavia. First that educational opportunities are main characteristics of the Yugoslav published in sequels in Politika in a reflection of the reality of social society as well as with the author’s 1931, then in a book format in 1933, relations, this paper explores the perception of the child and childhood. the poem is deeply connected within way in which Vučo in his poem 159

Biography: I am PhD candidate at Faculty of Philosophy, University of Novi Sad and a teaching assistant at Preschool Teacher Training College in Novi Sad (Serbia) where I teach courses in children`s literature and culture. My doctoral thesis deals with fantasy in contemporary Serbian children’s literature, particularly the latest production, in the wider context of contemporary Western fantastic children’s literature. I publish articles on fairy tales, graphic novels, pop culture and fantasy in children`s and young adult literature and work as Editorial assistant of Detinjstvo - časopis o književnosti za decu [Childhood - magazine devoted to children`s literature] published by International Centre of Literature for Children Zmajeve dečje igre. MILLER, ROSE Panel H18, Sunday 9 August 16.15-17.45 The Wild Child Goes Underground: Labyrinths and Subjectivities in Sonya Hartnett’s Thursday’s Child

Abstract: Maurice Merleau-Ponty places and temporalities, beliefs, examines Hartnett’s representation has described the under-the-ground languages and cultures. Evans Lansing of the wild or feral child in the 2002 as a place of inaccessibility. Yet Smith has argued that the journey Guardian Award winning novel children’s literature from medieval mirrors the archaeological search Thursday’s Child. Set in the Great times to the twenty-first century has for meaning in a text. As Raymond J. Depression, the nexus of Australian frequently sent its young protagonists Clark has described, the protagonist of literary representations of wildness to investigate this region. Known a katabasis usually returns to tell the and the transformative potential to the ancient Greeks as katabasis tale. In texts which employ the Gothic of the subterranean suggests the descent narratives in the Western mode, however, some protagonists modern subject’s desire for the tradition have often been concerned do not return and others do not reconciliation between mythical with crossing borders such as those speak about it. Utilising the context pre-history which is rooted in the between life and death, different of descent narratives, this paper land and life in modern society.

Biography: Rose Miller is currently a part-time PhD student working with Professor Jean Webb in the International Forum for Research in Children’s Literature which is part of the Institute of Humanities and Creative Arts at the University of Worcester, UK. Her research interests are the novels of Sonya Hartnett, Australian Gothic, Phenomenology, Place, Memory and Identity. She is also a part-time tutor and writer.

MISKEC, JENNIFER Panel M6, Tuesday 11 August 09.30-11.00 Anxious Adolescents from Birth: New Baby Picture Books and Stories of Selfhood

Abstract: As cultural artifacts, books Kidd calls the “therapeutic ethos” in new baby and new sibling picture tell the story of a culture, its values, of children’s literature of the last books manifest in the real-world its “Truths,” and its worries. We half century (121) - and asserting a as a cause of adolescent anxiety. consider how new baby and new post-humanist sense of what Donna American university counseling center sibling picture books in particular Haraway calls the cyborg self, neither directors report a steady increase in betray fraught cultural narratives organic nor original, a product of students seeking counselling services: about personhood in the postmodern scientific imagination and ideology. in 2013 an average of 10.20% of moment. We argue that picture That the psychoeducational story of the total student population had books such as On the Night You Were the inherently special delivery frames engaged in counseling services, with Born by Nancy Tillman, How to Be a the deeply impersonal tale of the nearly half (46.2%) of all clients Baby . . . by Me, The Big Sister by Sally anatomical body, reflects duelling presenting with anxiety as a primary Lloyd-Jones, There’s Going to Be a narratives of selfhood indicative of concern. Anxiety is on the rise on Baby by John Burningham, and Babies unsettled cultural/ideological systems university campuses, surpassing even Don’t Eat Pizza by Dianne Danzig, in which contemporary adolescents depression. This is no surprise given for example, reflect complicated find themselves coming of age. that anxiety disorders are the most cultural narratives of personhood by common mental illness in the U.S., simultaneously reassuring readers It is with the analysis of contemporary affecting 18% of the U.S. population. with traditional Modernist rhetoric adolescents that we likewise engage. Defined as the tension resulting from about the unique and always already For, the very same competing and opposing psychological pressures, special self-fulfilling that Kenneth contradictory notions of selfhood anxiety’s rise has many possible 160

explanations, but a culture in conflict new sibling picture books, we do adolescents, and that sharing these - its opposing philosophies of selfhood hope to show how the same cultural conversations may offer insights into in particular - is a likely variable. conflicts apparent in this category both disciplinary conversations. of picture books, and dealt with While we do not argue that anxiety academically, is of similar concern to is caused by reading new baby and clinical psychologists who deal with

Biography: Miskec is an Associate Professor of English at Longwood University. Miskec’s publications include “Pedi-Files: Reading the Foot in Contemporary Illustrated Children’s Literature” in Children’s Literature and “Meet Ivy and Bean, Queerly the Anti-American Girls” in The Children’s Literature Quarterly. MØRK, KJERSTI LERSBRYGGEN Panel B8, Wednesday 12 August 09.30-11.00 “The words are prisoners inside Boj’s head” : The unspeakable and the child witness in Sinna Mann [Angry Man]

Abstract: The aim of this paper is perspective is also depicted through the book and the film have been to explore how domestic violence is expressionistic images portraying used in therapy and in schools, but presented on behalf of and to children Boj’s experience of the transformation the topic and target group of Angry in the Norwegian picturebook from Daddy to the monstrous Angry Man have also been controversial. Angry Man by author Gro Dahle and Man. The visual presentation of the A central aspect of witness and illustrator Svein Nyhus. A troubled bodies – positions, expressions, sizes, trauma theory is the ethical family is verbally and visually colours – are significant features imperative to tell about abuse (to presented from the perspective of a of the child´s perception of a prevent and to heal) – and yet it is little boy named Boj. I will use witness relationship of power, danger and fear. impossible to speak from the inside and trauma theory to discuss how of the trauma. Silence is a key feature violence and abuse are witnessed Angry Man was written on a request of trauma, and I want to explore how from a child ́s point of view. from the family welfare project “Vitne the words and images “speak the til Vold” [”Witness to Violence”]. The unspeakable” . What is the relation The text is written in a poetic book with “universal relevance” has between speech and silence when the language characterized by repetitions, won prizes and been adapted into an witness and the reader are children? abrupt sentences, tropes and animated short film. The story has How does Angry Man give a voice metaphors, depicting Boj’s anxieties been characterized as “very close to a to the (apparently) voiceless Boj? and attempts to give a voice to the revolution in children´s literature” in traumas of witnessing his father´s presenting physical abuse in a book violence against his mother. The child intended for small children. Both

Biography: Ph.D. candidate, The Norwegian Institute for Children’s Books/University of Oslo. Latest publication: “Lek og lidelse. Unge stemmer om ekstrem-tv” [”Play and suffering. Young voices about extreme-tv”], Elise Seip-Tønnessen (ed.): Jakten på fortellinger. Barne- og ungdomslitteratur på tvers av medier [Hunting Stories. Children and YA Literature Across Medias], Oslo: Universitetsforlaget, 2014.

MORUZI, KRISTINE Panel H24, Sunday 9 August 16.15-17.45 Children and Charity in the Nineteenth Century

Abstract: Despite numerous hospitals, both of which were funded example is London’s Great Ormond charitable campaigns in Britain and through private subscription until Street Hospital for Sick Children, the colonies aimed at children, little well into the twentieth century. These which opened in 1868. The hospital has been done to examine how case studies provide an opportunity secretary invited the child readers children became part of philanthropic to consider the methods by which of the British children’s periodical enterprises. This paper will examine children were exposed to others in Aunt Judy’s Magazine (1866-85) two case studies of children’s need and encouraged to act. The first to sponsor a cot, and the response 161

was immediate and enthusiastic. operated a daily newspaper, the or indigenous. At the same time, The magazine identified subscribers Toronto Telegram, which he used as images and stories of hospital and the amounts they contributed, a means to promote the hospital. patients were used by both hospitals and provided descriptions of the to attract funds. I argue that, in the inhabitants of “Aunt Judy’s Cot.” The These charitable campaigns late nineteenth and early twentieth second example is Toronto’s Hospital demonstrate how white, middle- centuries, some children were for Sick Children, which opened in class British and colonial children encouraged to see themselves 1875. Its fundraising strategy was were encouraged to see themselves as philanthropic agents while slightly different, in part because as philanthropists who could, and other children were constructed one of its major stakeholders, should, actively support other as philanthropic subjects. John Ross Robertson, owned and children, who were typically poor

Biography: Kristine Moruzi is a Discovery Early Career Researcher in the School of Communication and Creative Arts at Deakin University. Her monograph, Constructing Girlhood through the Periodical Press, 1850-1915, was published by Ashgate in 2012. She has two projects currently underway, one on representations of colonial girlhood in Canadian print culture between 1840 and 1940 and the other on children and charity in the nineteenth century. With Michelle J. Smith, she co- edited Colonial Girlhood in Literature, Culture and History, 1840-1950 (Palgrave 2014) and Girls’ School Stories, 1749-1929 (2014), a six-volume anthology published in Routledge’s “History of Feminism” series.

MÜLLER, ANJA Panel H10, Sunday 9 August 14.15-15.45 Narrating ‘European’ Childhoods? – An Assessment of Contemporary British Children’s Fiction on the Two World Wars

Abstract: In most European countries, comes to discussions concerning a quantity and comparability. Both wars the emergence of a specific literature common European cultural identity, are also considered to be essential for children coincided with and was is necessarily transnational as it for the development of a collective deployed for, processes of nation consciously transcends national cultural memory and, hence, identity building. If children’s literature could borders and emphasises instead formation in Europe; however, the thus be employed by national(ist) common civilizational practices, exact nature and character of this discourses to create concepts of such as democratic decision common remembrance is still widely ‘national’ childhoods, what about procedures, human rights, equality discussed. In my paper, I shall discuss its function within post-national or peaceful conflict management. whether the books in question use the or transnational discourses - does representation of the wars in order to children’s literature here help to My paper investigates whether consolidate ideas of distinct national create concepts of childhood that contemporary British children’s childhoods or whether they imagine go beyond national agendas? Such fiction does imagine something tentatively notions of ‘European’ considerations are the starting point like a ‘European’ childhood at childhoods. If the latter, what does for my proposed paper which seeks all, or whether these books offer ‘Europe’ in this context signify? to explore in how far one can trace either more nation-centred views Which common ideas and practices notions of a transnational ‘European’ of childhood or concepts that are are identified as ‘European’? How far childhood in contemporary British transnational in principle but relate do the texts address the notion of children’s fiction. Theoretically, to other imaginary communities (for plurality that inevitably arises with the my enquiry is informed by the instance the former Commonwealth idea of a ‘European’ childhood – do sociological concept of ‘social or an Anglo-American transatlantic they favour narratives of integration imaginaries’, that is, collectively community). My corpus consists of which ultimately reduce plurality shared understandings and practices children’s books focussing on the or do they favour narratives of of a community that inform the two world wars. The anniversaries hybrid convergence, cosmopolitan community’s self-image and the of the outbreaks of the two world dialogue, cultural contact/clash community-members interactions. wars recently initiated an increasing or conviviality? What, finally, is The social imaginary of ‘Europe’, that output of books on this topic and the particular role of childhood for is invoked, for instance, whenever it thus provide a corpus of sufficient the construction of this idea? 162

Biography: Anja Müller received a PhD from the University of Landau in 2000, and a Habilitation from the University of Bamberg in 2007. In 2010, she was appointed Full Professor of English Literature and Cultural Studies at the University of Siegen. She has been co-chair of her faculty’s research group on European Children’s Literature (EKJL) since 2012, and chair of the DFG-funded research group on “Canon Formation and Social Imaginaries in British Fiction for Children and Young Adults” since 2013. Her research interests range from eighteenth-century literature and culture to contemporary drama, fantasy, intertextuality and adaptation, identity formation, (historical) childhood studies and children’s literature.

MURAMATSU, MARI Panel M14, Tuesday 11 August 11.30-13.00 Creating childhoods through contemporary picturebooks: Children’s creative reading in class

Abstract: This paper proposes that Cobb’s newest work, Something and acting freely. In fact, they did the creative reading provides one of (Macmillan, 2014) was chosen for not show any hesitance toward this the most important elements for the research since its ambiguous unique, contemporary picturebook, creating childhoods, through the story line and an open-ending are Something, although they were analysis of an experimental research: expected to evoke children’s creative more used to read the stories in reading a contemporary picturebook reading. The experiment’s procedure Japanese textbooks that tend to have with Japanese 3rd-grade students. is as follows; First, the researcher more sequential linear narratives Considering students’ reading read the picturebook aloud in front and the children were always ecology, three elementary schools of all the students. Second, the expected to reach correct answers. were asked to participate in the students were divided into small research, two public schools and one groups to re-read the picturebook by Peter Hollindale (1997) defines a private school in the different areas. themselves and discuss with others. child reader as “a child who is still Third, the children were asked to in the business of constructing Recently researchers (Arizpe & write and/or draw their responses on his or her own childhood” and Styles 2003, Pantaleo 2005:2008, the paper, answering the question “Children’s literature is a body of Yohena, Takeuchi & Nagai 2007) of “What is the Something hidden texts with certain common features have examined how real children in a hole?” All the sessions were of imaginative interest” . This also read non-traditional, contemporary videotaped and recorded for analysis. illustrates that creative reading such picturebooks and proved that as stretching children’s imagination “some young children were able Interestingly, their drawings were and evoking their own ideas is to formulate clever and perceptive affected in many ways by their indispensable to create childhoods. responses to picturebooks, far secondary session in which the With the data of approximately 200 beyond what might be expected children interacted each other children’s utterances and written and of them developmentally” voluntarily without teachers’ drawn responses, we propose that (Salisbury& Styles, 2012). intervention. In follow-up interview, creative reading of contemporary teachers revealed their surprise picturebooks can contribute As a contemporary picturebook, at how much the children had toward creating childhoods. not as a traditional one, Lebecca enjoyed the session, being relaxed

Biography: Mari Muramatsu is a Ph.D candidate at St. Paul’s University (Rikkyo University) and she also works as a lecturer at Kyoritsu Women’s University and a part-time English teacher at St. Paul’s Primary School, Japan. Her papers include ‘A Study on the Usage of Picture Books in English Language Teaching: Through Comparative Analysis of Real Books, Reading Schemes and ELT Picture Books’ in Intercultural Communication Review, No. 8 (Rikkyo Graduate School of Intercultural Communication, 2010).Indian subcontinent and beyond. I aim to assess Tagore’s intellectual legacy and his relevance for our times via his writings for children. 163 MURCE, NEWTON Panel M5, Monday 10 August, 11.30-13.00 Picture books and their impact on the reader

Abstract: I was quite surprised In this paper I discuss the issue of for calling forth the reader’s body in recently when a scholar asked “the literary” in children’s literature, the act of interpretation, that body me to distinguish what would be in the perspective of a theoretical which laughs, touches, moves, reads considered “literary” from what he lens grounded in Shoshana Felman’s forward, backward, again and again, says “is called children’s literature”, study of Henry James’s The turn of the affected by the unique ways the request which leads to the still screw (1977 [1982]), while focusing signifiers are arranged in a book. somewhat controversial issue of on the assumption that strength of children’s literature as a legitimate literature is defined by the intensity of In order to explore what could be object of scholarship. Many scholars its impact on the reader, that is, by the considered examples of such gaps, have worked to claim legitimacy vital energy and power of its effect. In things like the play between what is to this field, very often focusing on terms of picture books, particularly, and what is not said (silence), non- the complexity and sophistication this impact results from the effects sense, word-play, ambiguity, and of children’s books, as well as on exerted by colours, textures, shapes, enigma. I will analyze the linguistic the dichotomy “literature, didactics non-sense, word-play, etc., that is, materiality and visual images in a and morality” versus “literature and elements which engage the reader in selection of highly recommended delight”. On this matter, Sheila Egoff a sensory experience. These effects American, Canadian and Brazilian reports in her Precepts, Pleasures, would call forth the reader’s body in picture books, in the hope that this and Portents (1980 [2007]), that the act of interpretation. According to investigation might shed some light until about 1850 books intended Perry Nodelman, in The Pleasures of on the discussion about a) children’s for children were used to preach, Children’s Literature (1992), a picture literature being regarded as less teach, exhort, and reprimand, book is a combination of verbal texts prestigious than “literature”; b) the which certainly reflects expected and visual images, which includes impact and also the role of picture notions of childhood at that time. not just the gaps in both text and books which call forth the reader’s Interestingly, however, children illustrations, but also the gaps which body in the act of interpretation, and spurned that kind of literature in lie between them. It is the reader who c) the notions of childhood that these favor of a more pleasurable type. fills these gaps. My claim is that these books could contribute to creating. gaps are the elements responsible

Biography: Newton Freire Murce Filho teaches at the Federal University of Goiás but also writes picture books and works as an actor. His publications, which include books, journal articles, picture books, and chapters in edited books, deal with the fields of children’s literature, the artistic creation, and the process of foreign language learning and teaching. He has published ‘Changes in family structure in highly recommended Canadian and Brazilian children’s books’, in Leitura: Teoria e Prática (2013), the picture book “Doguinaldinho vai à escola” (2013), and the book chapter “Livros ilustrados no ensino de inglês como língua estrangeira” (2014). MYGIND, SARAH Panel M12, Tuesday 11 August 16.15-17.45 Tip you’re it: Animating the child body in digital story apps

Abstract: When studying and elements especially manifest particular kind of interactivity describing how literature is changing themselves in digital products for and more specifically how and developing in digital media, children. Accordingly, in recent years the implied child reader, not to the employment of interactive a tendency among so-called story mention the actual child reader, is elements has become one of the main apps for the iPad, shows a growing fashioned by means of narrative and characteristics. Yet, the strategies focus on and wish to activate – even media specific tools. I will use the of interactivity have become so animate – the child body in the Danish app Wuwu & Co. (2014) by diverse that the present condition digital literary products, thus creating author Merete Pryds Helle, illustrator calls for further exploration in, a more immersive and physical Kamila Slocinska and production sub categorization and definition interactive literary experience. company Step In Books as my point of interactivity. The multifarious of departure and draw lines to the strategies of implementing interactive In this paper I wish to explore this use of augmented reality technology 164

in literary apps for children (e.g. Edition (2012) by Moonbot Studios). text reading and literary experience, IMAGN-O-TRON: “The Fantastic My analysis will lead to a discussion partly about what ideal child reader Flying Books of Mr. Morris Lessmore” partly about the relationship between these types of products articulate.

Biography: Sarah Mygind (born 1987) MA in Comparative Literature, PhD student at the Center for Children’s Literature, Aarhus University. Working on a PhD project entitled “The New Extensions and Reconstructions of Children’s Literature – A Study of Transmedia Storytelling for Children and Young People”. Digital literature critic at the Danish newspaper Jyllands- Posten. Article in press “McSweeney’s and the act of framing. The digital excerpt between work and marketing” in Northern Lights: Film and Media Studies Yearbook.

NAGAI, MASAKO Panel M14, Tuesday 11 August 11.30-13.00 Creating childhoods through contemporary picturebooks: Children’s creative reading in class

Abstract: This paper proposes that (Macmillan, 2014) was chosen for unique, contemporary picturebook, the creative reading provides one of the research since its ambiguous Something, although they were the most important elements for story line and an open-ending are more used to read the stories in creating childhoods, through the expected to evoke children’s creative Japanese textbooks that tend to have analysis of an experimental research: reading. The experiment’s procedure more sequential linear narratives reading a contemporary picturebook is as follows; First, the researcher and the children were always with Japanese 3rd-grade students. read the picturebook aloud in front expected to reach correct answers. Considering students’ reading of all the students. Second, the ecology, three elementary schools students were divided into small Peter Hollindale (1997) defines a were asked to participate in the groups to re-read the picturebook by child reader as “a child who is still research, two public schools and one themselves and discuss with others. in the business of constructing private school in the different areas. Third, the children were asked to his or her own childhood” and write and/or draw their responses on “Children’s literature is a body of Recently researchers (Arizpe & the paper, answering the question texts with certain common features Styles 2003, Pantaleo 2005:2008, of “What is the Something hidden of imaginative interest”. This also Yohena, Takeuchi & Nagai 2007) in a hole?” All the sessions were illustrates that creative reading such have examined how real children videotaped and recorded for analysis. as stretching children’s imagination read non-traditional, contemporary and evoking their own ideas is picturebooks and proved that Interestingly, their drawings were indispensable to create childhoods. “some young children were able affected in many ways by their With the data of approximately 200 to formulate clever and perceptive secondary session in which the children’s utterances and written and responses to picturebooks, far children interacted each other drawn responses, we propose that beyond what might be expected voluntarily without teachers’ creative reading of contemporary of them developmentally” intervention. In follow-up interview, picturebooks can contribute (Salisbury& Styles, 2012). teachers revealed their surprise toward creating childhoods. at how much the children had As a contemporary picturebook, enjoyed the session, being relaxed not as a traditional one, Lebecca and acting freely. In fact, they did Cobb’s newest work, Something not show any hesitance toward this

Biography: Masako Nagai is an English teacher at public elementary schools and kindergartens in Japan. Her interest is in experimental research of children’s reading picturebooks and English picturebooks for EFL students. Published papers include “A study of Marcia Brown’s Picturebook” (MA thesis, Ferris University, 2005) and A New Guide to Picture Book (Kyoto: Minerva, 2013) as a co-author. 165 NAGEL, LISA MARIE Panel M24, Monday 10 August 11.30-13.00 “The picturebook as an event” - A discussion of the performative dimensions of the Norwegian picturebook The Three Billy Goats Gruff at the Water Park

Abstract: The aim of this paper is to familiar setting of the aqua land, gives reader to interact, both physically and explore the performative dimensions new life to the original story, thus intellectually, with the narrative. In of the awarded and critically inviting the reader to interact with this study of the interactive strategies acclaimed Norwegian picturebook the folktale in a new and playful way. of the picturebook, I will focus on Bukkene Bruse på badeland [The three aspects Three Billy Goats Gruff at the Water Whereas of the book: 1) Park] (CappelenDamm, 2009) by picturebook the dramaturgy author Bjørn F. Rørvik and illustrator theory of the Gry Moursund. I will do this by focuses on picturebook discussing how and by what means how the as a physical the book in question presents itself relationship object, as a book written and drawn to be between intended for performed and consequently, be pictures and interacting experienced as a performance. text create with the the story, human body, The book, which is an adaptation of performative 2) the verbal a well known Norwegian folktale, theory highlights the narrative as an oral text 3) the pictures tells the story of the three Billy meeting between art object, as interpictorial playgrounds, drawing Goats Gruff, who instead of going performer and audience . on child culture and popular culture. I to the mountains like they do in the will also discuss how the analysis may folktale, decide to visit the water In this paper, I will ask how The Three be understood as a first steps towards park. The change of scenery from Billy Goats Gruff at the Water Park a performative picturebook theory. the distant mountains to the more in different ways invites the child

Biography: Lisa Marie Nagel is a PhD-fellow at the Norwegian Institute of Children´s Literature and The University of Oslo. Her background is in Theatre and Performance Studies at the University of Oslo. Her areas of expertise include Dramaturgy and performing arts for children. Her publications are: Nagel, L. M. (2014): “Med Bukkene Bruse på Badeland” (book chapter). In Tønnesen, E.S.: Jakten på fortellinger: Barne- og ungdomslitteraturen på tvers av medier. Oslo: Universitetsforlaget; Nagel, L. M. (2013): “See me! A discussion of the Quality in performing arts for children based on a performative approach.” (article). In Christensen-Scheel, B. (ed.) InFormation: Contemporary Art Didactics, Vol. 2, Nr 2. Oslo: HiOA. NAIDOO, JAMIE Panel M17, Monday 10 August 11.30-13.00 The Transgendered Childhood of Jazz Jennings: A Transient Life On the Page and Off the Screen

Abstract: “I have a girl brain and Jazz in the metaphorical closet, her Show, and in other interview specials. a boy body!” Fourteen-year- family has done exactly the opposite. old Jazz Jennings has been Jazz has her own YouTube channel making this statement since she In 2007, young Jazz became part called “Jazz Transgender,” and is jumped into the media spotlight of a 20/20 television special co-founder of the TransKids Purple at a very young age. Named one of with journalist Barbara Rainbow Foundation. In September Time magazine’s “25 Most Influential Walters who identified several 2014, she co-authored the picture Teens of 2014,” Jazz is becoming a children with gender identity disorder. book I am Jazz (Simon & Schuster/ household name in many homes Since the Jennings’ family debut on Dial Books for Young Readers), the across the US. At the age of four, the news program, Jazz has appeared first US children’s picture book on the she was diagnosed as having gender in family posted YouTube videos, a topic of transgender to be published identity disorder, a medical condition 60-Minute news program in Australia, by a major publishing house. where a person’s biological gender a television special “I am Jazz: A does not match his/her natural Family in Transition” produced by Collectively, the media gender. While most families would OWN (Oprah Winfrey Network), on chronicling Jazz’s life follows have harbored this secret and kept an episode of the Rosie O’Donnell the experiences of the girl 166

and her family as she transitions Situated within a framework the normalized notion of gender. from her biological boy self to the combining sociocultural Research questions include: How girl she was meant to be. Seemingly and queer theories and is the life of a transgender child almost every aspect of Jazz has been incorporating both content portrayed in the book, film, and captured for the public’s eye in an analysis and semiotics, this online media featuring Jazz Jennings attempt to normalize the experiences paper critically examines the and what social messages do these of Jazz and other children like her. But, social messages and content (visual representations send? How do these does this work? Can the television and textual) of the picture book, films, mediated representations influence interviews, online documentaries, and online media representing the other transgender children or children and picture book promote transgendered life of Jazz Jennings. diagnosed with gender identity acceptance and understanding of Collectively these analyses will disorder? Do these representations all transgender children through the help determine the overarching successfully queer the normalized lens of one child? Or, is the spotlight socially constructed messages that notion of gender, creating bridges of and fame of Jazz the brand/public children (including children with understanding between genderqueer figure merely exploiting a queer gender identity disorder) receive and cisgender children and families? childhood? and how this media seeks to queer

Biography: Jamie Campbell Naidoo, Ph.D. is an Associate Professor at University of Alabama School of Library and Information Studies (US). His teaching and research focuses on the examination of cultural diversity in children’s materials and library services. He is the author of several books and articles on diversity and multiculturalism including Diversity Programming for Digital Youth (Libraries Unlimited 2014) and Rainbow Family Collections (Libraries Unlimited 2012). Currently he is researching the history of foreign language LGBTQ picture books.

NEIRA, MARIA ROSARIO Panel M1, Monday 10 August 09.30-11.00 Children as implied readers in poetry picturebooks

Abstract: In the current scene of reader, as a poem originally addressed pictures modify the original poem, children’s literature, there is a growing to adults can be turned into a poetic paying attention to the manner in presence of poetry picturebooks, picturebook for young readers. which they make it more suitable for characterized by the interaction of children. For instance, pictures can a sequence of pictures with one or This work intends to analyse the create a visual representation of a several poems. Although in most implied reader in poetry picturebooks new poetic voice, represent characters cases these books include a literary addressed to children, based on a or situations that are close to the text created for this purpose, the previous literary text. First of all, the child’s environment, add a new story, poetry picturebook can also be very selection of poems reveals the help the reader to understand the based on a previous poem, which idea of what is considered suitable poem or make the original text more poses interesting questions: even if for children, according to the attractive to the young addressee. the original text remains without publishers or editors. Secondly, the change, the poem is transformed in pictures play a prominent role in the Finally, we will draw some some way, as far as it is combined creation of the new implied reader, conclusions related to the role with one or several pictures, which as they are specifically designed played by the pictures and to the interact with the verbal message for the young intended readers. main changes experienced by the and add something new to the final poems when they are reoriented meaning. Moreover, in many cases Consequently, we will focus our paper to a child as implied reader. there is a change in the implied on the analysis of the ways in which

Biography: María del Rosario Neira-Piñeiro is a lecturer at the Faculty of Teacher Training and Education (University of Oviedo, Spain). She currently researches in the field of children’s literature and in the area of ICT and audiovisual media in education. Some of her recent works are: Can Images Transform a Poem? (New Review of Children’s Literature and Librarianship), Poesía e imágenes: una nueva modalidad de álbum ilustrado [Poetry and images: a new kind of picturebook] (Lenguaje y Textos), and Reading and writing about literature on the Internet. Maria has initiated two innovative experiences with blogs in higher education. (Innovations in Education & Teaching International). 167

NORDENSTAM, ANNA Panel C5, Tuesday 11 August 11.30-13.00 Swedish childhoods through the lens of easy reading books

Abstract: Today many people are Dömstedt, Tomas Halling, Leif class teenager with no interest in worried about the reading abilities Jacobsson, Eva Christina Johansson, reading but an interest in sport, or of young people, and the position Christina Wahldén) we problematize c) a young female teenager with of literature is sometimes said to the childhoods created through these interests in parties and relationships. be threatened (PISA 2012; SOU kind of narratives. By taking Eco’s It is obvious that the narratives are 2012:65). In Sweden one solution (Eco 1993, Veum 2013) perspective based on the idea of sameness and often advocated, is to offer children of the model reader, we argue that identification (Nikolajeva 2010) as and teenagers that are considered the books have a very stereotypical well as a static and undifferentiated demotivated and poor readers, view, especially when it comes to notion of the reader’s childhood. so-called easy reading books. The intersectional perspectives, of the This result corresponds well with market for this kind of book is target group’s abilities and wish for results from the study of the authors’ increasing rapidly and the books are interpretive and aesthetic readings. By intentions, as well as their views of today widespread in libraries and using examples of books representing the target reader. The paper ends ordinary schools all over the country. the genre, we show that a) a model with a critical discussion about the By discussing results from an earlier reader is a young female muslim increase of this genre with the idea study where 10 established authors of immigrant from the Middle East, b) a of the model reader’s for sameness new written easy reading books have model reader is a young male working and stereotypical identification been interviewed (Nordenstam & class teenager from the countryside and we ask what the implications Olin-Scheller, work in progress) in the with no interest in reading but a of these new easy reading books light of text analyses of books typical huge interest in motorbikes or a for teenagers’ childhoods might be of the genre, (written by Thomas young suburban male working (Fairclough 1992; Felski 2008).

Biography: Anna Nordenstam is Professor in Swedish at Luleå University of Technology and Associate Professor in Comparative Literature at the Department of Literature, History of Ideas and Religion at the University of Gothenburg, Sweden. Nordenstam has been specializing in children’s and youth fiction. She has published the book From fables to the manga. Literature History and didactic perspective in children’s literature and many articles within the field. She is working together with Christina Olin-Scheller on a research project: ”Easy reading? Young adult fiction for easy readers: the book market, the readers and the texts in Sweden.”

NORMAN, AMANDA Panel M40, Monday 10 August 11.30-13.00 Fairy Folk and Metaphors: Using story as a narrative in developing a shared understanding of young children’s emotional literacy.

Abstract: This research explores Using a case study approach analysis of the biographical accounts the therapeutic approaches to biographical accounts of practitioners is currently being developed to reveal storytelling, specifically fairy folk working in day nursery were recorded. whether the use of fairy folk and tales. It draws on the metaphors Their reading, engaging and reflecting the metaphors within the stories associated with the stories and on fairy folk stories with children, support young children emotional how these could be used to enable were employed and they shared their literacy. The biographical also aims to young children to articulate their own biographical accounts of using illuminate the shared process of using feelings and emotions within them. It considered what impact fairy folk stories and metaphors in a everyday circumstances alongside fairy folk stories had on their own way that children and practitioners specific life events. The literature practice and whether the emotional can makes sense of the world and draws on the writings of Rogers, C articulation of the children they experience rather than just reading (1960), Milton, E (1988) and Owen, cared for were enhanced as a result the stories for casual entertainment. M (2001) and Froebel, F (1898). of its implementation. Thematic 168

Biography: I am a senior lecturer in Early Childhood Studies at the University of Roehampton. I have an MA in education and have completed an Education Doctorate, specialising in auto/biographical research and its application to early years, specifically emotional relationships. In my current research, I am aiming to combine these interests through a study of educationally-orientated literature exploring therapeutic approaches used in early year’s educational contexts. NOTTINGHAM-MARTIN, AMY Panel M8, Monday 10 August 09.30-11.00 Fashioning the self: how picturebook portrayals of getting dressed weave developing identity and social norms into the clothing of childhood

Abstract: One way that picturebooks with a developing sense of self. In multiple intersecting aspects of the in particular conceive childhood Undoing Gender, theorist Judith Butler self (including gender, ethnicity, class, is through depictions of everyday points out that the body becomes a occupation, and personality traits). challenges that children negotiate “site where ‘doing’ and ‘being done – going to school, getting dressed, to’ become equivocal” and that “[a] My analysis of a selection eating new foods, losing a tooth, using lthough we struggle for rights over of picturebooks will develop the toilet, taking a bath, bedtime – our own bodies, the very bodies in three stages: with the idea that these experiences for which we struggle are not quite are relatable to child-readers and ever only our own. The body has its i. Looking at how in the process of their struggles. However, in the invariably public dimension” (21). getting dressed, the body becomes very act of picturing these events, Taking my cue from this assertion, I a venue for children’s asserting these narratives also participate will examine how in embodying this agency and individual identity. in canonizing these episodes, and tension between agency and social thereby particular versions of these forces, stories about getting dressed ii. Focusing on how the process of episodes, as central to childhood. simultaneously reflect and inflect getting dressed takes place within These tasks are so woven into daily what constitutes acceptable ways for a matrix of normative practices life that it is easy to take them children to “behave themselves,” both and power relationships. as written – and drawn – but it is in terms of acceptable actions and in precisely the quotidian, seemingly enacting their sense of self. Out of the iii. Zooming outward in order basic qualities of the subject matter possibilities listed above, I concentrate to analyze the vectors through that make it crucial to bring a critical on getting dressed because this which the books themselves lens to assumptions built into and process particularly foregrounds the variously (re)inscribe, question, built by these narratives about what connections among body, identity, and subvert limitations placed young children “should” do and be. and social conventions; clothes serve on embodied agency and as a material boundary between the identity, particularly in how they Many of these early childhood events body and its surroundings, and clothes position their implied readers. merge developing bodily autonomy also become an external signifier of

Biography: Amy Nottingham-Martin has had the good fortune to spend a year working with the International Forum for Research in Children’s Literature at the University of Worcester. Amy has been a lecturer at Lawrence University (Wisconsin, US). Her research interests include children’s literature across media, gender/queer theory and children’s literature, and picturebooks as artefacts. Recent publication includes a chapter entitled “Thresholds of Transmedia Storytelling: Applying Gérard Genette’s Paratextual Theory to The 39 Clues Series for Young Readers” in Examining Paratextual Theory and Its Applications in Digital Culture. NYKVIST, KARIN Panel C5, Tuesday 11 August 11.30-13.00 Before and After: The Literary Child and the Welfare State Narrative

Abstract: In literary works aimed at work as a whole. The child is conveyed often are used as signs rather than an adult audience, the child figure as genuine, truthful and innocent, characters, as representatives of a is often used in order to establish and can as such be trusted as a collective rather than individuals. The a sense of authenticity, not only to witness – even if it lacks in cognitive child figure becomes a key witness the child character per se, but to the maturity. Therefore, literary children to the experience of class and its 169

hierarchies while simultaneously by contemporary political and the literary children that they produce becoming a potent symbol of a ideological discourse. In my paper and of whom they make use. Works society’s inequalities and injustices. I argue that in recent Scandinavian discussed will range from novels by At certain historical moments the literature this happens twice: during Nobel Prize winning authors from literary child becomes the main the years prior to the establishing the 1930’s to popular bestsellers protagonist in the broader narrative of the welfare state, and recently, such as The Girl with the Dragon of society: the child is given the around the turn of the millennium, Tattoo, from poetry to autobiography lead in the national meta-narrative, when the classical welfare state has and theatre productions. thus creating a prototype child come to an end. I intend to compare and childhood, in part moulded these two historical moments, and

Biography: I am Senior Lecturer of Comparative Literature at the Centre of Languages and Literature, Lund University (Sweden). My publications on the construction of childhood in fiction and film include “Through the Eyes of a Child: Childhood and Mass Dictatorship in Modern European Literature” in Sarsenov et Schoenhals (Eds.) Imagining Mass Dictatorships. The Individual and the Masses in Literature and Cinema. (Palgrave Macmillan 2013) and “Remembering and Recreating Childhood in the Works of Ingmar Bergman and August Strindberg” in Hopkins and Turgeon (Eds.) Negotiating Childhoods (Interdisciplinary Press, 2010).

O’MALLEY, ANDREW Panel M20, Monday 10 August 09.30-11.00 Seduced Innocence? The Child Readerships for Horror and Crime Comics in the 1940s and 50s

Abstract: In a Chicago Daily News forced to restructure itself completely extraordinary child-driven mass editorial entitled “A National and comply with guidelines set culture phenomenon as a narrative Disgrace” (8 May 1940) acclaimed by the Comics Code Authority. of unscrupulous publishers luring children’s author Sterling North unsuspecting, naive children – sounded the alarm for the guardians Scholarship on the so-called “moral seducing the innocent, in Frederic of America’s young about a “cultural panic” over comics has tended to Wertham’s famous formulation – with slaughter of the innocents” taking consider the impact it had on the their lurid and corrupting comics. place in the pages of the “funny industry and those working in it This narrative fails to account for books” millions of children read every (Nyberg, Hajdu), its political and the young people’s underground month. The decade and a half that social contexts and impacts (Wright, economy of pass-along comics followed saw the anxiety over the Lent, Springhall), the rhetoric of readership, their (often secret) reading effects of “crime” and “horror” comics “effects” and “protection” deployed groups, fanzines, and their many on putatively innocent child readers by the anti-comics movement letters printed in the back pages of preoccupy both the popular media (Barker), and studies of such key the comics. This paper considers and specialized academic journals. figures as Wertham (Beaty). Too the anxious public, professional, and Mounting pressure on vendors, the often pushed to the sidelines are the media responses to the comics crisis spectacle of book burnings, and the child readers and consumers who as effort to re-entrench an ideal of publication of Frederic Wertham’s purchased, usually with their own childhood innocence threatened not influentialSeduction of the Innocent money, read, reread, and shared only by the contents of the comics, (1954) led to a Senate Subcommittee with each other the vast majority but by the unsettling prospect that on Juvenile Delinquency investigating of the estimated 70 million comics children were choosing these comics the effects of comic books on young published each month. Critics of over ‘official’ or ‘sanctioned’ forms readers. Succumbing to the intense comics in the period could only of children’s culture of the day public pressure, the industry would be grasp the implications of this

Biography: Andrew O’Malley is an Associate Professor in the English Department at Ryerson University, Toronto, where he is also director of the Children’s literature Archive. He is the author of The Making of the Modern Child: Children’s Literature and Childhood in the Late Eighteenth Century (Routledge, 2003) and Children’s Literature, Popular Culture, and Robinson Crusoe (Palgrave, 2012). His current research focuses on the international crisis over comic books and children in the 1940s and 1950s. 170 OHNUMA, IKUKO Panel H21, Sunday 9 August, 11.30-13.00 The Colors of Naoko Awa’s short stories and their relation to the Japanese classic literature, The Tale of Genji Abstract: Naoko Awa (1943-1993) can see dead loved ones again—but as women are simultaneously was a Japanese writer of modern only if their fingers are painted blue. dipicted through the various features fairy tales. In Naoko Awa’s books, of flowers. The psychological there are numerous mentions of Another feature of Awa’s depiction description of characters is drawn colors. As a child, Awa read fairy of color is how it is based on through flowers, depictions of tales by the Brothers Grimm, Hans the Japanese story, The tale of nature, and various colors. Thus, Christian Andersen, and The Arabian Genji. In The tale of Genji, many in The Tale of Genji, various colors Nights, which later influenced her names for colors and senses of are also used as psychological writings. She earned a bachelor’s color are peculiar to Japan. descriptions of characters. degree in Japanese literature from Japan Women’s University, where The Tale of Genji is the 11th Century The Tale of Genji contains both her focus was on The Tale of Genji. Japanese classic written by a Heian descriptions of colors unique to Japan, While she was still in college studying court lady known as Murasaki Shikibu. and a large number of names to Japanese ancient literature, Awa made It’s sometimes called the world’s describe these colors. As The Tale of her literary debut in her University’s first novel, the first modern novel, or Genji is said to be the world’s oldest research magazine, Mejiro jido the first novel still to be considered piece of literature, I would like to bungaku—Mejiro Children’s Literature. a classic. The work recounts the see what influence if any, it has had life of Hikaru Genji, who is the son on modern children’s literature. First, the features about Awa’s colors of fictional Emperor Kiritsubo, Looking at ancient colors, I will are connected with nature, such as and a low-ranking but beloved compare Naoko Awa’s use of color flowers and the sky. By using color in concubine called Lady Kiritsubo. The imagery she wished to convey connection with nature, Awa tries to tale concentrates on Genji’s many through color images to descriptions draw a different fantasy world. In The romantic love interests and describes of color in The Tale of Genji. My Fox’s Window, both the protagonist the customs of the aristocratic presentation will involve discussion and the young fox can use their fingers society of the time. Many women and presentation of Japanese ( thumb and index fingers) to make a loved by Genji have names related ancient colors, so I will use a Power triangular window through which they to flowers, and their individuality Point / slide format to present.

Biography: Ikuko Onuma Tasho works in the Department of Children’s Literature at Miyagi Gakuin Women’s University, as part-time lecturer. Her main subject is creative literature. Simultaneously, she is a researcher at Japan Women’s University, where she obtained her Master’s Degree in children’s literature, which is also her current field of study. Her main field of interest is C.S. Lewis The Chronicle of Narnia, and the relationship between fantasy and music, though she is also studying Japanese children’s literature. Her thesis was titled, The Chronicle of Narnia: C.S. Lewis and his Christianity.

OLIN-SCHELLER, CHRISTINA Panel C5, Tuesday 11 August 11.30-13.00 Swedish childhoods through the lens of easy reading books

Abstract: Today many people are today widespread in libraries and the childhoods created through these worried about the reading abilities ordinary schools all over the country. kind of narratives. By taking Eco’s of young people, and the position By discussing results from an earlier (Eco 1993, Veum 2013) perspective of literature is sometimes said to study where 10 established authors of of the model reader, we argue that be threatened (PISA 2012; SOU new written easy reading books have the books have a very stereotypical 2012:65). In Sweden one solution been interviewed (Nordenstam & view, especially when it comes to often advocated, is to offer children Olin-Scheller, work in progress) in the intersectional perspectives, of the and teenagers that are considered light of text analyses of books typical target group’s abilities and wish for demotivated and poor readers, of the genre, (written by Thomas interpretive and aesthetic readings. By so-called easy reading books. The Dömstedt, Tomas Halling, Leif using examples of books representing market for this kind of book is Jacobsson, Eva Christina Johansson, the genre, we show that a) a model increasing rapidly and the books are Christina Wahldén) we problematize reader is a young female muslim 171 immigrant from the Middle East, b) a interests in parties and relationships. the target reader. The paper ends model reader is a young male working It is obvious that the narratives are with a critical discussion about the class teenager from the countryside based on the idea of sameness and increase of this genre with the idea with no interest in reading but a identification (Nikolajeva 2010) as of the model reader’s for sameness huge interest in motorbikes or a well as a static and undifferentiated and stereotypical identification young suburban male working notion of the reader’s childhood. and we ask what the implications class teenager with no interest in This result corresponds well with of these new easy reading books reading but an interest in sport, or results from the study of the authors’ for teenagers’ childhoods might be c) a young female teenager with intentions, as well as their views of (Fairclough 1992; Felski 2008).

Biography: Professor Christina Olin-Scheller is a researcher at Karlstad University. Her main interest is young people’s reading and writing in formal as well as informal learning settings. Recently she has published articles in these fields, f.e “Improving Reading and Interpretation in 7th Grade. A Comparative Study of the Effects of Two Different Models for Reading Instruction”, (Education Inquiry) and “‘Let’s Party.’ Fan fiction sites as arenas for young girls’ gender construction” (Gender and Language). She is working together with Anna Nordenstam on a research project: “Easy reading? Young adult fiction for easy readers: the book market, the readers and the texts in Sweden.”

OLSON, MARILYNN S. Panel C12, Wednesday 12 August 11.30-13.00 Without Names: defining childhood as an audience for pirate tales

Abstract: 1. James Barrie and William Conversely, Nicholson’s favorite (rather than embracing) the unknown. Nicholson, the English painter and boyhood author, Alexandre Dumas,’ Nicholson’s conception of both Peter picturebook author/illustrator, may sole contribution to pirate tales, and the Black Pirate, as exemplified have brought distinctly different Georges, features a biracial hero who in the costume designs, confirms his views of childhood to the first Peter leads a Caribbean slave rebellion earlier definition of the child as tough Pan production (1904), an ideological and is subsequently saved from and resilient: his characters, moreover, split that produced (eventually) execution by his pirate brother and do not rebel against adulthood but Nicholson’s Pirate Twins (1929). pirate band. Together they blow up against life on someone else’s terms. The relevant change in Nicholson’s the commander of the British fleet. costume designs during the famous 3. Nicholson’s Pirate Twins (1929), revisions of the play concerned This reader is defined as one who whose characters are modeled the author’s changes to the Black enjoys adventurous tales in foreign from black family dolls created by Pirate on the grounds that he places, but primarily tales about Nancy Nicholson Graves, carries out scared children in the audience. nobility not gore; the reader should the intentions of Dumas as well as learn that rational education, not race, Nicholson’s conception of Peter Pan. Barrie’s pirates initially appropriated separates people; that institutional a view of childhood posited in injustice should be overturned, The Pirate Twins are rebels, but they Ballantyne’s Coral Island: the child though violence is the last resort. are charming rather than frightening. (or boy, at least) will enjoy gory tales Skillful and capable, they refuse to about people outside his realm of 2. Barrie’s removal of the fierce be sidetracked from their calling, experience; by the author’s creation of conception of the Black Pirate (but but they embrace reconciliation violent fights against the pirates (and not Hook) changes the multicultural on their own terms. Like Georges, additional others), the child will be aspect of Ballantyne’s tales, as well they are intended as role models for confirmed in the values of his society. as defining children as frightened of children, as well as encouragement to embrace the unfamiliar.

Biography: Marilynn Olson (B.A. Michigan State; M.A., PhD. Duke University) is professor and director of advanced studies in the English Department at Texas State University. She was associate editor and then editor of the Children’s Literature Association Quarterly for nine years in the 1990s. Children’s Culture and the European Avant-Garde: Painting in Paris 1895-1915 (Routledge, 2012/3). Forthcoming chapter: “John Ruskin and the Mutual Influences of Children’s Literature and the Avant- Garde” (John Benjamins). 172 OMMUNDSEN, ÅSE MARIE Panel H15, Sunday 9 August, 11.30-13.00 Childhood in Nordic Children’s Literature from 1850 to the present Abstract: In her paper, Ommundsen and culturally. (Ommundsen Astrid Lindgren, had a great influence will discuss the historical 1998). This first literature published also in Norway. Still, it seems that development of how the notion exclusively for children created Norwegian children’s literature has of a specific national (Norwegian) national identity and a notion of had some traits not to be found in the or regional (Nordic) childhood is Norwegian childhood. In the paper, neighboring countries. (Ommundsen constructed through children’s Ommundsen will investigate how 2012, 2013) Studying children’s literature from 1850 to the present. In the notion of a Norwegian childhood literature from 1850 to the present, Norway, the first national children’s developed further through children’s it is pertinent to ask whether there literature was developed in a nation literature in the 20th century. In exists a Nordic childhood, or whether building phase in the second half of this period we may talk about a childhood will always be closely the 19th century, in a period in which Nordic childhood, as popular authors linked to nation, in this case Norway. Norway tried to break loose from from the Scandinavian neighboring Denmark and Sweden both politically countries, like Elsa Beskow and

Biography: Åse Marie Ommundsen is an Associate Professor in Faculty of Education at Oslo and Akershus University College of Applied Sciences, Norway. She has her Ph.D. from the University of Oslo on Children’s Literature, with a thesis on Literary Boundary Crossings. Erasing the borders between literature for children and adults (2010). Her earlier publications include a book on religious magazines for children from 1875 to 1910 (1998), and Looking Out and Looking In: National Identity in Picturebooks of the New Millennium (ed, 2013). Her current interest is in contemporary Scandinavian children’s literature, crossover picturebooks and picturebooks for adults. ØRJASÆTER, KRISTIN Panel C12, Wednesday 12 August 11.30-13.00 Postcolonial Adventure and Colonial Heritage

Abstract: The adventure genre is Ivory Coast is the stage for a young Butts argues that the adventure story from its very beginning connected Norwegian narrator’s experience of aims to shape the childhood of the to imperialism (Butts 2004). Stiebel civil war. The intertextual relations to British Empire. The public’s ”interest (2001) demonstrates to what extent Heart of Darkness (1899) by Joseph in thrilling deeds in faraway places Haggard’s adventure stories were Conrad give the story a serious [...] helped create a cultural climate in inspired by discovery travellers’ expression but still the variation which boys and girls wanted to read descriptions. Andersen (2010) points between unlikely events and adventure stories in which the heroes out the intertextual relations to probable ones make Svart elfenben and (less often) heroines were young Stanley in Burroughs’ Tarzan books. adventurous. In Aslak Dørum’s series people like themselves” (Butts 2004: To me, the intriguing factor of (En flåte av gull, A fleet of gold, 342). I will ask what kind of childhood adventure is also connected to its 2013, and Et hjerte av glass, A heart the contemporary adventure story imbedded critique of the imperialist of glass, 2014), in which a young aims to create. The focus will be ideology (Ørjasæter 2011) which may Norwegian narrator is in respectively on the genre traits that deal with somehow be connected to the genre’s Belize and Iran, the adventure cultural meetings. And the objective ”combination of the extraordinary traits are not even disputable. is to discuss how contemporary and the probable” (Butts 2004: 343) In my paper, I will discuss how these adventure stories aim to shape a contemporary adventure stories multicultural childhood today. Today, the adventure story has a are connected to their forerunners revival. In Svart elfenben (Black and the colonial travel stories. Ivory, 2005) by Arne Svingen, the

Biography: Kristin Ørjasæter, Dr.art., Director at The Norwegian Institute for Children’s Books. I teach contemporary children’s literature and creative writing. Recent research publications: ”The Constraints of literary paradigms. Christian Mythology and the Jungle in Ida, a non-fiction picturebook on evolution” (forthcoming, 2015), ”Terskelposisjonen i Stian Holes Garmann-trilogi – ansatser til en performativ teori om lesepakten i nye bildebøker” (2014), ”Sansning og identifikasjon. Om leseposisjonen i nyere bildebøker” (2014), ”Wild Nature Revisited: Negotiations of the National Self-Imagination” (2013), Globalizing Art. Negotiating Place, Identity and Nation in Contemporary Nordic Art (2011), “Tarzan – en ny start for menneskeheten?” (2011). 173 OWEN, CHRISTOPHER Panel C6, Wednesday 12 August 11.30-13.00 Systemic Oppression in Children’s Portal-Quest Fantasy Literature

Abstract: The childhoods of white of people of colour and women in children’s fiction has almost children are, undeniably, socially involves the cultural domination of exclusively centered on character constructed differently than the subordinated groups by dominant representation, Christopher uses childhoods of people of colour. This groups within a social hierarchy, while critical discourse analysis and is true for all aspects of identity, the systemic oppression of queer Foucauldian poststructuralism to including sex, sexual orientation people and people with disabilities combine these approaches in order and able-bodiedness. This is due, at involves regarding queer people and to identify the systems of oppression least in part, to systemic oppression. people with disabilities as abnormal of these fantasy societies. If the Systemic oppression or systems of and less natural, usually forgotten childhoods of white children are oppression is what many scholars call in the social hierarchy altogether. socially constructed differently than an intellectual colonialism, a societal the childhoods of people of colour preference for white, patriarchal Christopher Owen’s Master of in the primary world, how then and Western paradigms that are Arts in Children’s Literature thesis are they constructed differently in then internalized and expressed investigates what these systems secondary worlds? Looking at the by members of Western society. of oppression look like in literary systemic oppression of people of This should not be confused with secondary worlds for children, colour, women, queer people and the prejudice or bigotry of each specifically the fantasy worlds of people with disabilities, Christopher individual, but is an ideology of all Baum’s The Wonderful Wizard of Oz argues that children’s fantasy major Western societal institutions. and Rowling’s Harry Potter and the literature can present different Recent sociological research has Philosopher’s Stone. While previous constructions of childhood on an investigated systemic oppression in research on fantasy literature has institutional and societal level. the primary (or real) world, arguing focused primarily on setting, and that the systemic oppression previous research on oppression

Biography: Christopher Owen has a Master of Arts in Children’s Literature degree from the University of British Columbia. Winner of the Joseph-Armand Bombardier Canada Graduate Scholarship, Christopher’s thesis investigates representations of systemic oppression in children’s portal-quest fantasy novels. Christopher was the co-chair of the bi-annual UBC graduate student research conference in children’s literature, “I Will Be Myself: Identity in Children’s Literature, Media and Culture,” and he also twice spoke on sexism in children’s literature at the 2014 Values of Childhood and Childhood Studies Conference in Oulu, Finland. Christopher intends to continue his research with a PhD.

OYABU, KANA Panel H23, Sunday 9 August 14.15-15.45 Creating Amish Childhood for non-Amish Readers: Representation and Consumption of Religious Childhood in Rachel Yoder series

Abstract: Amish Romance, a genre of children’s stories written by one of Amish representation in the U.S.A. romantic fiction with North American such non-Amish Amish romance and the analysis of Amish romance Anabaptist characters known for writers, Wanda Brunstetter, and popularity, as well as the analysis their old-fashioned lifestyle without examines her representation of Amish of Rachel Yodder texts and reader automobile or electric gadgets, has childhood. Starting from a brief responses in internet reader forums, gained surprising popularity in 21st comparison with stories written for the paper establishes that creating Century America. The authors of such an Amish audience (Children’s section Amish childhood for non-Amish romance, who are not themselves stories in Family Life magazine, children has become a successful Amish (apart from one writer), not subscribed by over 75% of Amish enterprise because the writer can only produce a vast number of families), the paper analyses the utilize the merging characterization fiction for adult female readership, characterization of Amish girls in the of concrete and imaginary Amish but also write stories for children. Rachel Yodder stories. Using Weeler- imageries, as well as their own forte This paper looks at Amish-themed Zechers’ historical overview of past of romance fiction elements. 174

Biography: Kana Oyabu is a professor at Kanazawa University, Japan. She is interested in literature written in English by (and for) people from non-Western religious and cultural backgrounds, such as Asian or Middle Eastern immigrants and their descendants. Her recent research area includes religious children’s literature written in English, focusing on contemporary Islamic children’s literature, and Amish children’s literature. Her articles on this theme include, “Amish Children’s Literature: Recurrent Themes in Children’s Section Stories in Family Life” Studies of language and culture, 15: 127-138(2011) and “The Treatment of Muslim and Other Characters in Contemporary Islamic Children’s Literature in English” Studies of language and culture, 14: 121-141(2010). PALM, JAANIKA Panel H24, Sunday 9 August 16.15-17.45 Ancient Estonian Heroes in Children’s and Youth Publications throughout Time

Abstract: The Estonian national epic, (1961) which has been repeatedly Great were drafted by one of our most F. R. Kreutzwald’s Kalevipoeg (Kalev’s published and translated. A. popular writers, A. Kivirähk, in 2014. Son) was published in the year 1862. Viidalepp, H. Laretei and J. Tammsaar After that the necessity to retell the have successfully illustrated this Even though all these interpretations contents of the epic arose; and in publication. Even in Sweden, where add something different to the 1869 A Short Interpretation of the there is a big community of Estonians discourse of Kalevipoeg and Suur Tõll, Kalevipoeg’s Songs by Kreutzwald and an Estonian school, an overview I shall focus on the most significant himself was published. Almost 20 of our national hero Kalevipoeg was editions for children and link them to reprints of this book have been issued given in a school textbook in 1983 important historic events in Estonia. in the years for adults, its original and 1990 by H. Nõu. In addition to In the presentation, I will closely addressee. The retellings of the 20th the textual versions, a comic book examine why these publications century may rather be considered by J. Piho was published in 1995. were issued and what purpose they youth literature; they have been The Epic was of great inspiration to have served during various historical widely used at schools. The first Kristian Kristfeldt who published the periods. I will observe which parts children’s version of the piece was youth novel Kalevipoeg 2.0 in 2010, of our heroes’ lives have been retold published in 1885, a prose retelling which introduces itself as a modern to children and which have been by a children’s writer, J. Kunder. He version of the Estonian national epic. avoided. Furthermore, the illustrations understood just how important in different publications also paint such a book was for introducing the An interpretation of the stories about a vivid picture of the changes in the national hero to young readers, who another great Estonian hero Toell the interpretations of the heroic stories. lack the perseverance to finish the Great (Suur Tõll), written by P. Süda, I will examine how the adaptions epic themselves. Since then, various was printed in 1911. Three further have varied in time and what role versions for children have been editions followed : by K. A. Hindrey in the ancient heroes play in the life of written, by T. Uustalu, K. A. Hindrey, 1927, a classical retelling by E. Raud in a modern day Estonian child’s life. and others. The best known example 1959, and by R. Raamat in 1982. The of this genre is E. Raud’s Kalevipoeg latest version of the stories of Toell the

Biography: Jaanika Palm (MA) is a Children’s literature scholar in the Estonian Children’s Literature Center. She leads the working group of children’s literature researchers, which has published “The Dictionary of Children’s Literature” (2006) and the review “Estonian Children’s Literature in 1991-2012” (2014). Her areas of interest are the critique of children’s literature and Estonian contemporary children’s literature. Her recent publication in English is “Everyday Life in the Mirror of Estonian Children’s Literature” (2013). PALMER, AMY Panel M39, Monday 10 August 09.30-11.00 “A new field of make-believe”: Plays written for children to perform 1892-1939

Abstract: The play written to be adult understandings upon the child discussed in Child Life, the journal performed by children is a much in a unique and extreme form as the of the Froebel Society, an extremely neglected area of children’s literature. child finds him/herself quite literally influential group of educators, during These plays are valuable and largely in the text and his/her very speech the period 1892-1939. The plays untapped sources of information and movements controlled by it. were used by teachers, alongside about constructions of childhood. The focus of this paper is the plays more child-led approaches to They represent the imposition of that were advertised, reviewed and dramatic re-creation, despite the 175

reservations expressed in the journal of them had a view of childhood 1920) provides an example of a and elsewhere concerning both rooted in Romanticism and put high playwright who used multiple devices the moral and educational value value on children’s individuality to make the published plays as of restricting and manipulating and freedom. Many of them were open as possible to children’s own children in this way. The playwrights acutely aware of the criticism of contribution and interpretation. who produced the texts were often the enterprise in which they were Margaret Ashworth (Six plays for very different to each other in involved and responded by striving little ones, 1937) is an example of background and in approach and this to find ways to inspire children’s a playwright who sensitively and illustrates the difficulty of making independence and creativity, both respectfully represented realistic generalisations about understandings within the confines of the staged episodes derived from children’s of childhood at any given point in performances and within their own imaginative worlds in order to time and space. Nonetheless, this wider lives. Tryce M. Baumgartner stimulate and develop fantasy play. paper argues that significant numbers (Animula and other plays for children,

Biography: I am a senior lecturer in Early Childhood Studies at the University of Roehampton. I have an MA in children’s literature and have recently completed a PhD in the history of education (both at University of Roehampton). In my current research, I am aiming to combine these interests through a study of educational material and educationally-orientated literature produced for children in a variety of historical contexts. Publication: (2011) “Nursery schools for the few or the many? Childhood, education and the state in mid-twentieth century England, Paedagogica Historica, 47, 53-68.

PANAOU, PETROS Panel C23, Tuesday 11 August 09.30-11.00 Children’s Favourite Childhood Constructs: Identifying Patterns in Children’s Choices Award-Winning Narratives (2005-2014)

Abstract: The proposed paper falls years of the IRA Children’s Choices in narrative features in the awarded under the theme “Creating childhoods Literature. Each year 12,500 school narratives. Results are then compared through narrative, drama, poetry, children from five different regions to studies that focus on children’s illustration, film, and other media.” of the United States read hundreds reading preferences and practices, Writers, artists, and academics of newly published children’s trade by scholars such as Arthur Applebee variously create, interpret, and books and vote for the ones they like (1978), Gemma Moss and John W. re-create notions of childhood. best. Three different age groups of McDonald (2004) and Kathleen But what about children? How do children, beginning with readers in Mohr (2006). While we do recognize they participate in the process of grades K-2, 3-4 and 5-6 respectively, that both these and our own study creating notions of childhood through vote for their favourite books. are simply additional constructs of narratives? One could argue that Focusing on the award-winning body childhood and of child-readers, we an indirect mode of participation is of texts from the ten year period, do find value in allowing at least through choice; by choosing their a team of four researchers (two of some participation of child readers in favourite stories, children identify them actively involved in the project) these constructs by looking closely their preferred interpretations of analyse Children’s Choices from at the stories they seem to favour. childhood. The proposed paper 2005 to 2014. Their findings identify examines under this lens the past ten patterns, trends, character types and

Biography: Petros Panaou is Assistant Professor at Boise State University, School of Education, where he teaches at the Department of Literacy, Language and Culture and directs the Literacy Center. His research interests focus on literacy and children’s literature, with an emphasis on reading engagement, reading promotion programs, visual stories and science fiction in education, comparative children’s literature and intercultural education. Sample publication: Panaou, P. & Tsilimeni, T. (2012).” International Classic Characters and National Ideologies: Pinocchio and Alice in Greece. In C. Kelen & B. Sundmark (Eds.), The Nation in Children’s Literature: Nations of Childhood (pp. 193-208). New York: Routledge. 176

PARRY, HANNAH Panel M23, Monday 10 August, 09.30-11.00 Mythical Children and Myths of Childhood in C.S. Lewis’s The Magician’s Nephew and Philip Pullman’s His Dark Materials

Abstract: C.S. Lewis’s Chronicles Four of these children are not merely of childhood growth and agency. To of Narnia and Philip Pullman’s His mythic figures, but second versions Lewis, the test is one of obedience to Dark Materials both take place in of Biblical figures: Adam and Eve. Lyra divine will in the face of temptation, mythic worlds: Narnia and the and Will are specifically a new Adam conflated with a child’s expected world of Lyra’s Oxford draw on and Eve, whose job it is to fall again obedience to parental figures (“even acknowledged sources as varied and restore order to multiple worlds. Peter Rabbit,” Lewis notes in his as classical mythology, Northern Though other (adult) characters Preface to Paradise Lost, “came to saga and Paradise Lost. And yet, become the first King and Queen of grief because he would go into Mr within these worlds, it is otherwise Narnia in The Magician’s Nephew, McGregor’s garden”). To Pullman, ordinary children who become the Polly and Digory play out a version however, the Fall represents loss of mythic figures. Will and Lyra are of the Biblical story when they must childhood innocence occasioned by the subjects of multiple prophesies, retrieve an apple from the Tree of awareness of adult sexuality, and the with Lyra in particular revered by Life despite the Witch’s temptations, story of Adam and Eve is a positive witches and angels as “the child” and successfully avert the Narnian depiction of growth to adulthood who will be “Mother of All”. The equivalent of the Fall. Neither through curiosity and disobedience. various children who visit Narnia the Biblical Genesis nor Milton’s are not only prophesised to bring Paradise Lost are intended for a child This paper will explore the two about the end of evil in The Lion, The audience or feature child characters. authors’ use of child characters to Witch and the Wardrobe, but become Interestingly, however, both authors both rewrite myth, and become myths of Narnian history in their choose to depict their “second” mythic figures in their own right. own right as the series progresses: Adam and Eve as children, in novels In the process, both authors by Prince Caspian, Trumpkin the intended as children’s literature. repurpose the Biblical myth of Dwarf barely believes in them. Moreover, both specifically rewrite Genesis into a mythologisation the story of Adam and Eve as one of childhood experience.

Biography: Hannah Parry first came to Victoria University of Wellington as an undergraduate in 2007. Her Master’s thesis focussed on the influence of classical epic on the works of J.R.R. Tolkien, and she is currently undertaking a PhD thesis which explores the connections between epic and children’s fantasy.

PAUL, LISSA Panel H22, Sunday 9 August 16.15-17.45 Eliza Fenwick’s Late-Enlightenment Children: The Real and the Imaginary

Abstract: In the course of my research Fenwick writes from several her extraordinary letters written on the life and writing of British perspectives (as author, governess, between 1798 and 1840 (to British author and teacher, Eliza Fenwick teacher, mother and grandmother); author Mary Hays, others to New (1766-1840), I found that I had also across decades (1795-1840); from York friends, many of which are stumbled on a wealth of philosophical many countries (England, Ireland, unpublished), Fenwick’s writing and practical information on what Barbados, the United States of contains explicit observations late-Enlightenment children were America and Canada); and in a variety about the children she taught as a “like,” that is, what they said and read, of genres (an epistolary novel for governess in London and later Cork how they responded to instruction adults, instructional material for and didn’t like very much, children and how they resisted. Because children, fiction for children, and who were students at the colonial Fenwick’s writing covers such a wide personal letters). From her 1795 schools she ran, her own children geographical and chronological range epistolary novel Secresy (with its whom she adored but who both it is particularly telling about ways specific philosophical manifesto died relatively young (her son at 17 in which children and childhood on girls’ education), to her fiction and her daughter at 37), and the were constructed in the period. for children in the early 1800s, to four Barbados-born grandchildren 177

she raised in North America as a association with Mary Wollstonecraft an 1801 letter--about the goal of single, working grandmother. and William Godwin, informed her education being the development, teaching and child-raising practices of “an active mind and a warm In my talk I’ll argue that the as she moved from England to the heart,” rings through, as I’ll show. philosophical views Fenwick acquired Caribbean and North America. in the 1790s, during her close The principle Godwin expressed in

Biography: Lissa Paul is a professor in the Faculty of Education, Brock University, Canada. Her recent publications include The Children’s Book Business: Lessons from the Long Eighteenth Century (Routledge 2011) and Keywords for Children’s Literature (NYUPress 2011), co- edited with Philip Nel. Lissa is currently working on a biography of Eliza Fenwick and an edition of letters, both to be published by the University of Toronto Press. PEARSON, LUCY Panel H22, Sunday 9 August 16.15-17.45 Prizing the nation: home, heritage and history in the Carnegie Medal

Abstract: This paper will examine the a response to a Britain in flux. indicates both optimism and anxiety role of the Carnegie Medal in shaping The establishment of a medal for in its conclusion that ‘Man now stands postwar British children’s literature. children’s books is in itself indicative alone indeed, on a pinnacle of his own The Carnegie Medal was established of the new focus on childhood contriving, from which it would be in 1936 with the stated aim of which was to become increasingly only too easy for him to fall’. Similar improving standards in children’s prominent in the post-war years. concerns are evident in the historical books (Barker, 1998). As Kenneth In claiming a new cultural capital fiction which appeared on the list Kidd has pointed out in relation to for children’s books, the Medal also during this period, which included the Newbery Medal, however, literary foregrounded the importance of Philippa Pearce’s Tom’s Midnight prizes are not simply a mechanism childhood in relation to national Garden (1958) and Rosemary for identifying praiseworthy books. identity. The early non-fiction winners Sutcliff’s The Lantern Bearers (1959). The prizing of children’s literature of the Medal evidence a desire to The emphasis on historical continuity is also a means of ‘making and redress the sense of a radical break and an ethos of community which is unmaking canons’ (Kidd, 2007, with the past and the need to re- present in the first twenty-five years 166), of establishing a place in the vision a landscape radically altered of Carnegie medal-winners represents ‘economy of prestige’, and of shaping by the forces of modernity. Agnes a response to the disruption and values, identities, and concepts Allen’s The Story of Your Home (1949) disconnection of war. This paper of childhood. The timing of the and Edward Osmond’s A Valley Grows will show how prizing children’s establishment of the Carnegie Medal Up (1956) trace continuity and change literature was therefore inextricably is therefore suggestive: emerging in in buildings and landscape, while Dr linked with ‘prizing the nation’. the wake of one World War and at IW Cornwall’s The Making of Man the threshold of another, it represents (1960), which considers evolution,

Biography: Lucy Pearson is Lecturer in Children’s Literature at Newcastle University, where she works closely with Seven Stories, the National Centre for Children’s Books. Her current research is on the history of twentieth century children’s literature and the development of the children’s publishing scene in Britain. PÉREZ-DIEZ, CARMEN Panel H13, Sunday 9 August 11.30-13.00 Tilting at windmills: Spanish children’s literature and the Atocha station bombings

Abstract: March 11th, 2004: Rush would not be the last time either. why. Three days before Spain’s hour, ten explosions, 192 deaths. But this time was different or at general elections Al-Qaeda had Noisy sunny Spain turned suddenly least that is the way Spaniards decided to have a say, to macabrely into a mute maimed wasteland. It perceived it. People gathered in commemorate 9/11 perhaps? was not the first time that terrorism the streets of each and every city, Reactions from the Spanish cultural brought chaos to Madrid and it town, village, wondering who and scene were scarce if compared with 178

those brought about by September of a 9-year-old boy, Quique, who by a TV series; the days when he had 11 attacks. A focus on Spanish travels with his mother in one of the a family. In my paper I will try to children’s literature gives back an trains. The reader knows from the analyse the role of all these journeys even bleaker picture: only one book very beginning that this is a one-way in the text and their function as a published in 2005, Somewhere near journey, but there is a multiplicity of whole. If not a cure, the text will prove Atocha by Santiago García-Clairac. journeys to different times and places to be at least a means to live with the uncovering in that span of time: the pain caused by an irretrievable loss. García-Clairac’s text narrates the Spanish Golden Age, Don Quixote and events of that day through the eyes Cervantes; Franco’s Spain revisited

Biography: My name is Dr. Carmen Pérez-Diez. I am an Associate Professor of English at the University of León (Spain). My field of research is children’s literature in English. With a special focus on fantasy, I have published Por siempre jamás: C.S. Lewis y la tierra de Narnia (2004) y “Bridging Gaps, Waters Abating: C.S. Lewis’s The Voyage of the Dawn Treader” in Mary Shine & KEENAN, Celia (eds.) Treasure Islands. Studies in Children’s Literature (2005). I am currently part of a research team working on cultural studies about terrorism in Europe and the United States. 179

POHRIB, CODRUTA Panel H12, Sunday 9 August 11.30-13.00 (Re)constructing Romanian communist childhoods: the ethics of nostalgia?

Abstract: Since the 2000s, Romania to the young generation? Childhood to be educated about Romania’s has jumped on the Ostalgie and generational thus become recent past. The book markets bandwagon in terms of cultural embroiled in memory politics itself as an educational resource of production and the discourse on in contemporary Romania. postmemory, which has, ironically, the recent past which had been stirred up nostalgia in its readers. hegemonically focused on victims, I will illustrate the potential uses Outside the apartment building is dissidents, the exile and the Gulag, and abuses of childhood nostalgia both a game and a book meant has been democratized to include by looking at three books that are to alleviate nostalgic yearning for memories of the everyday, the for and/or about past or imagined childhood games and get parents banal, and the material. One childhoods: Stefan Constantinescu’s to re-play them with their children. prominent feature of this alternative pop-up artist’s book The Golden Nostalgia in this case is a pedagogical memory discourse is its profoundly Age for Children, Vlad Tomei and tool facilitating intergenerational generational character and its Mihai Gheorghe ‘s Outside the communication and a return to reliance on childhood memories. Apartment Building (Ȋn faţa blocului)- pre-Internet and videogames times. It revolves around the constructed a collection of instruction cards Finally, Student in communism is identity of the self-labeled ‘latchkey for playing outdoor games that part of the educational agenda of generation’, people growing up in defined the latchkey generation and IICCMER, which focuses on countering the 1970s-1980s. This particular Student during communism (Elev în the alleged post-communist nostalgia generation is seen as a threshold: communism), edited by Luciana Jinga, among the young. As such, it relies once the ‘bridging’ generation a collection of essays written by high on imagined past childhoods and between communism and the school students who were asked their internalization by the young new democratic society and now to imagine life in communism and generation as a way to engender the last generation to have direct narrate it in the first person as part of anti-communist sentiment. memories of communist Romania. an educational programme initiated Members of the latchkey generation by IICCMER (The Institute for the All three examples give me the also stand in a liminal position Investigation of Communist Crimes opportunity to ponder the following as to their attachment to the and the Memory of Romanian Exile). questions: How is childhood used as autobiographical past which becomes leverage in post-communist memory conflated with the generational Stefan Constantinescu’s book rather politics? What are the implications and the national: is nostalgia for the awkwardly negotiates between its of conflating nostalgia for childhood childhood self an ethically correct multiple addressees – adults who and nostalgia for communism? Are approach given the communist are encouraged to do their share there more fruitful ways to look at background? What sort of stories of memory work and, potentially, nostalgic modes of engagement about the self should they recount their children who are supposed with the autobiographical past?

Biography: Codruta Pohrib is a Ph.D. on an NWO grant at the Maastricht University currently carrying doctoral research into the memory of Romanian communist childhoods across media. Her interests involve media studies, the memory of post-communist states and childhood studies. She has participated in conferences and written articles on the above topics, including: “Communist Childhoods and Nostalgia- a Cultural Analysis of Online Remembrance Strategies (2006-2011).” (PLACIM 2012), “Romanian Hybrid Life Narratives as Emergent Remembrance Strategies” (ESSE International Conference, 2012), and “Translating Romanian National Identity: Politics of Nostalgia and Irony in Andrei Ujica’s ‘The Autobiography of Nicolae Ceausescu’ and Alexandru Solomon’s ‘Kapitalism – Our Secret Recipe.” (HERMENEIA 12:225-233). POTTER, TROY Panel H18, Sunday 9 August 16.15-17.45 Past parallels: Mateship, binary narratives and the Digger legend

Abstract: Australian historical tradition and Digger legend. This narrative genre to promote the fiction plays a significant role in paper examines two adolescent heroic male tradition of Anzac: the promulgation of the Anzac novels that appropriate the historical Anthony Eaton’s Fireshadow 180

(2004) and David Metzenthen’s placed on boys and men, and inability to express emotion. That it is Boys of Blood and Bone (2004). demonstrate the contiguity of such male protagonists at the exclusion of expectations across time. Despite female ones who access the past also Both novels mobilise binary narratives this, I argue that the engagement demonstrates the implicit misogyny to construct parallels between the with, and reconstruction of, the of the Anzac tradition. In participating past and the present, mirroring the past in the two novels reinscribes in Australia’s obsession with Anzac, experiences of contemporary male traditional Australian masculinity, the novels distort contemporary adolescents with young male soldiers. which is characterised by a desire for readers’ understanding of the past, In doing so, the novels interrogate mateship, a sense of responsibility blurring the lines between fact and the social and gendered expectations or duty, and an unwillingness or fiction, to reinscribe the Digger myth.

Biography: Troy Potter is a PhD candidate at Monash University, Australia. His research interests include representations of belonging, gender, sexuality, and disability in children’s and young adult literature. He has been published in Papers: Explorations into Children’s Literature and Children’s Literature in Education. PULLINGER, DEBBIE Panel M2, Monday 10 August 11.30-13.00 Hand on your life / Feel the rhythm of time: children’s poetry, orality and the body

Abstract: It is not always obvious and phonic art form – and one in that children’s poetry is therefore how children’s poetry constructs which form is not merely a container best understood not in terms of the any sort of childhood when many or a separable aesthetic element child it constructs, but of what it poems neither depict nor obviously but an integral and semantically actively constructs within the child. address a child. From my own survey significant aspect (Wolfson, 1997). Children’s poetry, like the child, exists of poetry for children in the UK, Drawing on my own analysis of on the borders between the pre- for example, I found that no more the work of seven children’s poets verbal and the verbal, and between than a third of poems feature a child and a collection of nursery rhymes, orality and literacy, and requisitions figure of any sort. This, combined using Walter Ong’s (2002) oral all the resources of spoken language with the fact that poetry in general psychodynamics and poet Don to represent and contain moments of rarely yields to the narratological and Paterson’s (2007) theory of poetic embodied experience for child auditor critical theories widely appropriated language, I will demonstrate how an and performer alike. Such a poetics, for children’s literature generally, understanding of the way oral traits which is capable of responding to has made children’s poetry operate in children’s poems can offer these texts as children’s literature notoriously resistant to criticism. productive readings that illuminate and as poetry, has the potential to their relationship with the child. In line open avenues for future criticism My paper will offer a critical approach with Karen Coats’ (2013) proposition within this neglected field. appropriate to the ontological status that “children’s poetry is what of the poem as an essentially sonic children’s poetry does,” I will argue

Biography: Debbie Pullinger is a Research Associate at the University of Cambridge in the Faculty of Education, where she works as a researcher on the Poetry and Memory Project as well as being on the teaching team for courses in Children’s Literature. She is currently working on a monograph developed from her doctoral study on orality and textuality in children’s poetry. Select publications: Pullinger, D (Forthcoming, 2015) From Tongue to Text: Orality and Textuality in Children’s Poetry. London: Bloomsbury Academic. Pullinger, D. (2014) Infinity and Beyond: The Poetic List in Children’s Poetry. Children’s Literature in Education. (Online First) PUPPI, BÁRBARA BRANCO Panel M32, Tuesday 11 August 11.30-13.00 True love relationships in Frozen and Maleficent

Abstract: The latest movie montages (2013) and Maleficent (2014), have current need to exalt forms of love of Walt Disney Pictures, Frozen shown a tendency that meets a that go way beyond those that 181

have been considered traditional, in society, and in marriage as the of Parana – Curitiba-PR-Brazil) and between man and woman. This women’s destiny, always thinking covers the following main themes: formula, as reinforced over the years how it builds and develops the path narrative, films, history and myth. in the company’s productions, sees of true love in both productions. We no place in a context where the will also seek theoretical support in This research is part of the PIBID woman has been placed in a position the authors Antonio Candido (1972), program (Programa Institucional of control and independence. In an important Brazilian sociologist de Bolsa de Iniciação à Docência) Frozen and Maleficent, we have and literary critic who discusses – sponsored by CAPES – Brazil. The thus true love relationships that the functions of literature, George local tutor is Professor Dr. Regina are based on relationships between Duby (1990), a French historian and Helena Urias Cabreira at UTFPR women, proving that there has been Bruno Bettelheim (1980), whose (Federal Technological University a reversal of values, and that true work “The Uses of Enchantment: of Parana – Curitiba-PR-Brazil). The love can be found in family structure The Meaning and Importance of aim of this program is to introduce and not just in traditional romantic Fairy Tales” brings contributions undergraduate students of the Letters relationships as it was been preaching on the psychological and symbolic Course to the practice of the English so far. I will base the exploration relationships in fairy tales. This study Language teaching at secondary level of this phenomenon, in which the was developed in a partnership schools. Our group specifically works feminine element overlaps the male between Maria Lígia Freire Guilherme with the English Language teaching and takes on responsibility for its ([email protected]) and through literary texts. Since 2013 we own salvation, on the studies of Bárbara Branco Puppi (barbara. are part of this program, in addition Simone de Beauvoir in “The Second [email protected]), from UTFPR to our teacher training degree in Sex” (1960), on the role of women (Federal Technological University Portuguese and English Languages.

Biography: Bárbara Branco Puppi is from Federal Technological University of Parana, Brazil. RATCHEVA-STRATIEVA, LILIA Panel C17, Wednesday 12 August 09.30-11.00 The Child as a Moral Corrective in Slavic Folktales

Abstract: The child as a protagonist Polish, Russian, Serbian, and other moral authority, the folktale narrator seems to appear seldom in folktales. Slavic folktales, it appears that the has sometimes turned to the child. It may be at least partly assumed child protagonist acts as a moral Using collections of folktales in that this is due to the mechanism of corrective to the world of adults. the original Slavic languages, the creation and transmission of folktales, The child is presented as a clever, presentation contains an analysis of which involves predominantly adults penetrating observer of the world of the portrayal of child characters and as both storytellers and listeners. (I adults, who often finds solutions to of their function within the plot. exclude cases where the childhood difficult situations not only in order of an adult protagonist is described to save him/herself but also to help Later, Slavic children’s literature and consider only cases where a child others or teach adults a lesson. In has mirrored the traditional way is the protagonist proper from the some folktales, this lesson is the in which the child is presented in beginning to the end of the folktale). attitude to older people – usually folktales, often making the child the relationship to grandparents, protagonist a symbol of the hope The cases in Slavic folktales where for whom the child usually feels for more justice and fairness in a child protagonist appears are affection, fondness and devotion. the world. Thus, the moral values sufficiently limited to allow for the However, even more important is are the link between the folktales making of a brief study and the the folktale child’s intuitive feeling and the later books for children. drawing of certain conclusions. Based of justice and fairness. Thus, when on the examination of Bulgarian, in need of a positive example or a

Biography: Lilia Ratcheva-Stratieva is a project manager for the International Institute for Children’s Literature in Vienna, Austria. Of Bulgarian origin, since 1996 she has developed nine major European projects on intercultural education and communication, as well as on reading promotion, based on literature for children. She was an editor of Bookbird, the international journal on children’s literature (2000–2004), member of the Andersen Award International Jury (1996, 1998) and member (1987, 1990) and president of the Janusz Korczak International Jury (1998, 2000). Besides fiction for children, her publications include numerous research articles on various aspects of literature for children and young people. 182

ROBERTSON, STEPHANIE Panel H12, Sunday 9 August, 11.30-13.00 From Hitlermädels to Stolen Pants: exploring the National Socialist notion of the child through children’s literature in Germany from 1933 to 1945

Abstract: The National Socialist Socialist Germany presented its young promotion of such literature was to notion of the child was conceived readers with themes that promoted not simply instil a genuine belief in in terms of the government’s a loyalty to the Fatherland, coupling National Socialist ideology, but also cultural education goals. These this patriotism with honour, whilst a desire to participate in the National goals advocated the recognition and instilling a sense of racial superiority. Socialist activities depicted in the nurturing of one’s physical character, As themes such as adventure and literature. While this paper does strength and superior genetics – as service in war remained popular not examine to which degree the inherited from völkisch forefathers between 1933 and 1945, authors and National Socialist children’s literature – as being more vital to a child’s publishers sought to present National of Germany was successful in its development than exercising one’s Socialist values and ideology to the attempts to project the government’s intellectuality. A discussion of Helga child reader by inciting excitement ideological agenda onto its young Knöpke-Joest’s 1938 book Ulla, ein and adventure for joining the army, readership, their intentions, literary Hitlermädel, Willi Dißmann’s 1939 undertaking a Reichsarbeitsdienst, methodology, and a clear notion of Die gestohlenen Hosen and Heinrich and serving the community in times the ideal child is established. As the Maria Tiede’s 1943 Ingeborg: Ein of war. Furthermore, much of the National Socialists intended to create deutsches Mädchen im Großen children’s literature of this era was an empire that would last a thousand Kriege, evokes the National Socialist produced to target a gender-specific years, a discussion of children’s notion of a child that is loyal, strong, audience, whereby the roles of both literature produced by authors such determined and dedicated to serving women and men were presented to as Knöpke-Joest, Dißmann and Tiede, the community over its own personal the child in definite terms. This was gives much insight into the Third desires – even those of its own family. to prepare both girls and boys for Reich of Germany, which strongly This discussion demonstrates that the next phases of their lives; girls believed that “He alone, who owns as far as National Socialism was for their future roles as mothers, the youth, gains the Future!” (Adolf concerned, the notion of the individual wives and comrades within the Hitler. Speech to the Hitler Youth, child was not so much desired as community, and boys as soldiers, Nürnberg Reichsparteitag: 1935). the notion of a childhood collective. leaders in the community and family The children’s literature of National patriarchs. The intention behind the

Biography: Stephanie Robertson is a PhD candidate in German Literary Studies at Monash University, Australia. Stephanie’s 2010 BA (Hons) presented a socio-historical study of Dr. Heinrich Hoffmann’s 19th century children’s book Der Struwwelpeter, exploring its ‘humour’ versus ‘horror’ nature. Now focusing on the National Socialist children’s literature of Germany, in 2012 Stephanie undertook research at the children’s literature archives of Westhafen, Berlin and the Institut für Jugendbuchforschung in Frankfurt and recently presented at the 2014 ACLAR Conference at Deakin University, Australia. ROSE, SHERRY Panel M36, Monday 10 August 09.30-11.00 Disrupting fear, lack and blame through literary participations

Abstract: Predominant narratives discussions of what it means to be of fear and blame grip educational on becoming literate –usually literate are ignited with the public debates as philanthropists’ initiate, defined as learning to read and release of the latest provincial fund, and call for reform initiatives- write in school historically and literacy assessments in concert anchored by a plea that what presently construct children and with a newly elected government. education needs is a return to the childhood in particular ways. basics, to teach children to read Composed of intersecting discourses Assessments and their accompanying first, to better train educators in the these narratives shift sluggishly or didacticism construct New Brunswick science of reading. These (and other) spontaneously, dependent upon children and childhoods as the least influences insidiously constrain the political forces at play. For example, literate in Canada. This “downward adults who are charged with teaching in New Brunswick, Canada renewed performance trend” means a frenzy – inspiring, supporting, and assessing 183

children as they learn to communicate in childhood are sidelined. literacy experiences of children and and represent meaning in multimodal adults as they explore, interrogate and complex ways. With apparent In this frenzy of fear, lack, and blame and analyze post-modern picture ease Educators, parents, academics what does it mean to be a reading and books? How do they see themselves are divided, relegated to opposing writing educator/academic/parent, as readers and writers as they engage camps as educational debate and and child? When faced with the with the literary and metafictive the complexities of literacy are restricted scripted reading programs devices of diverse and inspiring silenced or narrowed. Long-standing that promise higher literacy scores, authors? This paper documents knowledge, educational practices, how do educators explore and invest the work of two professors as they relationships, and materials are made in children’s literature and how do work with educators to broaden the invisible. Children’s literature texts they bring children’s literature to debate on what it means to be a and their multi-modal richness are children? What participatory spaces learning literate child in a landscape storied out. Being and becoming a are created where adult and children’s of rigorous control through the literate child becomes a competitive relational participations within the intentional use of children’s literature? test score – the worlds of children’s world of children’s literature engage literature as a creative constructing literacy learning? What are the

Biography: Sherry Rose is an assistant professor at the University of New Brunswick, Canada where she teaches courses in early literacies, early childhood curriculum, and assessment. Her research interests include narrative documentation and early literacies. Sample Publications: Rose, S. and Whitty, P. (2010). Communication and Literacies: Professional Support document for New Brunswick Curriculum Framework for Early Learning and Care~English. Rose, S. and Whitty, P. (Fall, 2010). “Where do we find the time to do this?” Struggling Against the Tyranny of Time. The Alberta Journal of Educational Research. 56(3): 257-273.

ROSSER, SIWAN Panel C5, Tuesday 11 August 11.30-13.00 Marginalised Childhoods: minority-language children’s literature

Abstract: Children’s literature producing and reading books for childhoods, and research undertaken represents a complex and immediate children and young people become with reader focus groups will be construction of childhood as it performances of identity and of applied in order to assess how these navigates the socio-cultural values difference. Taking Welsh-language texts are received. It will be argued of the adult world whilst also children’s literature as its central that reading literature in a minority attempting to engage with real child case study, this paper will explore language can be an empowering readers. This paper will argue that how the imaginary landscape of experience, validating the young creating childhoods in minority- childhood is created in response reader’s cultural and linguistic sense language children’s literature is to the marginalized position of the of self. But as traditional notions of nuanced with even further intricacies language, and how texts are read and Welsh identity evolve, can the Welsh as marginalization assigns children’s received by bilingual readers, fluent children’s publishing industry, with literature a practical role in the task in another more powerful, global its limited resources, catch up with of language revival and informs how language. Drawing on examples from its increasingly diverse readership? notions of belonging are imagined contemporary fiction, this paper will and articulated. As a result, writing, analyse how authors create Welsh

Biography: Siwan M. Rosser lectures in Welsh Literature at Cardiff University. Her research centres on popular and marginalised literatures in Wales from the early-modern period onwards and she is an authority on Welsh popular ballads of the eighteenth century. Her main area of study at present is Welsh-language children’s literature. She established the first undergraduate module on this topic at Cardiff University and has supervised postgraduate dissertations on postcolonial adventure stories and translation. She leads an international network on minority-language children’s literature and has published on early twentieth-century children’s literature (2012) and code-switching in young adult poetry (2013). You can follow Siwan on Academia.edu and Twitter (@SiwanRosser). 184

RUDD, DAVID Panel C19, Wednesday 12 August, 09.30-11.00 Constructing and Deconstructing Childhood in Children’s Literature

Abstract: The notion of childhood of childhood, it is hardly likely to children precisely because they don’t being a creation is something that be accepted unless it is in keeping seem to be ‘generic’ (i.e. abiding by Philippe Ariès famously captured with the cultural zeitgeist, whether the conventions that the culture in his classic Centuries of Childhood the child be seen as bestial, sinful or has established as appropriate). (1973), arguing that the child did innocent – or indeed, male or female. Reference to a number of works will not exist in medieval times, that as This paper explores attempts to be made, and especially to those soon as one was out of nappies, one formulate a satisfactory ‘childhood’ texts that are seen as marginal (i.e. joined the adult world. Though this in children’s literature, showing how those that, in Barbara Wall’s terms, notion has been much criticised, the the process works to restrict and are seen as not addressing a child idea that childhood is not simply a confine the child, which can never reader appropriately). These latter biological condition, but a cultural finally be a singular construction. texts, it will be argued, tend to open construction, is generally accepted This is especially so when children’s up childhood, seeing it as a more (indeed much biology has itself literature is conceptualised as a contingent space, as demonstrated, been culturally inflected). But genre, thereby ruling out many for instance, in Richard Linklater’s while anyone can create a version texts as not really being suitable for recent film, Boyhood (2014).

Biography: David Rudd is Professor of Children’s Literature at the University of Roehampton (formerly of the University of Bolton). He has published three monographs on children’s literature, plus about 100 articles in the area. His latest book is Reading the Child in Children’s Literature (2013), before which he edited The Routledge Companion to Children’s Literature (2010) and a special issue of Children’s Literature Association Quarterly that reconsidered Jacqueline Rose’s The Case of Peter Pan, 25 years on. He is also editor of Children’s Literature in Education.

SALVI, MANUELA Panel C21, Sunday 9 August 16.15-17.45 The Americanisation of Italian Children’s Publishing: National Authors and the Representation of the Child

Abstract: The consequences of the that differentiate British people All this has historical roots, and it Americanisation of Italian children’s from Americans, Australians and is worth investigating what kind literature are an important topic Canadians into just one stereotypical of countermeasures we can take for analysis, since English-language idea of ‘Englishness’, many Italian in order to protect the identity of books in translation tend to exceed authors are therefore accustomed to national children’s literature, as well the production of books by national employing Anglo-Saxon characters, as understanding to what extent authors. Anglo-Saxon literature is as well as locations, when writing this phenomenon is influencing the perceived to be superior, but also their books. The result is a massive identification of young Italian readers, safer for young readers, since it has presence in Italian children’s literature who are apparently prone to relating been tested on wider audiences. of child characters with English such values as heroism and enterprise names, who eat American food to the Englishness mentioned above. Blending all the elements or nuances and speak an American jargon.

Biography: Manuela Salvi, born in 1975, is the present chairperson of ICWA, the Italian children’s writers association. She published over 25 titles in Italy, France, Spain, Turkey and Germany and she teaches creative writing in Bologna. In 2014 she completed the MA in Children’s Literature at Roehampton University in London. www.icwa.it, www.manuelasalvi.com 185 SAMBELL, KAY Panel C3, Tuesday 11 August 16.15-17.45 The Excelsior Award. Disrupting professional notions about constructions of childhood, reading and gender

Abstract: Graphic novels are This paper explores the Excelsior This construction of the boy increasingly becoming a focus of Award http://www.excelsioraward. was confounded by male reader attention for librarians and teachers co.uk/ in which students aged 11-16 engagement with the medium. in Britain, disrupting professional vote for their favourite graphic novel. This serves to disrupt professional notions of a hierarchy of reading. Kay Sambell and I ran a survey with beliefs around the supposed lack of There has been a major expansion the staff involved in the 2012 Award engagement boys have with reading. in graphic novel publishing and an and intend to repeat that in 2015. This In addition, the engagement of increasing availability of manga paper explores the adult lead staff girls with manga and independent in translation. With regard to responses to their involvement in the titles disrupts another notion mainstream graphic novels publishers Award and how working with graphic common in Britain: a creation often target boys as potential readers. novels disrupted their perspectives of girls through professional Amongst independent publishers, on both reading and gender. practice as non- comic readers. the aim is to appeal to both boys and girls. Further, with regard to manga In particular, the staff had created publishing in English, girls typically childhoods through professional form 60% of the readership. practice regarding male readers.

Biography: Professor Kay Sambell, based at Northumbria University, researches in Children’s Literature as well as Learning and Teaching in HE. Publication: Gibson, M, Nabadzeh, G and Sambell, K (eds) (2014) Journal of Graphic Novels and Comics Special edition on Picturebooks Childhood and Comics. SANDERCOCK, TOM Panel M33, Tuesday 11 August 16.15-17.45 ‘It’s Not Every Day That Your Best Friend Grows a Penis’: Trans(ing) Gender and Race in the Adolescent Body-Swapping Films The Hot Chick and All Screwed Up

Abstract: The trope of paranormal people of colour is a form of transing gender and gender identity, and the body swapping encourages characters which can reaffirm or undermine rearticulation of how gender can be to expand their worldviews by problematic ideologies concerning expressed and embodied. Stryker intersubjectively experiencing the embodiment of gender and race. (2014) argues that race ‘underpins another person’s embodied As such, this paper will analyse the the biopolitical division not only of position. Traditionally centring transing of gender and race in two color from whiteness but of men on intergenerational body swaps, adolescent body-swapping films, The from women…and of cisgender from this trope varies greatly, occurring Hot Chick (Dir. Tom Brady 2002) and transgender, to the extent that a body between people of different classes, All Screwed Up (Dir. Neil Stephens on one side of any of these binaries is races, genders, and personalities. 2009). By displacing people from conceptualised as biologically distinct Susan Stryker, Paisley Currah, and Lisa their racialised and gendered bodies, from a body on the other side’ (41). Jean Moore (2008) explain ‘neither these films explore the privileges of As such, this paper’s analysis of the “-gender” nor any of the other embodying whiteness and (male- ‘categorical crossings, leakages, and suffixes of “trans-” can be understood centred) gender ideals alongside slips of all sorts’ (Stryker, Currah, in isolation’ (13). They clarify that the social inequalities and stigma & Moore, 11) between race and ‘“Transing,” in short, is a practice that faced by those who embody colour gender in these films is centrally takes place within, as well as across and gender alterity in Anglocentric concerned with how glorified forms or between, gendered spaces… and patriarchal Western societies. of embodiment are maintained, assembl[ing] gender into contingent Moreover this paper will consider from a transgender studies structures of association with other how the transing of gender in perspective. In this way this paper attributes of bodily being…allow[ing] these films enables an allegorical will contribute to ongoing discussions for their reassembly’ (13). Body exploration of stereotypic transness of gender, race, and embodiment in swapping between men and women evidenced by bodily alienation, contemporary texts for young adults. and between white people and ‘mismatches’ between perceivable 186

Biography: Tom Sandercock is a PhD candidate at Deakin University (Melbourne, Australia). His research centres on analysing transgenderism and gender diversity in literature and screen texts for young people. He earned his BA (Hons-H1) in 2012 from Deakin University and has been published in Outskirts: feminisms along the edge. SANDS-O’CONNOR, KAREN Panel H11, Sunday 9 August 16.15-17.45 Getting to Know Our Black British Selves: Supplemental Schools and Radical Publishing 1970-1980

Abstract: In 1948, the first major from the West Indian community Bernard and Phyllis Coard’s Getting to wave of the Windrush generation itself, in response to events such as Know Ourselves (1972), the series of arrived in Britain from various parts the restrictive immigration policies biographies of famous West Indians of the West Indies in the wake of of the 1960s, police activity in the by Eric Huntley, and some of Bogle World War II labour shortages, West Indian community, and the L’Ouverture’s early poetry publication, leading to the creation of visible and lack of educational resources for, I will investigate the role that the permanent communities of Black and attention to, the children of Huntleys played in the creation of the people in Britain. As these immigrants West Indians in the schools. My Black British subject, and how they began having families and entering paper will focus on the effect of the worked to ensure a positive definition their children into the British school Supplementary Schools Movement of the Black British child for the Black system, parents, teachers, activists, and the publication of Bernard British child. The paper will make use and government officials began to Coard’s How the West Indian Child of critical-historical discourses about realize the gaps between the home is Made Educationally Sub-Normal the time period, including Kehinde and school lives of the new young in the British School System (1971), Andrews’ Resisting Racism: Race, students. Many people concerned on the decision of activists Eric and Education and the Supplementary with the education of these young Jessica Huntley not only to start their Schools Movement, as well as people felt that reading could help publishing house, Bogle L’Ouverture unpublished archival material about bridge some of those gaps, and Press, but to devote key resources to the Huntleys and Bogle L’Ouverture systematic publishing for a Black publishing for Black British children. in the London Metropolitan Archives. British child audience began. Much Using the nonfiction published of the publishing activity came by Bogle L’Ouverture, particularly

Biography: Karen Sands-O’Connor is professor of English at Buffalo State College in New York, where she teaches courses in children’s literature and twentieth century British literature. She has published widely on the Caribbean in literature, and on Caribbean diasporic literature, most notably in her book, Soon Come Home to this Island: West Indians in British Children’s Literature (Routledge 2007). Her most recent book, co-edited with Marietta Frank, is Internationalism in Children’s Series (Palgrave-Macmillan 2014). 187

SARDELLA-AYRES, DAWN Panel M8, Monday 10 August 09.30-11.00 Playacting Gender in Annie Fellows Johnston’s The Little Colonel Series

Abstract: Despite their initial texts. These include Lloyd and her Through a combination of popularity, Annie Fellows Johnston’s friends participating in Arthurian intertextuality and feminist criticism, Little Colonel books (1895-1912) are tableaux, posing for photographs of I show how the “Little Colonel” as conspicuously missing from children’s earlier historical or family figures, inspiration for other girls in the series literature discourse. Indeed, due to portraying literary characters, and (and one can argue, the girl-reader their problematic racist portrayals, giving staged plays, all in elaborate as well) is framed within a specific it is easy to understand why today, costumes. Whether it is a chivalric “American mythology,” articulated they might be considered devalued tale of princes and princesses, or a by Johnston’s ideology. The idea texts. But despite this, the series Halloween party with cross-dressing of “copy-cat” modeling becomes has much to communicate about disguises, the characters’ fancy-dress increasingly important in later books girlhood and national identity at playacting provides visual examples in the series, as Lloyd serves as an the turn of the twentieth century. of the texts’ ideology about what it model to other characters, especially means to be a girl, and eventually a “little Mary Ware.” For years, Mary’s Based on my PhD work at the woman, in the American South of the pre-Freudian non-sexual girl crush University of Cambridge, I examine late nineteenth century. Even Lloyd’s on Lloyd is one of Mary’s primary The Little Colonel books’ collective gendered performances as “the Little guides in negotiating the journey to cultural inheritance and issues of Colonel,” with her short hair, torn womanhood, and it is this inspiration gender performativity, especially dresses, Napoleon cap, and fiery which allows Mary to develop as represented by the character of temper tantrums, all initially appear into a proactive social reformer. Lloyd Sherman, the “Little Colonel.” to transgress gender boundaries, but My study explores what I have ultimately they bolster a specific But Lloyd as an inspiration to other identified as Johnston’s “ideology of racial and national ideology. The girls becomes increasingly idealized, girlhood” in relation to gender roles, additional gendered roles Lloyd takes and, accordingly this renders Lloyd American nationality, whiteness, on as the series progresses, including inactive, symbolic. By the end of and “Otherness” in post-Civil War “the princess!” and “the Maid of the series, Lloyd is no longer an and post-Reconstruction Kentucky. Honor,” allow me to interrogate active heroine, but rather, frozen not only Lloyd’s (and Johnston’s?) in a state of perpetual girlhood. Johnston communicates this ideology ideology of girlhood, but to of girlhood in large part through examine how Lloyd’s performativity a number of embodied acts in the influences other girls in the text.

Biography: Dawn Sardella-Ayres is a second-year PhD candidate, studying Children’s Literature at the University of Cambridge. Her academic interests includes girls’ stories and girlhood in Victorian American children’s literature. She is currently working on her thesis, an in-depth study of Annie Fellows Johnston’s Little Colonel series.

SASADA, HIROKO Panel C15, Wednesday 12 August 11.30-13.00 The Re-creation of Childhood in Doraemon: The Self-realisation and Self-development of the Boy Protagonist through the Relationship with a Cat Robot Gifted by His Descendant

Abstract: In this paper, I shall discuss and Motoo Abiko. For 43 years Doraemon has been published as Doraemon, written by Fujiko Fujio since its first publication in 1969, 48 comic books and adapted into 188

several animation films. The popular protagonist Nobita Nobi. Doraemon gadgets, which appear from his character of Doraemon was chosen has a significant role in re-creating pocket, rather than identifying by the Japanese government as an a “second”, altered childhood for themselves with Nobita. However, ambassador of manga, and thus Nobita because, after he spends Stand by Me Doraemon describes is deemed to be culturally very his childhood as a useless boy to the last of Nobita’s childhood important. In the summer of 2014, only finally become an unfortunate developmental stages, that is, the latest film adaptation, titled Stand adult, Nobita’s future affects the independence. When Doraemon is by Me, Doraemon, was released. This lives of his descendants. Therefore, recalled back to the future, Nobita film is produced not only for children, Doraemon is forever with Nobita realises that he must do something as usual, but also for adults. My whole and takes care of him with the help by and for himself. The analysis of this discussion focuses on this film. of magnificent inventive gadgets: film adaptation in the light of self- take-copter (bamboo-copter), doko- development in child psychologists’ A cat robot Doraemon, which demo-door (go-anywhere door), theories will explore what Doraemon’s comes from the future, is originally or anki-pan (memorising bread). assistance has really brought Nobita. invented by Sewashi, who is the Most children are attracted to great-great-grandson of the boy Doraemon and his various future

Biography: Hiroko Sasada is an Associate Professor in the Department of English and Literature at Seisen University, Tokyo, where she acquired her PhD degree. Her interests are British children’s literature, fantasy, picture books, manga, and films. Her most recent publications are The 55 Keywords for Children’s Culture in English-Speaking Countries (2013) and The Century of Children (2013) co-written or co-edited with several other members of the Japan Society for Children’s Literature in English.

SATO, MOTOKO Panel C12, Wednesday 12 August 11.30-13.00 Sensitive, Individual, Introverted: The Image of the Child in Japanese Children’s Literature after 1980

Abstract: Although a large number which real children in those days situations that the child’s image in the of outstanding novels have been must have encountered. Most of the realistic works has been transfigured. produced since 1959 which was protagonists of these works were The writers often depicted girls/ regarded as the starting year of the brave, positive or commendable; boys who were sensitive, individual “contemporary children’s literature”, they often showed that kind of and introverted. In addition, these the realistic children’s literature in attitude toward the difficulties characters appeared not in novels Japan entered a new era in the 1980s. they faced and could not solve but in chain-short-stories, and it is even at the end of the stories. distinctive that a new wave of woman MIYAKAWA Takeo, a representative writers brought these tendencies. critic in children’s literature nowadays, The change occurred in about 1980; In my paper, I will deal with these pointed out the three characteristics on the one hand, the themes which works written by woman writers, of the “contemporary children’s had been avoided before then, such analyze the style of “chain- short- literature”: the interest in “the child”, as sex, death or family disruption, stories” and the young characters, the establishment of prose style and became common ones; on the other especially female ones, and point out the willpower to demand reforms. hand, the new techniques and styles, the characteristics of the image of Actually, through the 1960s and the such as open-end, digression or the child in contemporary children’s 1970s, there emerged numerous multiple story-lines have gradually literature in nowadays Japan. novels dealing with the harsh realities become generalized. It is in these

Biography: SATO Motoko is professor of Children’s Literature at Chiba University in Chiba, Japan. She received her B.A. and M.A. degrees from University of Tokyo, Japan in 1978 and 1980. Her primary research interest is science of translation/ adaptation in Japanese children’s literature and analysis of contemporary Japanese children’s literature. Her major publications are Ie-naki-ko no Tabi(The Journey of Sans Famille) (1987, Heibon-sha) and Gendai-jidou-bungaku wo furikaeru(Reassessing Japanese Contemporary Literature) (1997, Kyuuzan-sha). 189 SBROMA, ANGELINA Panel M27, Tuesday 11 August 11.30-13.00 As Legends Do: The Animal Child in T.H. White’s The Sword in the Stone

Abstract:: T.H. White’s The Sword to the story of King Arthur’s childhood childhood as it is written in children’s and the Stone depicts the childhood as T.H. White tells it. As well as linking literature more generally, and how education of the Wart, a young boy the world of the small boy (with little the associations between child and who will grow to be King Arthur – an to distinguish him from other small animal, child and king bolster a education that happens in large part boys) to the world of the animal, cultural and literary construction in natural settings among animals. White links the tale of the nondescript of childhood as Once and Future. This paper explores the close small boy to the myth of King Arthur, association of the child and the animal with its glory, defeat, and promise This paper is drawn from a larger (an association so ubiquitous in of future salvation. I argue that thesis about mortality and endings, children’s literature and culture as to these links illuminate the ways that not just as recurrent themes, seem almost unremarkable), and the questions of nature, culture, destiny but foundational structural way that the child as animal is central and impending sorrow are invested in principles in children’s literature.

Biography: Angelina Sbroma is a PhD candidate at Victoria University of Wellington. Her thesis explores the ways in which the gap between adult author and child reader generates and shapes children’s literature and its possibilities. Her chapter about the gothic in the work of Neil Gaiman is soon to be published in the second edition of Routledge’s The Gothic in Children’s Literature. SCHÄEFER, IRIS Panel B5, Sunday 9 August 09.30-11.00 The Diseased Adolescent in Youth Literature From the Late 19th Century to the Present

Abstract:: Using four literary social criticism, as it is unquestionable (1899) is suffering from Hysteria, representations of diseased that the described society is the main whereas the female protagonist in adolescent protagonists from the late reason for the protagonist’s suffering. Laurie Halse Anderson’s Wintergirls 19th Century to the present, I would (2010) is suffering from Anorexia like to point out that adolescence Surprisingly some of these aspects Nervosa. Both diseases have several itself could be compared to a disease. can also be found in recent commonalities, for example from It seems comprehensible that around youth literature. Although today the historical point of view, as in the 1900, the young protagonists wish adolescence is clearly illustrated late 19th Century Anorexia Nervosa to fulfill their individual needs and as a common phase of life, and the was regarded as a side-effect of develop their own personalities, was, adolescent protagonist with his Hysteria. In addition both show a due to societal norms, considered individual wishes and needs is no metaphorical potential, as these synonymous with unbecoming longer represented as the other, there diseased protagonists engage their behavior. However, the protagonists still can be observed processes of bodies to speak for them. Hence of the four texts I have chosen to talk othering, and diseases, which seem from an analytical discourse point about, are not only suffering from to function as social criticism. of view, I would like to examine the the struggle against antiquated social way these adolescent protagonists ideas; they are also suffering from Consequently I would like to contrast and their several diseases are several physical and mental diseases. two texts from the late 19th Century described, not only to clarify how At first sight one could assume that with two contemporary texts. Both the representation of adolescence these diseases, such as Anorexia sets of texts feature a female and a has changed, but also to find out Nervosa and Depression, function as male adolescent protagonist, who are how the diseased adolescent punishments for their unbecoming suffering from several diseases. For protagonist is linked to a diseased behavior. At the same time they could instance the female protagonist in society insofar as adolescence be regarded as an instrument for Lou Andreas- Salomé’s Das Paradies can be regarded, as a disease.

Biography: [email protected]. Institute for Children’s Literature, Goethe-University Frankfurt/Germany. Oct. 2014 - March 2015: Research Assistant at the Institute of Children’s Literature, Goethe University, Frankfurt/Main, Germany. Oct. 2013 - Sept. 2014: Teaching Assistant at the Institute of Children’s Literature, Goethe University, Frankfurt/Main, Germany. Nov. 2010 - April 2014: PhD-student at the Institute of Children’s Literature, Goethe University Frankfurt/Main, Germany. Recent publications: ‘The Impact of Beverly Hills 90210 and Gossip Girl on the Personal Reflection of the Adolescent Audience‘, in: ‘Teenagers and Contemporary Culture‘, edited by Richard Patard, Oxford: Inter Disciplinary-Press. [2014]. 190

SCHULZ, FARRIBA Panel M6, Tuesday 11 August 09.30-11.00 Childhood in picture books nominated for the German Children’s Literature Award from 1956 onwards

Abstract: Childhood has been the present one picture book for each in Children’s Literature, which object of changing perceptions and decade, addressing a special social, furthermore have an effect on images throughout history, but is a cultural or political topic. These will the creation of childhood. cultural notion mediated by adults. represent influences in narration This paper seeks to show how and illustration that derive in their Themes like emancipation, death, the construction of childhood in own way from social, cultural and media changes, comics, patchwork Germany has changed since 1956 technological factors. The paper families or war are just a few through narrative and illustration. will thus offer a brief look at the examples of story lines that lead us By looking at picture books that rise and development of Children’s through the construction of childhood have been nominated for the Literature and a reflection of in picture books nominated for the German Children’s Literature Award, the currently relevant issues. German Children’s Literature Award in the paper examines trends and Germany from 1956 until the present developments in Children’s Literature. The nomination of these picture day. On this trip through history there To illustrate this change, examples books for the German Children’s will be some new revolutionary ideas will be given of picture books that Literature Award can be seen as of childhood and illustration and were all nominated for the German a reflection of social discourses others simply going back in time. Children’s Literature Award. I will and political and cultural changes

Biography: Farriba Schulz studied German Language and Literature at the Ludwigs-Maximilians-University in Munich. She obtained her PhD in Children’s Literature from the Humboldt University of Berlin. She has been a teacher of German in grammar schools and has taught Children’s Literature and Media, Literacy and Early Literacy at the Free University of Berlin, Katholische Hochschule Berlin and TU Dresden. Currently she is replacing the professor of Primary Education in the department of German over the winter term 2014/15 at the TU Dresden. She is teaching courses for Bachelor and Master Students and is standing in for Prof. Jeanette Hoffmann, who is on parental leave. 191

SEIGO, INOUE Panel M9, Monday 10 August 11.30-13.00 “Why do you always need ‘innocent’ children?” – Benjamin Britten’s method to depict “childhood” in his song cycle “Songs and Proverbs of William Blake”

Abstract: The most important his song cycle “Songs and Proverbs work in terrible conditions. With this composer who described of William Blake” (1965), an adult technique Britten vividly exposes the children through musical works singer imitates a child’s voice in unacceptable situation in London is Benjamin Britten (1913-1976, childish weakness, in the first song and expresses his anger against GB). He created many works to “London” and in the second song people and society as a whole, who be sung by children, and many of “the Chimney-Sweeper.” In this are exploiting “innocent childhood” them used children’s literature or paper, I will discuss how Britten for their profit and self-satisfaction. poems as a basis for his works. depicted children’s voices in this song For Britten, children’s voices were the cycle and why an adult singer was Through Britten’s compositional best medium to express “childhood.” selected to express “childhood” in it. technique in “Songs and Proverbs He used this method for two of William Blake,” we see his view different reasons. First, children’s In “London” Britten depicted the of children and society in his later voices were needed as a symbol of hidden realities of society in London, years. He shows us that children childhood “innocence,” such as found the bright capital city of the British are usually seen as innocent in in his opera “Curlew River” (1964). Empire. For example, when the lyrics society, a view that he never accepts. Second, Britten composed using of “London” speak of “every infant’s By his compositional technique, children’s voices, while singing lyrics cry of fear”, the phrase is sung very he critically and ironically shows were sometimes hateful in order quietly and the pianist stops playing, that society always hopes that to challenge the general view that as if the musicians are listening to children are “innocent,” but then children should always be “innocent,” the weak voice of little children, he inquires of them: “Why do you for example, in another opera of his, which would normally be ignored. In always need ‘innocent’ children?” “The Turn of the Screw” (1954). “The Chimney-Sweeper” the singer claims that the children (the chimney In later works Britten created a new sweeps) are completely satisfied, method to depict “childhood.” In though actually they are forced to

Biography: Seigo INOUE is an Associate Professor of Yamanashi Eiwa College in Kofu, Yamanashi, Japan. He obtained a Ph. D. from the Graduate School of Language and Society at Hitotsubashi University in Tokyo. From 2006 to 2009, he studied abroad at the University of Leipzig. His research interests include children in operas, such as Engelbert Humperdinck and Benjamin Britten, Japanese juvenile literature and the history of opera. He is also a composer and librettist. Publication: “Britten’s Challenge against the General View of Childhood: A Case of The Turn of the Screw.” (Bulletin of Children’s Literature No. 37, 2004.)

SEPÚLVEDA, ELIANA LUCÍA MONTENEGRO Panel C21, Wednesday 12 August 09.30-11.00 El Álbum de los Niños: An image of the national child

Abstract: Literary periodicals were periodicals in the very few histories of way the 19th century Colombia’s fundamental in the construction Colombian Children’s Literature. This children’s literary periodicals built the of the idea of nationhood in Latin paper is the result of a master’s final concept of “Child” during the times American countries. Colombia, of thesis that brings to light five of these of the independence. It describes the course, is not an exception. However, periodicals: El Alba, La Aurora, El Álbum different periodicals already discussed, due to the novelty of both children’s de los Niños, El Almacén de los Niños and focuses on the image of the literature studies and literary press/ and a children’s page from La Caridad. child in terms of his interaction with history studies, there has been three different social fields: family, an omission of children’s literary In short, this is an analysis of the religion and nation. It discusses the 192

common-place idea of Colombian being, more than a unique Colombian our 19th century child something children’s literature starting in the construction; as a child that was far from an independent citizen. 20th century and the recognition of represented as a series of narrations, the child-reader as complex literary both national and foreign, that made

Biography: I work as an English Literature and Literary Theory Professor at Universidad del Quindío, where I coordinate a group on Pedagogy of Children’s literature and EFL. I am currently in process of graduating from a master’s degree on Literary Studies at Universidad Nacional de Colombia, were I finished a BA in Philology in 2009. I authored, as a result of a grouped research project, “La Literatura Infantil, el Niño y el Canon: problemas de historización de la literatura infantil en América Latina”, an article published in the book Pensar la literatura infantil, interpretación a varias voces.

SHIH-HAN SU, SOPHIE Panel M4, Sunday 9 August 16.15-17.45 Re-creating Childhood Issues by Getting into the Minds of Children: What Have the Illustrations in Picture Books Revealed?

Abstract: Studies of childhood cannot to characters’ minds by using direct Running Away From Home (Gray avoid addressing various issues arising or indirect thought. However, how and Rogers, 1995) and First Light from the relationships between readers might access characters’ (Crew and Gouldthorpe, 1993). The parents and child, which need to be minds through the viusal texts is yet illustrative strategies used may have addressed in order to successfully to be widely researched. I believe the revealed that close focalised distance re-create childhood experiences way in which an illustration helps would be comparatively more mind in children’s literature. For young readers get access to the minds of a revealing than far focalised distance. readers, picture books are always character is through a certain angle A low forcalised angle and a high a valuable medium to help them and distance of viewing. Therefore, focalised angle would also mean recognize their existing childhood my research focuses on the functions differently in the representations crises. With both verbal and visual of the relations between focalised of characters’ minds. With close texts carefully crafted, the depiction angle and focalised distance, and examinations of illustrations in these of childhood issues could easily how these two aspects of visual two picture books, I wish to give reach to more than one dimension. representation might function in insight into the ways in which the making mind representations. mind representations in visual texts In all areas of children’s literature, one could help re-create childhood issues of the key strategies for constructing This paper aims to analyse the and the way in which young children childhood issues is to align with relationship among focalised could learn to read and interpret readers by getting into the minds angle, focalised distance, and mind illustrations in different ways. of children. In picture books, verbal representation in the illustrations texts could effortlessly get access of two Australian picture books—

Biography: Shih-Han Su is a PhD candidate at Macquarie University, Australia. Her research explores the links between representations of mind and visual narrative theory. She is also a primary school teacher in Taiwan and a mother of two energetic young children, so her eyes always light up when talking about picture books. 193 SHU, JACK Panel M15, Tuesday 11 August 15.45-17.15 The English fairy tale “Mr. Fox” Drama

Abstract:: This paper aims to propose are exposed to a dramatic structure This kind of drama process is regarded how The English fairy tale “Mr. Fox” by organized by the teacher, and as “not traditional” in Hong Kong, Joseph Jacob, said to be adapted from interactively build drama episodes in and its success depends on the the French fairy tale “The Blue Beard”, an improvised and participatory way. careful structuring of both drama could be adapted for the teaching At the end of the drama sequences, contexts and forms. The paper will of children, using a drama process. the students explore issues such as describe how and why these contexts The drama plan was first invented by love, trust, rumours and truth-seeking. and forms are useful in children’s Joe Winston (a UK drama educator) This drama sequence has been used learning, and why this non-traditional and further adapted by a teacher on secondary school students and form of drama learning has been and myself in Hong Kong. Students also in the training of drama teachers. quite effective in Hong Kong.

Biography: Jack Shu obtained his MA and PhD from the University of Warwick. Jack has been teaching drama at various levels and is now Assistant Professor for School of Education and Languages at the Open University of Hong Kong, offering drama courses including the MEd in Drama and Language Education. He has been Co-translator (into Chinese) for Structuring Drama Work and Gavin Bolton: the Essential Writings and Co-editor for Planting Trees of Drama for Global Vision in Local Knowledge: IDEA 2007 Congress Dialogues and The Journal of Drama and Theatre Education in Asia. SILVA, ROBERTA Panel M17, Monday 10 August 11.30-13.00 Images of Childhood in Movies

Abstract: Moonrise Kingdom, directed express their own individuality. Sam Through this conceptualization, by Wes Anderson, is a movie in which finds in scouting what Suzy finds in the viewer can investigate the there are many themes connected reading: a coping strategy that allow psychological complexity in to childhood, as the presence of them to create a comfort zone, which which he himself (or her herself) frustration and conflicts in childhood, make them able to reaffirm who is immersed; the complexity of family ties or there are and what they need for their the role of love in growth, but the own development. These features, • their body’s language: the most distinctive one reveals a deep analyzed through a metaphorical lent, body plays a role in the mental reflection about the gap between provides us a deep understanding of reconstruction of characters childhood and adulthood. Or, to say the characters, portraying a coherent because, in cultural terms, bodies better, a deep reflection about the view of their feelings, dispositions, functions as direct conduits difference between the image that motivations and mental states. to mental states, gaining an children have of themselves and the access to their minds via their image of childhood that adults have. These aspects are analysed through observable behaviour. (Oatley the tools of Cognitive Cultural 1994; Herman 2000; Ryan The main characters, Suzy and Studies, which aim is to investigate 2004; Zunshine, 2006, 2008, Sam, are two children on the the complexity of the character’s 2010; Nikolajeva, 2014) edge of adolescence that, for mental states. These mental states different reasons, are completely are revealed by two elements: The unusual and intimate image misunderstood or stigmatized from of childhood embodied by the the adults with which they have a • their words and actions: characters is very different from the personal relationship. Nevertheless, analysing what the characters one that the adult with who they live they are not strong and assertive say or do, through an inductive ascribe to them and this gap reveals enough to oppose themselves to the process, emerges the deep (and the reason of their uneasiness. oppressive environment in which sometimes twisted) reasons they live, so they look for a way to which shape their inner world.

Biography: Roberta Silva received her PhD from the University of Verona (BA and MA at Milan University) and she had been engaged in a Children’s Publishing House for five years. She has been Research Assistant and Associate Lecturer at the Verona University and she is currently Education Manager at the Department of Education (Professional Pathways). Publications: “The Risk of Conformity: Representing Character in Mass Market Fiction and Narrative Media.” International Research in Children’s Literature 3.1 (2010): 75-91. “Representing Adolescent Fears: Theory of Mind and Fantasy Fiction.” International Research in Children’s Literature 6.2 (2013): 161-175. Contemporary Culture‘, edited by Richard Patard, Oxford: Inter Disciplinary-Press. [2014]. 194 DA SILVA, SARA REIS Panel M7, Tuesday 11 August, 11.30-13.00 Re-creating childhoods through Portuguese picturebooks: a cross-over reading of body, games and playing

Abstract: Our proposal is an approach through, yet, the recreation of So, by analyzing this set of literary to the topic of re-interpretation of gestures and movements of the works, all situated in the category of childhood, placing special emphasis body, the child is placed in the centre picturebooks, coming to light with on the fictionalization of the body, of of narratives, made of associated the seal of the renowned Portuguese games and playing, among others, of words and illustrations, which publisher Planeta Tangerina children who become protagonists recreate or re-invent him/her. (publisher recognized with several of contemporary Portuguese short national and international awards), stories classified as picturebooks. Ideothematic lines or isotopies as the and bearing in mind a “cross-over” ones we’ve just stated are shaped interpretation, we aim at proposing In fact, the plurality of figurations of in books like, for example, Quando an articulated conceptualization childhood in portuguese picturebooks eu Nasci [When I Was Born] (2007), based in a perspective of the edited in the last decade has shown Andar por Aí [Walking Around] (2009), physical action of the child, in an original semantic richness. Cá em Casa Somos… [At Home We particular, the playfulness inherent Whether holding a leading role/ Are…] (2009), Nunca Vi Uma Bicicleta to it as an onto-phenomenological protagonist, often also assuming the e os Patos não me Largam [I’ve Never manifestation (Have-body movement responsibility of the report/discourse Seen a Bike and the Ducks Don’t Give and Be-body movement), and (in first person), or realizing some me Alone] (2012), by Minhós Isabel a literary interpretation, from of their routines, or, furthermore, Martins and Madalena Matoso as the decoding of its stimulating witnessing family and emotional well as in Depressa Devagar [Hurry verbal and pictorial discourses. relationships, in general, outdoors Slowly] (2009), by Isabel Minhós practice or playing, for example, Martins and Bernardo Carvalho.

Biography: Sara Reis da Silva has a PhD on Children’s Literature (CL) and is a Professor in the Institute of Education at the University of Minho (Braga, Portugal). Her teaching and investigation works are in the area of literary studies, particularly CL. She is a member of the: Research Centre in Child Studies (CIEC); research project Red LIJMI (University of Santiago de Compostela, Spain); project Gulbenkian/ Casa da Leitura (www.casadaleitura.org). She has participated in several national and international conferences and published widely: Dez Réis de Gente… e de Livros. Notas sobre Literatura Infantil (2005), Encontros e Reencontros. Estudos sobre Literatura Infantil e Juvenil (2010), among other books and essays. SKARET, ANNE Panel B8, Sunday 9 August 14.15-15.45 Meanings of relationships between girls and horses in contemporary Norwegian children’s literature in light of child health and well-being

Abstract: In the study Why the wild but rather from ethnographical and health and feelings of well-being. things are (2001) Gail F. Melson states sociological perspectives (see e.g. that scholars of child development Nikku 2005). This paper investigates The object of study is two Norwegian traditionally have had little to say representations of relationships series about girls and their about the meanings of children’s ties between girls and horses in relationships to horses: Anne Viken’s to animals. In children’s literature, contemporary Norwegian children’s (2012, 2013, 2014) series about the however, the impact of this literature, highlighting the meanings young girl Elise, and Ingeborg Arvola’s relationship has long been confirmed horses are ascribed in regard to the (2012, 2013, 2014) series about the by the numerous representations of child protagonist’s senses of health young girl Inghill. Drawing on studies different companionships between and well-being. As one typical feature of human’s relationship with animals children and animals. Not least is attached to narratives about girls and (Melson 2001), the analyses will focus this the case for the many narratives horses is ‘a horse in need’ requiring a on what part horses play in these girls’ about the relationship between girls loving and responsible young female lives. The overall aim is to uncover the and horses, which have constituted protagonist’s care (Hallberg 2003), special features which constitute the a genre on their own (Asklund 2013). I will argue that these relationships relationship between girls and horses, In spite of a long literary tradition, also may be mutual in the sense making it a powerful vehicle affecting such books have not been studied that horses can play a significant these young girl protagonists’ lives. to a large extent by literary scholars, part in regard to these protagonists’ 195

Biography: Anne Skaret, PhD, holds a position as Associate Professor of Scandinavian Literature at Hedmark University College, Norway, where she teaches children’s literature. Skaret is the author of Litterære kulturmøter: En studie av bildebøker og barns resepsjon (2011) about representations of cultural encounters in picturebooks, various articles on children’s literature, and co-editor of Empowering Transformations: Mrs Pepperpot Revisited (2014). She is also editor-in-chief of Nordic Journal of ChildLit Aesthetics. SKYGGEBJERG, ANNA KARLSKOV Panel H8, Sunday 9 August 11.30-13.00 War in Contemporary Danish Children’s Literature

Abstract: In this paper, I have charted childhood is created and constructed fare krigsmand [Dad, a Man of War] the depiction of war in contemporary in these books. What and how do by Mette Emilieanna Bruun (2013) Danish children’s literature. In the contemporary authors and illustrators and Lille Soldat [Little Soldier] by R.T. last decade several children’s books of Danish children’s books tell Rottbøll and Gabriel Diaz (2014). have been published about the war about war? How is the child reader in Afghanistan and other ongoing confronted with extreme situations The theoretical background of this military conflicts. These books are and the crucial consequences of war? paper is research in descriptions of in various genres from novels to What are the ethics, and are there war in children’s literature in general non-fiction picture books, and they any limitations of the content? (for instance Lydia Kokkola 2003, are made with several purposes from Gabriele von Glasenapp 2008), theory entertainment to classroom reading. The following four books will be about the construction of childhood They depict war in many ways and the primary examples of the paper, in children’s literature (for instance they address child readers at different Soldater græder ikke [Soldiers Don’t Hans-Heino Ewers 2001, Nina levels. What they have in common Cry] by Jesper Nikolaj Christiansen Christensen 2012) and genre theory is an ambition of realism and (2009), Operation Helmand [The focussed on the relation between sharing of knowledge (or education) Helmand Operation] by Benni Bødker fiction and non-fiction in children’s about war. My key question is how and Mads Themberg (2012), Far, literature (Nina Goga 2008).

Biography: Anna Karlskov Skyggebjerg is Associate Professor at the Faculty of Arts at the University of Aarhus, Denmark. She holds a PhD in Genre Theory and Children’s Literature. Her research interests include intertextuality in children’s literature, fantasy, historical novels and information books and the use and teaching of children’s books. She has published several articles in books and periodicals; her recent project has been on non-fiction picture books in Danish children’s literature.

SLATER, KATHARINE Panel H23, Sunday 9 August 14.15-15.45 Out of Many, One? History, Nationalism, and Caddie Woodlawn’s Uneasy Reunions

Abstract: In 1936, the American similar in many ways, their politics as these are socio-cultural ideals in Library Association granted the are opposed: Prairie vociferously line with the hegemonic ethos of Newbery Medal to Carol Ryrie Brink’s advocates for the importance of the Depression-era United States. In Caddie Woodlawn (1935), the highest autonomy and independence, its efforts to promote the survival honor given to a U.S. children’s book, while Caddie argues for a culture of of U.S. unity and cohesion at a time ignoring Laura Ingalls Wilder’s well- collaboration. Of the two, Prairie has of severe crisis, Caddie Woodlawn beloved Little House on the Prairie. had the greater cultural following creates a complex, uneasy project Published in the same year, set in and impact; the ALA, however, of national reunion, one enacted the 1860s, and semi-biographical, chose instead to select Caddie. primarily through a figure that both texts center on the adventures embodies the possibilities of idealized of two high-spirited girls who live In this paper, I argue that the citizenship: the white female child. with their white settler families ALA’s choice rewards Caddie’s Brink sets her novel during the on U.S. Midwestern homesteads. overt celebration of collaboration, Civil War, but Caddie’s investment While these books are remarkably interdependence, and unification, in unification also has significant 196

implications for the crisis moment versus undomesticated “savages.” It book is a poor crucible, failing to of the 1930s, which threatened attempts to synthesize the extreme melt its various heterogeneities into the disbanding of the nation-state. binaries of aggressive masculinity and a homogenous blend. Nevertheless, The novel’s dramatic conflicts passive femininity into something Brink disregards these consistent repeat a pattern of bitter division its child protagonist can successfully ruptures, refusals, and intersections, and happy resolution. Through this reproduce. It negotiates between declaring her project complete performance, Caddie not only invokes the present of the book’s writing in ultimately labeling Caddie “a nineteenth-century nationalist U.S. versus the imagined past of its fiction. pioneer and an American”: a girl discourse surrounding the difficulties Finally, it performs a geographic who successfully embodies multiple of postbellum reintegration, but reunion, consistently erasing the reconciled identities. In order to 1930s nationalist U.S. discourse that discursive distances between accomplish this reconciliation, Caddie called for a unified effort against disparate locations central to the Woodlawn resorts to character erasure the threat of economic disaster. text: the urban city and the rural and other elisions to guarantee homestead, the U.S. North and South, that the mélange of this narrative The book’s characters attempt to and England and the United States. remains homogenous. This action enact Caddie’s process of unification ultimately mirrors the erasure and through multiple ideological Importantly, however, these exclusions of ostensibly “race-blind” constructs that often overlap: racial, negotiations and integrations are and “humanist” New Deal policies gendered, temporal, and geographic. uneasy, always incurring the elisions designed to bring Americans together. Caddie negotiates between that define nationalist projects. While constructions of domesticated whites Caddie idealizes synthesis, often the

Biography: Katharine Slater is Assistant Professor of English at Rowan University in Glassboro, New Jersey, where she teaches courses on children’s and young adult literature. Her current book project examines the role of local place and space in twentieth- and twenty-first century writing for children. Recent publications include “‘Now We’re All Snug!’: The Regionalism of Little House on the Prairie” (Genre: Texts and Contexts 47.1) and “Putting Down Routes: Translocal Place in The Secret Garden” (Children’s Literature Association Quarterly 40.1). SLY, CATHY Panel M20, Monday 10 August 09.30-11.00 Intimations on childhood from reflections on silent graphic narratives

Abstract: Since Philippe Ariès be constructed in visual narratives, activates the “inner voice” of the publication, Centuries of Childhood this paper will examine the way reader who is thereby compelled to (1962), notions of childhood have it is depicted in two wordless be an accessory in the construction of attracted debate. Acknowledgement graphic novels, Hero of Little Street both the narrative and of childhood that it is not simply a biological stage, by Gregory Rogers and Scarygirl as a notional state of being. but rather a social construction open by Nathan Jurevicius. These two to the vagaries of changing socio- author/artists utilise the visual These two silent graphic narratives historical values and beliefs, has led codes and conventions of comics represent childhood from different theorists across a range of academic to convey elements associated with ends of a spectrum. In Hero of Little disciplines to focus on different childhood that elicit recognition Street the focal character is a little discourses of childhood. In recent and empathy from their readers. boy, who has the appearance of decades a significant area of study to a delightfully innocent, cherubic shed light on the nature of childhood Writing about wordless narratives, child. This boy has time to play and has been that of Children’s Literature. Peter Kuper argues, “Wordless picture aimlessly explore his world with It is from this perspective I wish to stories have a unique and especially curiosity and joy, finding adventure in examine two graphic novels and focus intimate relationship to their reader” unexpected places. On the contrary, on the ways they intimate childhood. (2008). Similarly, Art Spiegelman the titular character in Scarygirl is claims, “Comics have the power to a damaged little creature, cobbled As a mode of communication fly under the critical radar and dive together from human and non- that inevitably proclaims its own right into the brain” (2003). In accord human parts. She is on a mission, constructedness, the graphic novel with these comments, I would like scouring her futuristic world in search encourages readers to interrogate to argue that the use of the mute of a strange man who appears in its form as well as its content. In comics format in the delivery of her recurring dreams. Visually these order to glean how childhood may Hero of Little Street and Scarygirl children are worlds apart in terms of 197

physiological representation and their transhuman interpretation. However, that transcend their embodied temporal settings. The former adheres apart from their differences, these two identities. This paper will identify to a more traditional, Romantic child protagonists share a number ways the texts navigate notions of construction of childhood, while of traits that intimate “childness” “childness” and its embodiment the latter embraces a posthuman or and it is these endearing qualities in silent graphic narratives.

Biography: Cathy Sly is a PhD candidate in the School of Communication and Creative Arts at Deakin University, Melbourne, Australia. Currently she is researching notions of narrativity in graphic novels, with a particular focus on Australian graphic novels for children and young adults. She has taught English, Drama and History in NSW Department of Education high schools and has worked as a writer, editor and consultant for the School Libraries division of the NSW Office of Public Schools. Her recent publications include “Empowering 21st century readers: Integrating graphic novels into primary classrooms” in Picture Books and Beyond (2014) edited by Kerry Mallan. SMULDERS, SHARON Panel H13, Sunday 9 August 11.30-13.00 Creating the Eco-Child: Picturing Wangari Maathai and the Green Belt Movement

Abstract: Starting with seven Wangari’s Trees of Peace: A True Story contemporary picture-book seedlings in 1977, Wangari Maathai of Africa (2008); Donna Jo Napoli’s biographies retell Maathai’s life story had, by the time of her death in 2011, Mama Miti: Wangari Maathai and in order to foster an understanding become a legendary figure within the Trees of Kenya, illustrated by of global environmental issues. In the Green Belt Movement which, Kadir Nelson (2010); Jen Cullerton so doing, it will examine how such in its simplest terms, understands Johnson’s Seeds of Change: Planting works negotiate the visual and tree planting as fundamental to a Path to Peace, illustrated by verbal requirements of the genre civic education, political advocacy, Sonia Lynn Sadler (2010); Franck while engaging and promoting community empowerment, economic Prévot’s Wangari Maathai: La femme issues related to ecoliteracy, sustainability, and global biodiversity qui plantait des millions d’arbres, indigeneity, women’s rights, economic The first African woman to win the illustrated by Aurélia Fronty (French, subsistence, and environmental Nobel Peace Prize (2004), Maathai 2011; English, 2015). Analysis of justice. Accordingly, one key has since inspired several picture- these and other works reveals various question for investigation relates to book biographies, including Claire ecopedagogical strategies used by whether such picture books tend Nivola’s Planting the Trees of Kenya: authors and illustrators to encourage to situate environmental activism The Story of Wangari Maathai (English, environmental awareness in children. as exemplary or exceptional. 2008; Korean, 2008; Japanese, 2009; Spanish, 2013); Jeanette Winter’s This paper focuses on how

Biography: Sharon Smulders teaches in the Department of English, Mount Royal University, Calgary, Alberta. Specializing in children’s literature and nineteenth-century poetry, she has written on the work of such authors as Christina Rossetti, Robert Service, and Beatrice Culleton Mosionier. Most recently she published an essay entitled “‘We Are All One’: Money, Magic, and Mysticism in Mary Poppins” in Little Red Readings: Historical Materialist Perspectives on Children’s Literature. SNELL, HEATHER Panel M1, Monday 10 August 09.30-11.00 Toward Imagining a Different Kind of Poetics: An Analysis of Some Groundbreaking Poetry Anthologies for Children and Young People

Abstract: What counts as a poem less than “the world”? What kinds anthologies published since the for children or young people? Which of childhoods are created through late twentieth century, including poems get chosen as particularly the processes of selection, framing, Naomi Shihab Nye’s This Same Sky: significant or suitable for an and arrangement that are so A Collection of Poems From Around anthology of poetry for children or much a part of anthologizing? the World (1992) and Grace Nichols young people, particularly when and John Agard’s Pumpkin Grumpkin: the geographical scope is nothing In this paper I analyze some poetry Nonsense Poems From Around the 198

World (2011), both of which attempt this and other poetry anthologies, as lenses through which those to move away from the rather oriented as they are toward children perceived to be “other” are refracted. conservative anthologies that tend to and young people, always already And the stakes of this, as we cannot dominate the children’s book market suggests a limit in terms of what can help but see in the wake of recent by encompassing a broad and often and cannot be included. There is, then, efforts by a collective of artists to eclectic range of material collected a politics of anthologizing, as Richard discourage further American drone from around the world. Part of what Flynn rightly notes in his essay “The bombings in northwest Pakistan is at stake in these anthologies is not Fear of Poetry.” Here I build on Flynn’s through use of an enlarged image of only what does or does not count, astute remarks about poetry and a Pakistani child (“Not a Bug Splat”), first, as a poem, but also what counts poetry anthologies for children and are quite high. At risk of reiterating as a poem for children or young people young people to further interrogate what has now become a truism in and which—or whose—childhoods the ways in which some particularly children’s literary and cultural studies, count as legitimate and, for that groundbreaking late twentieth- and how we represent childhood impacts matter, recognizable. The fact that twenty-first anthologies of poetry profoundly how we identify and treat something like nonsense poetry—a mobilize normative discourses of actual children. This paper concludes, notoriously difficult-to-define genre― childhood at the same time that therefore, by highlighting the idea can look very different depending they seek to deconstruct them. that the scope and character of on the cultural context in which it something as seemingly innocuous is produced and circulated suggests This exercise, I argue, remains useful and innocent as an anthology that an anthology such as Nichols especially now, in a post-9/11 world of poetry for children and young and Agard’s should be more inclusive, in which both the figure of the child people can affect how youth around not just of children’s poetry but of and discourses of childhood, not the world are seen, not least by children and disparate childhoods. to mention a seductive “poetics of the young, transnational reading Yet the very design and marketing of childhood,” are continually recruited publics to which it is addressed.

Biography: Heather Snell is Associate Professor in the Department of English at The University of Winnipeg, where she works in the fields of postcolonial cultural studies and young people’s texts and cultures. Her current research includes a collaborative project on curations of Canada’s residential school history and two monographs: one that explores (ab)uses of the child figure in works that engage postcolonial urban poverty; and another that addresses mobilizations of discourses of cosmopolitanism in works by, for, and about young people. She has published in the journals Postcolonial Text, Children’s Literature Association Quarterly, and Jeunesse: Young People, Texts, Cultures. SON, EUN HYE Panel C23, Tuesday 11 August 09.30-11.00 Children’s Favourite Childhood Constructs: Identifying Patterns in Children’s Choices Award-Winning Narratives (2005-2014)

Abstract: The proposed paper falls years of the IRA Children’s Choices in narrative features in the awarded under the theme “Creating childhoods Literature. Each year 12,500 school narratives. Results are then compared through narrative, drama, poetry, children from five different regions to studies that focus on children’s illustration, film, and other media.” of the United States read hundreds reading preferences and practices, Writers, artists, and academics of newly published children’s trade by scholars such as Arthur Applebee variously create, interpret, and books and vote for the ones they like (1978), Gemma Moss and John W. re-create notions of childhood. best. Three different age groups of McDonald (2004) and Kathleen But what about children? How do children, beginning with readers in Mohr (2006). While we do recognize they participate in the process of grades K-2, 3-4 and 5-6 respectively, that both these and our own study creating notions of childhood through vote for their favourite books. are simply additional constructs of narratives? One could argue that Focusing on the award-winning body childhood and of child-readers, we an indirect mode of participation is of texts from the ten year period, do find value in allowing at least through choice; by choosing their a team of four researchers (two of some participation of child readers in favourite stories, children identify them actively involved in the project) these constructs by looking closely their preferred interpretations of analyse Children’s Choices from at the stories they seem to favour. childhood. The proposed paper 2005 to 2014. Their findings identify examines under this lens the past ten patterns, trends, character types and

Biography: Eun Hye Son is an associate professor in Department of Language, Literacy and Culture at Boise State University. She teaches undergraduate and graduate courses about children’s literature and literacy instructions. 199

SONG, HYUNHEE Panel C11, Sunday 9 August 11.30-13.00 “I couldn’t remember my childhood!”: Memory Theory of The Maze Runner and The Giver

Abstract: This paper focuses on Runner concerns enmity of regime similarities. They misunderstood the finding out the real meaning of and rapport by movement toward real meaning of memory. If someone human memory. Memory is both a recognition of existence. Thomas wants to be something, he or she necessary and sufficient condition of and Teresa do not remember their changes in their naive condition just self, and therein, personal identity, own memory. Their memories are like a baby. They think they are happy so finding memory is a self-process blocked by ‘the Glade, a Griever, and in their world without realizing that between ordinary and special work. The Wicked Group’. The Giver is a their utopia has become a dystopia. Self is a thinking intelligent being very similar story, with the Utopian However, some memories come up that has reason and reflection, and society gradually appearing more and with very scary things and we have can consider itself as itself the same they are satisfied with a limited world to confront its real meaning. The thing in different times and places. I without their own thinking. They want purpose of this paper suggests that am trying to analyse memory through to conform, except for ‘the giver’ who human beings must get through all The Maze Runner and The Giver by is the receiver of memory. The Maze of emotions from birth to death. Lockean Memory Theory. The Maze Runner and The Giver have many

Biography: Hyunhee Song was born in Daejeon, South Korea. She got a doctoral degree with her thesis ‘Children’s Literature and Ecofeminism’ in February 2013. She subscribes to various journals. She is going to be a number one professional lecturer in field of children’s literature in South Korea and in the world. She has translated Andrew Lang’s Fairy tales; Brown Andrew Lang. She is writing sorts of gothic narratives; Zombie, Supernatural etc., related to Children’s Literature. She is currently a research professor in Hannam University.

SPANAKI, MARIANA Panel M18, Tuesday 11 August 09.30-11.00 Reflections on “Two Dolphins” a film by Dinos Demopoulos (1989/1993): Healing through travelling

Abstract: The paper will focus on that have given central position to The film juxtaposes children and the adaptation of a Greek children’s childhood within the Greek Cinema. adults in their attitudes and fears novel and discuss the film version of Games and literacy are interchanged towards tuberculosis, with children the narrative. It will examine notions in successive episodes. The somewhat taking a more central stage and of childhood and illness, and the idyllic childhood of a rural child is helping a child in hiding who bears visual landscapes of the film set in explored. The film draws from the the marks of the illness to survive the 1930’s. This film is highly used director’s childhood and at parts it illness and the fearful community, in elementary schools in Greece operates as mediated life writing thus re-creating his life. The paper particularly for discussing the histories from the early years of his life in a will also discuss the novel/film by of childhood, issues of acceptance small village near the sea. Reference looking at issues of representations and illness and bullying within a will be made to illnesses considered of body illness and alterities within community. It is one of the few films contagious for adults and children. recent children’s fiction from Greece.

Biography: Dr. Mariana Spanaki holds a PhD from the University of Birmingham, UK. She is currently teaching Children’s Literature Studies, The University of Ioannina, Greece. Her research interests include: Gender and Translation studies, Children’s and Young Adults Literature, Historical Fiction. Her more recent book is on Nikos Kazantzakis and Children’s Literature. She is currently working on a Children’s Literature book project and a poetry collection. 200 STEINER, STAN Panel C23, Tuesday 11 August 09.30-11.00 Children’s Favourite Childhood Constructs: Identifying Patterns in Children’s Choices Award-Winning Narratives (2005-2014)

Abstract: The proposed paper falls years of the IRA Children’s Choices in narrative features in the awarded under the theme “Creating childhoods Literature. Each year 12,500 school narratives. Results are then compared through narrative, drama, poetry, children from five different regions to studies that focus on children’s illustration, film, and other media.” of the United States read hundreds reading preferences and practices, Writers, artists, and academics of newly published children’s trade by scholars such as Arthur Applebee variously create, interpret, and books and vote for the ones they like (1978), Gemma Moss and John W. re-create notions of childhood. best. Three different age groups of McDonald (2004) and Kathleen But what about children? How do children, beginning with readers in Mohr (2006). While we do recognize they participate in the process of grades K-2, 3-4 and 5-6 respectively, that both these and our own study creating notions of childhood through vote for their favourite books. are simply additional constructs of narratives? One could argue that Focusing on the award-winning body childhood and of child-readers, we an indirect mode of participation is of texts from the ten year period, do find value in allowing at least through choice; by choosing their a team of four researchers (two of some participation of child readers in favourite stories, children identify them actively involved in the project) these constructs by looking closely their preferred interpretations of analyse Children’s Choices from at the stories they seem to favour. childhood. The proposed paper 2005 to 2014. Their findings identify examines under this lens the past ten patterns, trends, character types and

Biography: Stan is a literacy professor in the Department of Literacy, Language and Culture at Boise State University. His research interests are with literature for youth with emphasis on motivation, choice, authenticity and multicultural literature. STEWART, KATE Panel C14, Tuesday 11 August 16.15-17.45 Vegan children’s literature: Contesting domination and socializing compassion for animals

Abstract: This paper draws on our narrative arcs that link the loss of these examples and in ‘classics’ of recent research (Cole and Stewart companionship and empathy for children’s literature as a whole. 2014) which critically analyses nonhuman animals with human the socialization of human uses of maturation through adolescence A key aspect of the sloughing of other animals, as ‘resources’ for (Stewart and Cole 2009). The childish empathy is accepting the food, clothing, play, entertainment, former is illustrated by the impact domination of other animals as education and so on. This is pursued of the publication of Black Beauty normal, natural and pleasurable; through a consideration of the (1877), which arguably contributed a sine qua non of the socialization interlinked roles of practices and to ending the use of the painful process. We argue that this represents representations in this socialization bearing rein on horses, and the latter a deformation of children’s capacities process, with children’s literature by Kipling’s Jungle Book (1894), for ethical agency vis-a-vis other one way in which children encounter which tells a story of a childhood animals. In this long-established dominant representations of other characterised by association with literary and wider cultural context, animals; representations which nonhumans, an adolescent phase as explicitly vegan children’s literature enjoin ‘normal’ modes of behaviour an outsider struggling to shake off has recently emerged as a distinct towards them (to love them, childhood symbols, and eventual genre. Works by authors and spectate them, eat them etc.). return to a ‘human’ life. There is illustrators such as Ruby Roth, therefore an implicit infantilization Dan Bodenstein and Carlos Patiño A dominant theme in children’s of other animals themselves (as challenge the cultural objectification literature about other animals is dependent on human ‘care’ or as of animals and facilitate the sensibility the cultural juxtaposition of moral appropriate companions for infant of other animals as agential beings messages about (limited) duties humans), and an infantilization of in children’s experience. Crucially, of care owed to certain groups ethical concern for other animals this genre of literature fragments of nonhuman animals, alongside among humans, running parallel in the categorization of other animals 201 into more or less exploitable ‘types’ The genre therefore deploys both this paper, we therefore argue for the and collapses the distance between discourses of inter-species similarity value of engaging children with this humans and other animals by and difference to provide children emerging literary genre, to facilitate emphasizing our shared interests with the conceptual tools for ethical their flourishing as compassionate, in pursuing our species-specific agency in spite of the dominant critically engaged ethical agents. forms of sociality and joie de vivre. literary culture’s contrary tendency. In

Biography: Dr Kate Stewart is a Lecturer in Social Sciences at the University of Nottingham. Publications: Cole, M. & Stewart, K. (2014) Our Children and Other Animals: The Cultural Construction of Human-Animal Interaction in Childhood, Farnham: Ashgate. Stewart, K. & Cole, M. (2009) ‘The conceptual separation of food and animals in childhood’, Food, Culture and Society, 12 (4): 457-476.

STRONG-WILSON, TERESA Panel H19, Sunday 9 August 09.30-11.00 Seeing Postcolonial Children’s Literature through Multidirectional Memory: Canada and Brazil

Abstract: This paper looks at the original). From 2006 until 2013, New Zealand (Bradford, 2007). the potential of multidirectional a pan-Canadian group of women However, Latin America presents a memory to provide a theoretical scholars in education have been vital context to bring into postcolonial framework for the international engaging teachers with Canadian dialogue, not simply because it has study of childhoods as read through children’s literature, first with pre- not received sustained attention the prism of postcolonial children’s service teachers and multicultural (Natali, 2011) but, in keeping with literature. The paper will bring to bear picture-books (2006-2009) then multidirectional memory, because of selected children’s literature from two with in-service, classroom teachers what can be learned; Latin America countries: Canada and Brazil. “What and social justice literature (2010- became a “template” for “imperial happens when different histories 2013) (Johnston & Bainbridge, 2013). designs” as well as developed a “rich confront each other in the public In these studies, we have found it and vibrant language” of resistance sphere?”, Rothberg asks (2009, p. useful to draw on a memory lens to (Ortega, 2011, p. 289), including in 2). Postcolonial literature engages better understand teachers’ notions children’s literature. For instance, the legacies of colonialism: “slavery, of childhood and children’s literature in Brazil, children’s literature as migration, oppression and resistance” (Strong-Wilson et al., 2014); in the well as promotion of literacy for (Quayson, 2011, p. 6). Even though Quebec context, we have especially children began to flourish precisely the struggle to be heard proceeds focused on teachers’ engagement when the country was governed by from knowing the harmful effects of with Indigenous children’s literature a military dictatorship; the Brazilian being silenced, competitive notions (Strong-Wilson & Phipps, 2013; branch of IBBY was founded in of memory have implicitly informed Strong-Wilson, Yoder, & Phipps, 2014; 1968 (Serra, Machado, & Miranda, study of collective memories (nations, Yoder & Strong-Wilson, 2014). A new 1994). Literature in Canada written groups, literatures), which then find pan-national study will investigate by Indigenous authors started to be themselves vying for space and Canadian teachers’ classroom published at about the same time attention. Multidirectional memory engagements with postcolonial (Lutz, 1997), when there was also a presents an alternative to this literature that is international in strong push for Indigenous control scenario. “Against the framework that scope (Johnston, 2014). Studies of of education for their own children understands collective memory as postcolonialism have largely focused (National Indian Brotherhood, 1972). competitive memory—as a zero-sum on the African and Indian continents This proposal will seek to develop struggle over scarce resources—I (Natali, 2011). In children’s literature, a multidirectional memory lens on suggest that we consider memory as study of the effects of European postcolonial children’s literature in multidirectional: as subject to ongoing (especially British) colonialism has two countries that share legacies negotiation, cross-referencing, and predominated (McGillis, 2000), of colonialism and resistance borrowing; as productive and not including on Indigenous populations through children’s literature. privative” (Rothberg, p. 3; emphasis in in North America, Australia and

Biography: Strong-Wilson is an Associate Professor in the Department of Integrated Studies in Education at McGill University, Montreal, Canada. Her areas of interest lie in literacy/ies, stories, children’s literature, memory, social justice education and Indigenous education. She has authored or co-authored articles in such journals as Changing English, Children’s Literature in Education, Educational Theory and Teachers and Teaching, and has authored or co-edited various books, including Bringing Memory Forward: Storied Remembrance in Social Justice Education with Teachers (Strong-Wilson; Peter Lang, 2008) and Productive Remembering and Social Agency (Strong-Wilson, Mitchell, Allnutt, & Pithouse-Morgan, eds.; Routledge, 2013). 202 SUNDMARK, BJÖRN Panel C12, Wednesday 12 August 11.30-13.00 The Child Robinsonade

Abstract: Ever since Robinson Crusoe use of how these recurring motifs waters of variously deserted children, by Daniel Defoe (1719), the desert are used in the child Robinsonade. A and how the child Robinsonade island has been used, among other second focus in this paper is to bring evolves over time. Thus we see how things, as a vehicle for discussing ideas up the child Robinson as historical- the derring-do and supremacist about society and nature. Moreover, literary (and even mythical) construct. position of The Coral Island and Two because of its early adoption into The texts under scrutiny will be: R. Years’s Vacation is replaced by a the canon of children’s literature, it is M. Ballantyne’s Coral Island (1857), humanist and inclusive perspective also a key text about childhood and Jules Verne’s Two Years’ Vacation in The Island of Shipwrecked Children; the child. Robinsonades, whether (1888), Lisa Tetzner’s The Island of and how the dystopian vision of for adults or children, share certain the Shipwrecked Children (1944), Lord of the Flies is ranged against the motifs: isolation, self-reliance and William Golding’s Lord of the Flies Marxist utopianism of The Secret survival of the shipwrecked; the (1954), Sven Wernström’s The Secret Islanders. Finally, in a postcolonialist strange environment and encounter Islanders (1966) and Terry Pratchett’s and postmodern move, the desert with alien others; the building of Nation (2008). In the chosen texts island topos seemingly turns back to a new society/civiliza¬tion; and, the child characters display a high its origins with Nation – in a parallel finally, the escape and re-integration degree of autonomy; these are universe. What the implications of the shipwrecked with the world. narratives where un-chaperoned are for the real child Robinsons of The focus here, however, is on the children are shipwrecked and build this world remains to be seen. child Robinsonade and the kind of their own communities without adult childhoods imagined and created in supervision and caretaking. These are these works. And the analysis makes texts that chart the murky, ideological

Biography: Björn Sundmark is Professor of English at Malmö University, Sweden, where he teaches and researches children’s literature. His work has appeared in several journals, including Children’s Literature in Education, Bookbird, Barnboken, Jeunesse, The Lion and the Unicorn, International Research in Children’s Literature and BLFT; and in several edited collections, including Beyond Pippi Longstocking, Retranslating Children’s Literature and Empowering Transformations. Sundmark is, moreover, the author of Alice in the Oral-Literary Continuum (Lund UP) and the editor (with Kit Kelen) of The Nation in Children’s Literature (Routledge). He is the current editor of Bookbird and a member of the Swedish Arts Council. SURMATZ, ASTRID Panel M33, Tuesday 11 August 16.15-17.45 Intermedial Childhoods: Creating Arctic Childhood in Frozen

Abstract: Drawing on classical already vague referentiality of the coast, but in a timeless way. In this Scandinavian and Western painting, fairy tale and renders a generalized way, the “Frozen” film creates an the Scandinavian literary and filmic fantasy image of a North that island in time almost unabashed tradition, exploration history and is still identifiably Scandinavian, by inconsistencies. Also musical the recent climate debate amongst mostly Norwegian, integrating both elements in the film add several others, the film Disney cartoon film traditional imagery and standard film layers of meaning, integrating ethnic, “Frozen”, released in December 2013 stereotypes. It seems to promote Scandinavian, Hollywoodesque and connects a multitude of media with a modernized fairy tale context, post-postmodern aspects. As in many a Northern theme. It is partly based changing various elements of the retellings, the adaptation process on actual research in Scandinavia but original fairy tale plot. Work with the shows a forward and a backward it also heavily leans on the Danish film script witnesses the difficulty of movement at the same time, author Hans Christian Andersen´s adapting the plot to a more modern transporting ideological aspects into fairy tale “The Snow Queen” from the view of gender, relationships, adult- a new and yet not entirely renewed 1840s and traits from several other child power relations and taboos. context of a multimedia fantasy fairy tales. The home of Andersen´s There is ample reference to expedition and revised Scandinavian imagery, Snow Queen is the mythical island of vessels stranded in coastal ice, as the which makes the fictional place an Svalbard or Spitsbergen as it is called Franklin expedition recently recovered attractive insular exotic place. in the fairy tale. The film reduces the off an island on the Newfoundland 203

Biography: Dr. Astrid Surmatz, FLS, teaches Scandinavian literature and general literature at Amsterdam University as a tenured Assistant professor. She is also a Research fellow at Linnaeus University in Sweden and a member of the APECS council. Her publications include books on international and intermedial children´s literature, picture books, fairy tales, crime novels, drama, postcolonial research and theory. She has been on the previous and current IRSCL Board as the Awards and Grants coordinator. SUZUKI, HONAMI Panel H8, Tuesday 11 August 16.15-17.45 A Study of the Relation between Body and the PictureBook: Focusing on Hiroshi Kagakui’s Creative Works

Abstract: Hiroshi of Kagakui’s picturebooks is to in incorporating the inner body. Kagakui(1955-2009) in his four create a sympathetic resonance Consequently the reader and the work years’ activity made 15 works. His with their intended readers, can share the common consciousness protagonists are all chosen from especially small children. and enjoy happy feelings. This items used daily life such as pots, sets fundamental sense of unity results of futon and foods. Each has a face, His characteristic is best expressed in Kagakui’s capability of appealing arms, and legs. As their humorous in Ofuton Kaketara., 2009. Its to the inner body. The reader figures evoke a spontaneous smile theme is “sleep”. Kagakui made enjoys sharing mutual empathy from the reader , we have the free use of the all the structural with his humorous protagonists. impression that the physical body elements of the book (images, text, accepts their beings. The chief aim binding, printing, etc.) and succeeds

Biography: Honami Suzuki, Associate Professor of Department of Preschool Education at Okazaki Women’s Junior College, Japan. She is interested in picture books. Her papers include “The Expression of “Life” in Picture Books: Focus on Relationships with Readers” (PhD thesis, Baika Women’s University) and “A study of Ofuton Kaketara by Hiroshi Kagakui”(2014). 204

TAKEUCHI, MIKI Panel M14, Tuesday 11 August 11.30-13.00 Creating childhood in Japanese modern fantasy: The case of the Moribito series

Abstract: This paper explores a new true protagonist in Tom’s Midnight protected and loved by her stepfather. image of childhood in Japanese Garden is old Mrs. Bartholomew She retrieves her childhood and modern fantasy, showing the case because Tom’s ghostly experiences in this recovery pushes her forward. of the Andersen Award-winning the garden may be the result of her fantasy fiction, the Moribito series memories.(Nikolajeva 2002:51) Thus In fairy tales, for example, Emperor’s (1996 – 2007) by Nahoko Uehashi. the memory of childhood can be the Clothes by Andersen, a child has the The protagonist of this series is Balsa, key element to drive the story forward power to overturn the established a thirty-year-old female bodyguard. instead of the child protagonist. “truth” because of his or her innate Her age is clearly stated on the very innocence. In our daily life, on the first page in the original Japanese The theme of this fantasy is Balsa’s contrary, it is not children but adults version, but it is expressed vaguely lost childhood and its recreation. In who have the power to survive. As a in the English version because volume one, Balsa is forced to accept contemporary fantasy, the Moribito the publisher in the U.S. thought her role as the guardian of Prince series reflect this stark reality. A that a middle-aged woman is not Chagum by accident, but as she weak child can survive only with an appropriate protagonist for travels with him closely, her mission support from adults’ affection. The children’s literature. However, the of protecting him becomes the most childhood is the period when one adult protagonist empowered by her significant task for her even if it costs should be protected. However, even childhood memory like Balsa can be her life. Coincidentally this experience if it may seem to be paradoxical, a protagonist for children’s literature. of protecting someone reminds her the memory of this period would of her own suppressed memory being become a resource for reproducing A child protagonist is not always of protected in her childhood. In power to protect children of the necessary for children’s literature. volume two, Balsa goes back to her next generation. The created As Maria Nikolajeva showed an home country to face her past and childhood has power in time lag. example of sophisticated reading, the realizes that she has certainly been

Biography: Dr. Miki Takeuchi is a lecturer at Ferris University, Japan. Her newest book based on her dissertation is Why Momoko Ishii’s Translations Attract Children: The Secret of the Style of Translating Voices (Kyoto: Minerva, 2014). This book has won the Japan Children’s Literature Association’s Prize for new researchers. Her main fields of interest are translations of children’s literature, Japanese fantasies and reader’s response to picturebooks. Her paper include ‘Lily Takes a Walk by Satoshi Kitamura – a picturebook which stimulate the children’s ability of creative reading’ in Themes of Multicultural Children’s Literature in English (Minerva, 2011).

TANDOI, EVE Panel M39, Monday 10 August 09.30-11.00 Negotiating and Transforming Meaning: A case study of children reading hybrid novels in the primary classroom

Abstract: My paper will explore discussions and writing exercises. herself as a misfit and an outsider. some findings from my doctoral Then I will go on to examine how research on children reading hybrid The book the children engaged with the children disputed and negotiated novels (novels with integrated visual during the case study was David a shared understanding of the elements) in the primary classroom. Almond’s My Name is Mina. Therefore, protagonist through class discussions In this presentation I shall use data I shall begin my presentation by and individual writing exercises. In this from a seven-week case study in a briefly showing how its multimodal section I am specifically interested year six class to focus on the ways in and metafictional elements are used in the differences of opinion that which the children negotiated and to construct a portrait of a young girl My Name is Mina occasioned within transformed meaning through class who, through her writing, positions the class and at times within a 205

single child. The second half of my the content and structure of My shall be particularly attentive to the presentation will focus on one way Name is Mina to create their own possibility of dialogical moments in which the children were invited to representations of childhood. and relationships between children, take on and transforms aspects of texts and teachers. My working the text in their own talk and writing. My analysis of the hybrid novel, the hypothesis is that the multimodal Throughout the project they were class discussions and the children’s and metafictional characteristics asked to keep reading journals and critical and creative transformations of hybrid novels in general, and My invited to use these journals as ‘spaces will be structured by a Bakhtinian Name is Mina in particular, offer for thinking.’ My focus in analysing understanding of heteroglossia and unique opportunities for creating these journals lies in examining the dialogism. This will enable me to and transforming representations ways that the children responded work across these three very different of childhoods in the primary to the relative freedom of the blank spaces, comparing and contrasting classroom. This presentation page and used it as a way of creating the ways in which meaning is made, will explore and question this semi-autobiographical multimodal negotiated and transformed within hypothesis before opening the texts that drew on elements of a heteroglossic structure. Therefore I floor for further discussions.

Biography: Eve Tandoi is a PhD student at the Faculty of Education in the University of Cambridge. Her research looks at children reading hybrid novels (novels with integrated visual elements) in the primary classroom. She is a co-editor for the latest special edition on children’s literature of The Cambridge Literary Review and has published an article on My Name is Mina in Barnboken.

TANIGUCHI, HIDEKO J Panel M24, Monday 10 August 11.30-13.00 The Representation of the Child and Childhood in The Princess Who Loved Insects

Abstract: The Princess Who Loved and stereotyped perspectives, the animated film based on the comics, Insects [Mushi Mezuru Himegimi], an child can seek to be him/herself and Nausicaa of the Valley of the Wind old Japanese fairytale believed to to penetrate into the hidden truth, (1984), Miyako Moriyama’s picture be written sometime between the and can perhaps have a power to book, The Princess Who Loved Insects 10th and the 14th century, is of great bring about a change. At the same [Mushi Mezuru Himegimi] (2003), significance for its representation time, the protagonist’s firm refusal Katsushige Shibata’s The Adventure of of the child. The Princess Who to follow conventional norms the Princess Who Loved Insects [Mushi Loved Insects introduces the female imposed on grownups paradoxically Mezuru Hime no Boken] (2007), and protagonist, presumed to be pre- or implies the fact that no one can Jean Merrill’s English picture book, The early adolescent, who loves and stay a child forever and childhood Girl Who Loved Caterpillars (1997). collects caterpillars and rejects with naïve freedom will come to plucking her eyebrows and blackening an end, just like caterpillars grow This presentation will analyze the her teeth, though she is supposed and transform into butterflies. representation of the child and to be old enough to conform to the the significance of childhood in decorum. The anonymous writer The representation of the child and The Princess Who Loved Insects. An depicts the protagonist’s logical childhood in The Princess Who Loved examination of the above-mentioned and sensible arguments against the Insects has influenced and inspired works, inspired by The Princess Who criticisms of her unconventional contemporary creators and writers Loved Insects, will follow in order to behaviors and her penetrating of children’s literature to create their clarify why this unique representation criticisms on the stereotypical and own versions and adaptations. Such of the child and childhood has superficial perspectives of grownups. examples can be seen in Hayao been welcomed by contemporary The protagonist embodies the Miyazaki’s comics, Nausicaa of the writers and creators and how it is author’s image of the child: being Valley of the Wind [Kaze no Tani reflected in the creation of the child free from conventional restrictions no Naushika] (1982-1994) and his and childhood in their works.

Biography: Hideko Taniguchi is a professor at Kyushu University in Japan. Her current research interests are in gender in children’s literature, fairytales, comics, and animated films. Her latest papers are “Rhetorical Cross-Dressing in Boku wa Kaguyahime [I am Princess Kaguya]” (in Japanese, 2012) and “Cross-dressing in Girl in Blue” (in Japanese, 2014). 206 THACKER, DEBORAH Panel M25, Tuesday 11 August 09.30-11.00 Complicity, Conspiracy and Collusion: Children as co-storytellers in fiction and real-world inter-actions

Abstract: Building on previous Kipling’s Just So Stories, J M Barrie’s anthropologists such as Shirley Brice research on fictional representations The Little White Bird and Roald Dahl’s Heath, and more recently, storytellers of the child as storyteller, this paper The Witches, among others, provide such as Jack Zipes and Pie Corbett, will explore the ways in which the examples of narrators colluding these fictional examples will be act of storytelling is portrayed as a with child characters to construct discussed in the light of recent theory way in which children, as characters stories, often subverting familiar and practice, in order to compare and as participants, achieve powerful tales, or engaging playfully with the the transformative potential of these positions. Fictional representation transmission of power inherent in ‘collusions’ as represented in fiction, of children sharing the construction the expected relationship between with the efforts of practitioners. I of narratives, such as the retelling adult author and child reader. These will argue that, while examples in of myths and folktales with adults, examples will be used to consider fiction may say more about adult will be considered alongside the the extent to which acts of co-telling concerns with their own storytelling growing emphasis of encouraging constitute challenges to the expected power, the educational aims of children to become storytellers power relations in children’s literature. practitioners can often erase any of as an aid to developing expressive the subversive power of complicity abilities, engaging with diversity and Framed by the work of psychologists, seen in fictional representations. strengthening social skills. Rudyard such as Jerome Bruner,

Biography: Deborah Cogan Thacker has recently retired from the School of Humanities at the University of Gloucestershire. She is co-author (with Professor Jean Webb) of Introducing Children’s Literature: From Romanticism to Postmodernism (Routledge, 2002), and various articles and chapters on theoretical approaches to children’s literature. Two of these are collected in Children’s Literature: Critical Concepts in Literary and Cultural Studies (ed. Peter Hunt, 2006). She has recently published on Roald Dahl (2012) and JRR Tolkien (2013), and is currently working on several research projects on the representation of child language in fiction and poetry.

THOMAS, ANGELA Panel B12, Sunday 9 August 11.30-13.00 Embodied shame in Britt and Arsenault’s graphic novel Jane, the fox & me

Abstract: This paper uses feminist complex social discourses related to effect of these discursive practices post-structuralist theory to explore bullying and peer relationships within as inscribed on (McNay, 1992) and how the emotion of shame is the school narrative. Insights into resisted by (Foucault, 1979; Ussher, constructed in Fanny Britt and Isabelle how shame is manifested through 1997) Hélène leads to practices of Arsenault’s graphic novel Jane, the the body (Brooks Bouson, 2009; body regulation (McNay, 1992), and fox & me. Gender, subjectivity, Sedgwick & Frank, 1995; Probyn, the desire for invisibility (Malson, embodiment, control and the paradox 1995; Wurmser 1977) will be explored 1998). Particular moments within of self-production/destruction within psychoanalytical frameworks the narrative which shed insight are the strands that are clearly of desire, fantasy and anxiety (Lacan, into the manifestation of shame will interwoven in the everyday discourses 1958) to understand how Jane, the fox be selected and analysed closely and discursive practices in which & me reflects contemporary feminine using critical multimodal discourse the emotions of the protagonist investments in certain subject analysis (Halliday & Matthiesson Hélène are constituted. The paper positions and practices, such as body 2004; Martin & White, 2008; Kress will draw upon Foucault’s theory shaming, body image distortion & van Leeuwen, 2006; Painter, 2008; of subjectivity (1972) to theorise (BID) and eating disorders (Malson, Painter, Martin & Unsworth, 2013). how Hélène is positioned within 1998). The paper will show how the

Biography: Angela Thomas is a senior lecturer in English education at the University of Tasmania. Her research interests include girls and embodiment, multimodal authoring, and the gothic in fairy tales. She has authored, co-authored and edited three books about: children’s literature, the fusion of narrative and media, and young people’s fan fiction. Angela co-created of the Second Life space Virtual Macbeth, and the storytelling application, iFiction. 207 THOMAS, EBONY ELIZABETH Panel M21, 10 August 09.30-11.00 Toward a Theory of the Dark Fantastic: The Role of Racial Difference in Speculative Young Adult Literature and Media

Abstract: In this paper, I argue that and teens, have been unexamined describing my construct of the dark the presence of a Dark Other in sites of racialized haunting. However, fantastic. After grounding the project most texts of speculative fiction the deeply rooted tradition of the in my lived experiences as an insider/ (across genre and mode) creates an Dark Other-as-monstrous still outsider of the genre, I turn toward ontological dilemma. The way that haunts our cultural consciousness. Toni Morrison’s landmark critique of this dilemma is most often resolved In social media, we can observe race in American literature, Playing is by enacting symbolic and/or actual this haunting in the rejection of in the Dark. I use Playing in the Dark violence against the Dark Other as Rue in The Hunger Games as the as well as other key texts across the inevitable resolution of the tale. symbolic mockingjay by young fans. disciplines as a guide for framing the This is what the readers and hearers In classrooms, we recognize the dark fantastic as I have encountered of the fantastic expect, for it mirrors lingering nightmare when students it in operation across texts, authors the spectacle of symbolic violence complain about reading books with and creators, genres and modes, and against the endarkened and the multicultural authors, because affinity groups, bridging Morrison’s Othered in our own world. It is a they say they cannot relate. At fan reading of the Africanist Other in familiar template, an archetype that gatherings and conventions, we American romanticism to my own comforts, especially when the real witness outrage over the sight of reading of several transmediated texts world is uncertain, ever changing, and Angel Coulby’s dark Guinevere on of the fantastic, including The Vampire disempowering. All of these ideas are BBC’s Merlin and Idris Elba’s mighty Diaries and The Hunger Games. A dark prevalent in the traditional fantastic, Heimdall in the latest big screen fantastic reading reveals an eerie cycle and they haunt young people and incarnations of Marvel’s Thor comic that moves inevitably from spectacle adults of color alike. This monstrous, series. Critics and pundits blame the to hesitation, from violence to mirrored, and othered Self follows youth of today for this intolerance; haunting, and can only be subverted youth of color into the classroom, however, few acknowledge through emancipation. I explore my as they participate in book clubs that children’s and young adult proposed cycle through the lens of and digital fan cultures, and as they literature have shaped the racialized critical race theory, counterstorying consume and respond to media. consciousness, preferences, and Jeffrey Jerome Cohen’s theses of expectations of young people across monster culture from the perspective Children’s and young adult literature, the world from earliest childhood. of those readers rendered monstrous and the television, movies, and by the imaginative genres – Internet sites geared toward children I begin the paper by defining and children and youth of color.

Biography: Ebony Elizabeth Thomas, Ph.D. is an assistant professor in the Division of Reading/Writing/Literacy at the University of Pennsylvania’s Graduate School of Education. A former Detroit Public Schools teacher, Dr. Thomas’ program of research is most keenly focused on children’s and adolescent literature, the teaching of African American literature, and the role of race in classroom discourse and interaction. Dr. Thomas is a former NCTE Cultivating New Voices Among Scholars of Color Fellow, and was elected by her colleagues to serve on the NCTE Conference on English Education’s Executive Committee. Dr. Thomas’ early career work received the 2014 Emerging Scholar Award from AERA’s Language and Social Processes Special Interest Group. THOMAS, ANTO Panel C13, Wednesday 12 August 09.30-11.00 Constructed / Constructive Childhood: Urban Knowledge Creation and the Socio-Spatial Construction of Child-Identity in India

Abstract: Eurocentric interpretations experiences for all children, and in studies present an alternative to of the social construction of turn perpetuate a homogenous this concept of childhood studies childhood dominate critical discourses concept of childhood that upholds the that critiques it, while attempting to in children’s literature even though concerns of the rich, the sophisticated, decolonize the corporatizations of the institution of childhood varies the educated, the middle class, and polemical constructions of childhood. cross-culturally. These Euro-American pamper the upper-caste values in Real children aren’t mere artificial concepts of childhood are globalized indigenous children’s literature and social constructs; they assume perspectives, imported as universal culture. Yet scholars of cultural agency and adopt subject positions 208

to establish their own value systems. value system. A study of the nuances children themselves create and of urban knowledge creation and recreate their childhood. A study of Thus, childhood is worthy of study the spatial study of children’s texts the role of urban learning creation in in itself and not just in the context can be revealing in developing a new facilitating the spatial construction of of its social construction by adults. paradigmatic approach to creating childhood in the literary and cultural Children are also actively involved in the constructiveness of children texts of rapidly urbanizing countries the constructions of their own social and childhood. The activity space like India is engaging as it explodes lives while simultaneously altering of children includes home, school, the creative ways that children others’, and then they transform the neighborhood, city centre, and the function in society and construct society in which they live. Children cultural as well as natural spaces meanings of place regardless of are constructive and active agents of and they all shape and influence their socio-economic constraints. change and not mere passive subjects the behaviour, the spirit, sociability, or structural determinants of the play, health, and the physical and Not limiting the references to construction of childhood. Children’s mental well being of children; children’s literature, films, and the literature criticism has mainly focused yet, until recently, space has been visual media, the textual studies in on the construction of childhood given little attention in children’s this paper include other divergent and it has not often considered the literature studies. In fact, space acts aspects of popular culture and concept of the child as constructive, as the nexus where society and place episodes from the real life of children. although children are creators and converge in the child’s life, where city not just consumers of the constructed may be a backdrop against which

Biography: Dr. Anto Thomas Chakramakkil is Associate Professor of English in St. Thomas College (Autonomous), Thrissur, Kerala, India. He has edited two books of essays in children’s literature studies in India and has published articles in Indian and international journals. He has also received various fellowships including the Fulbright scholarship to USA, Indo-German Cultural Exchange Fellowship to Goethe University Frankfurt am Main and Hermes Postdoctoral Fellowship to Paris XIII University.

TOSI, LAURA Panel H20, Sunday 9 August 14.15-15.45 Childhood and Genres in Italy and the United Kingdom

Abstract: Similar genres in different Kingdom. Other genres provide ethos of egalitarianism and the ability countries can serve different similar information; the ‘realistic’ ‘to feel’, and was seen as the only way purposes and offer remarkably school story genre, which seems for the country to overcome linguistic different constructions of childhood. to be rooted in British culture, is economic and social differences. A comparison of Le avventure emblematic. Childhoods created by Children needed to become di Pinocchio (1883) and Alice’s the school story – a matter of class compassionate and good-hearted Adventures in Wonderland (1865) segregation in the UK, and trans-class citizens. In contrast, the values at provides not only depictions utopia in Italy – can be illustrated the core of the 19th English public of specific, historically-rooted by comparing Edmondo De Amicis’s school story (muscular Christianity, childhoods, and the ways in which Cuore (1886) with Thomas Hughes’s fair play, loyalty) prepared fantasy and reality interact, but Tom Brown’s Schooldays (1857). students for roles in the Empire. also insights into the imagologies The Italian state school of post- surrounding Italy and the United Unification Italy was built on the

Biography: Laura Tosi is associate professor of English Literature at the Università Ca’ Foscari, Venice. She specialises in early modern drama and children’s literature. Her books include studies of Ben Jonson and of John Webster and she has edited, with A. Petrina, Representations of Elizabeth in Early Modern Culture (2011), and a history of children’s literature in England, Dall’ABC a Harry Potter (2011). Her latest books are a monograph study on narrative retellings of Shakespeare’s plays, Raccontare Shakespeare ai bambini (2014) and (written with Peter Hunt) As fit as a Fish: the English and Italians Revealed (2015). 209

TRAPP, RICARDA Panel C13, Wednesday 12 August 09.30-11.00 Being young – being online: Mediatization (Krotz 2002), convergence and identity management in current German literature for children and adolescents

Abstract: “Childhood today is and all around the clock. Award are examined with regards media childhood” (Baacke/Sander/ to language and story. In how far Vollbrecht/ 1990) – and since web This paper is going to ask in how do they allude to digitization? In 2.0 childhoods have become rapidly far creating modern childhoods how far do they show the world of influenced by the digital turn. in children’s and adolescent nowadays’ protagonists between 6 Communicating, informing, learning literature includes the perspective of and 18 years who are searching for and playing – the internet does not convergence culture (Jenkins 2006) their identity by using convergence only occur in children’s lives from as part of young peoples’ identity culture? This paper presents a time to time – young people are development and management. To hermeneutically focused analysis of a thinking and acting in the analogue accomplish this the winner titles of relevant corpus of sanctioned children and digital world simultaneously recent years’ German Youth Literature and youth literature in Germany.

Biography: Ricarda Trapp is a Doctoral Candidate for German Literature at Dortmund Technical University. She received her Master’s degree in Education 2014. Her research focuses on the promotion of reading in public libraries.

TRIMBLE, CELESTE Panel M37, Tuesday 11 August 11.30-13.00 Indigenous Narratives and The Adolescent Reader: The Impact of Cultural Representation on Formation and Well-Being

Abstract: Adolescence is often predominant knowledge and interest contemporary Native communities, understood as a critical time for pertains to non-Indigenous socio- and in dystopic futures which feature identity formation through self- cultural values, stories, and histories, Native heroes and heroines. These narrative. However, the adolescent Demmert believes that the individual narratives are not only confined is an apprentice in the art of story, is lacking an essential component to print media. Never Alone, the and often print and digital media are to experiencing well-being. When first North American Indigenous models for self-narrative, thereby Indigenous children are exposed video game, combines an Inupiaq impacting identity construction. solely to non-Indigenous narrative, language oral narrative recounting While adolescents are searching or to damaging negative depictions, a traditional story within a puzzle for stories that give them a sense I believe this significantly impacts platformer game structure. of belonging, it is crucial that such their identity development, and representation is available to them. thereby their general well-being. For this paper, I survey the best of contemporary North American In W. G. Demmert’s rubric, Culturally authentic North American Indigenous narratives for youth in “Indigenous cultural well-being Indigenous literature for youth is a both print and digital media from continuum,” it is asserted that growing genre. In the last decade, the last five years. I explore the “strong, positive indigenous identity greater numbers of Indigenous concept that cultural representation and active involvement in cultural authors have seen their writings for in literature and digital media have community” (2008) is essential youth published, and more non- a large impact on the well-being of for Indigenous well-being. I believe Indigenous authors are making Indigenous youth because of the cultural community can be defined efforts to ensure their narratives are essential integration of representation as not only a social community as culturally authentic as possible. and identity construction, and I draw where physical gatherings may Writers are interrogating the notion digital games into the conversation occur, but an artistic and literary that stories about Natives must regarding children’s literature, community where a gathering of be located in the distant past, representation, and well-being. ideas and stories may occur. At the and producing works set in the opposite end of this continuum, recent past, works that complicate when an Indigenous individual’s our relationship with the past, in 210

Biography: Celeste Trimble is a doctoral student at the University of Arizona in the department of Language, Reading, and Culture. She focuses on adolescent literature and literacy, with special attention to the needs and concerns of Indigenous youth communities. She previously studied The Book: Its History, Culture and Creative Form (B.A., Mills College, Oakland, CA), Book Arts (M.A., Camberwell College of Art, London, UK) and Photography (M.F.A., University of Arizona). She believes story plays a powerful role in shaping individual identities and global societies, and uses her research and writing to foster global understanding.

TRITES, ROBERTA S. Panel H23, Sunday 9 August 14.15-15.45 Intersectionality and Aetonormativity: The Matrix of Race, Gender, Class, and Age in Curtis’s Historical Novel The Mighty Miss Malone

Abstract: The social justice agenda acknowledges “particular forms of forms of oppression. In other words, of Christopher Paul Curtis’s intersecting oppressions, for example, taken together, intersectionality and multicultural historical novel about intersections of race and gender, or aetonormativity help us consider childhood during the international of sexuality and nation” (Collins 18). the unique forms of oppression Great Depression of the 1930s, The that occur in the matrix of age Mighty Miss Malone (2012) is best The ideas behind intersectionality and other forms of difference. understood within the context of are particularly useful in children’s the complementary theories of and adolescent literature because Curtis’s The Mighty Miss Malone is intersectionality (advanced by Patricia all childhood experience is always thus usefully studied in terms of Hill Collins) and aetonormativity already intersectional, based on intersectionality and aetonormativity. (advanced by Maria Nikolajeva). the relative social powerless of For Deza Malone, intersectionality childhood itself. Maria Nikolajeva includes the quadruple oppressions In 1989, a legal scholar named provides a name for this particular of gender, race, social class, and Kimberlé Crenshaw identified the form of alterity based on a parallel childhood. Set in Indiana, during the problem in the U.S. legal system with she makes with the idea of queering Great Depression of the 1930s, the privileging one form of oppression heteronormativity. Nikolajeva story involves a self-confident African- over another. She observed the asserts that we should also be American girl whose supportive tendency in legal cases for one form thinking in terms of age-based family structure falls apart because of of oppression to matter more than norms. “Aeto-” is the Latin prefix disability and economic pressures. This another—which effectively “erases,” for “age,” so Nikolajeva has coined paper will examine how Deza uses her in her terms, the experience of the term “aetonormativity” to refer standpoint as an African-American Black women (140). Crenshaw is to age-based norms (8). Nikolajeva girl to critique her culture’s racism, thus credited with coining the term argues that especially within the gender performativity, poverty, “intersectionality,” which refers field of children’s literature, alterity and the relative powerlessness of to the practice of acknowledging studies—that is, studies of difference, children, especially if they live within that forms of oppression intersect. such as race studies, disability marginalized or oppressed social Patricia Hill Collins adopts the studies, or queer theory—should groups. The paper concludes with term in Black Feminist Thought also include an awareness of age an analysis of how historical fiction to argue that when oppressions as a form of otherness. Moreover, also provides metaphorical social are evaluated hierarchically, the as a form of intersectionality, all commentary on current economic range of discrimination and social children’s literature that includes conditions, especially those that affect powerless of people who live with multiculturalism, diversity, childhood, gender, race, and class. multiple forms of oppressions or difference involves how are ignored. Intersectionality thus aetonormativity interacts with other

Biography: Roberta Seelinger Trites holds the rank of Distinguished Professor of English at Illinois State University in the U.S. She is the author of Disturbing the Universe: Power and Repression in Adolescent Literature (2000), and more recently, of Literary Conceptualizations of Growth: Metaphors and Cognition in Adolescent Literature (2014). 211 TSUCHIYA, SHIORI Panel H19, Sunday 9 August 09.30-11.00 Meanings of Kitchen in Montgomery’s Work

Abstract: A Canadian writer, Secondly, the kitchen is a symbol “mother”. When Anne gets married Lucy Maud Montgomery (1874- of richness. The kitchen is a place and becomes a mother, she doesn’t 1942) shows her love of “a house” which produces delicious food stand in a kitchen. Filling people’s in her texts. This paper focuses and makes people feel fulfilled. tongue and the belly is their greatest on the “kitchen”. Which can be Moreover, detailed depiction of pleasure. Susan and Judy give children considered from three points. meal gives depth to the narratives. “liddle bites” before sleep; that is a symbol of happiness for young At first, the kitchen is a place to meet Thirdly, there is always a special ones. Even if a person standing in a people. The door of the kitchen, person who can be called as the kitchen is not a blood-family, they instead of the front door, welcomes master of the kitchen there. For have big power in the house. people, and the place in which people example, Susan Baker and Rebecca relax and gossip about Avonlea, is the Due of the “Anne of Green Gable” I’d like to consider the meanings kitchen rather than the living room. series, Judy Plum of “Pat of Silver of kitchen in the Montgomery’s We can understand how warmly Bush” series, and Felicity King of texts and the role its masters play invited we are by the description “Story Girl” series, etc. A kitchen there from the three points above. of the various foods on a table. is a “territory” for them. However, importantly, it is not the place of

Biography: Shiori Tsuchiya is a first year of the master’s program student in the Children’s department at Japan Women’s University. She is now studying L.M.Montgomery’s work for her master’s thesis. TULLOCH, BONNIE Panel H19, Sunday 9 August 09.30-11.00 ‘No Man is an Island’: Canadian Heroines and the Island Fiction Tradition

Abstract: When Robinson Crusoe the same kind of behavior in female domesticity can cohabit the same (1719) washed upon the shores of protagonists as they did in male, text, I examine several Canadian 18th century childhood, it made which is why the majority of writers, domestic island narratives, including a distinguishable footprint in publishers, parents, and educators L.M. Montgomery’s Anne of Green the field of children’s literature. encouraged girls to identify with Gables (1908), to determine the kind That footprint took the shape the more “feminine” protagonists of adventures, if any, taking place of the island-adventure story, of domestic fiction—the heroines on their islands. In the process of which continues as a tradition in found in “girl stories” (Townsend 39). engaging with these island novels, contemporary children’s fiction. The which range from the 20th-21st literary genre following the wake of Recent scholarship on the century and the East to West Coast Defoe’s novel, often referred to as robinsonade, however, suggests of Canada, I argue for a textual re- the “robinsonade,” remains active that this literary divide between appropriation and re-evaluation of in children’s imaginations, with adventure and domestic fiction may them as more than just “domestic works such as Swiss Family Robinson be smaller than originally thought. In stories” or “girl stories.” Looking at the (1812), Treasure Island (1883), Peter his chapter, “Island Homemaking,” ways different female protagonists Pan (1911), and The Lord of the Flies Andrew O’Malley examines the and their writers subvert domestic (1954) re-appropriating and re- domestic ideology at work within ideology in their attempts at self- circulating narrative patterns of male Robinson Crusoe, exploring the ways liberation and independence, this conquest. Historically, this emphasis in which Crusoe’s domestic pursuits paper considers the “adventure” on male aggression, which reinforces subvert our previous conceptions implied in the movement towards patriarchal ideologies of domination, of the castaway’s “adventure” (71). gender equality and how it might has led to the classification of these Pointing to the fact that domestic encourage readers and writers to texts as “boy stories” (Townsend 39). activity and adventure can coexist step outside of Crusoe’s conventional While there is evidence to suggest within the same narrative, he footprint on their individual that girls also read these stories highlights the reductive nature of journeys towards self-discovery, with interest, the fact remains that the binary genre classifications that exploration, and empowerment. 18th, 19th, and even 20th century keep them apart. Adopting O’Malley’s gender stereotypes did not sanction standpoint that adventure and 212

Biography: Bonnie Tulloch is a candidate in the Master of Arts in Children’s Literature program at the University of British Columbia. Her research interests include children’s nonsense poetry, as well as children’s/young adult island adventure novels. Tulloch received the 2014 International Board on Books for Young People (IBBY) Canada’s “Frances E. Russell Grant” for her research on island-adventure novels in English Canadian Children’s Literature. Publication: Tulloch, Bonnie. “Call Me Maybe: Names, identity and metaphoric cannibalism in Atwood’s “Hairball” and Condé’s The Story of the Cannibal Woman.” Interpretations: Journal of the English Teachers Association of Western Australia 46 (2014): 37-40. Print.

ULLMANN, ANIKA Panel M11, Tuesday 11 August 09.30-11.00 Digital Natives & Co. - Modern Day Childhoods in Popular Science

Abstract: No other construction their parents, who can only be ‘Digital of children and young adults has This talk engages with these recent Immigrants’, the term ‘Digital Native’ been as dominant in the past images of childhood. As the term recasts childhood/young adulthood two decades as that of the child/ ‘Digital Native’ has come to be the and adulthood as completely separate young adult as a competent user of one most commonly used in this entities. This is in stark contrast to technology. In his article “The Rights context, special focus will be placed recent developments of overlap of Children in the Digital Age” (1996) on the notion of digital nativity that can be seen in phenomena like Jon Katz proclaims: “Children are and the naturalizing narratives it ‘Kiddult’, prolonged adolescence or at the epicenter of the information makes use of. What does it mean cross-over literature. The concept revolution, ground zero of the digital to be ‘native’ to technology? Can of the ‘Digital Native’ furthermore world. They helped build it, they children really be “‘native speakers’ creates the impression that childhood understand it as well as, or better of the digital language of computers, overcomes geographical boundaries, than, anyone else.” In Growing up video games and the Internet” as as being native to technology serves Digital (1998) Don Tapscott celebrates Marc Prensky, who developed the as a unifying factor that does not the ‘Net Generation’ as youngsters concept in 2001, claims? What does ask for a physical origin or cultural who for the first time ever can be it mean when constructions of age background. At the same time the teachers of their parents. Most and indigeneity are intertwined technology re-locates childhood; not recently, John Palfrey and Urs Grasser with technological advancement? in space, however, but in class, as it is presented an image of children The term ‘Digital Native’, this talk only those children who are able to and teenagers as ‘Digital Natives’, argues, essentializes certain aspects of afford digital gadgets who are part of who “only know a world that is childhood. By implying that children these dominant images of childhood. digital” (Born Digital 2008, 4). are from a different country than

Biography: After graduating from Goethe University Frankfurt with an MA in Children’s Literature, English Culture and American Literature Anika Ullmann started working on her PhD project. She is currently a PhD student at the Faculty of Cultural Studies at Leuphana University in Lüneburg, Germany, with a focus on constructions of adulthood and childhood. Her PhD project “Transgressing Structures. Hack3r5 in Recent Young Adult Fiction” looks at young adults as users of technology and discusses altered concepts of power in young adult novels that feature teenage hackers. Anika Ullmann is a peer-reviewer and reviewer for interjuli - Internationale Kinder- und Jugendliteraturforschung and a reviewer for the Jahrbuch Kinder- und Jugendliteraturforschung. USHA, K. Panel C3, Tuesday 11 August 16.15-15.45 Invisible Cinderellas: Roads Not Taken. An Analysis Of Doris Pilkington’s Rabbit Proof Fence

Abstract: Children’s voices, more deliberations which are decisive in children’s voices also among the seriously than women’s, are usually changing ideologies. Hence works polyphonic articulations of the submerged in the monolithic written by or about girl children hitherto marginalised communities discourses related to history, society have become interesting areas of This is evident from the rising interest or culture. More specifically, girl academic exploration based on in the life stories of girls belonging children have been omitted or made the presumptions that they will to the excluded communities invisible in the traditional patriarchal open up debates about including starting from Anne Frank and 213

reaching up to Malala Yusuf Sai. dependent creatures who ought not That is one of the reasons why these to be seen or heard. But if women stories are of value to adults. My paper will be an attempt to go mad or silent, or die, protagonists explore Doris Pilkington’s “Rabbit in children’s literature often win and My paper will argue that Rabbit Proof Fence, in this light, examining transcend the entrapments. One of Proof Fence addresses the issues of how girl children challenge the the tactics used by the small, weak cultural invasions, encroachments deliberate attempt of hegemony to and powerless protagonist is ‘deceit.’ into individual freedom and more erase their culture from memory. Pilkington’s narrative records the importantly, a child’s right to live. Rabbit Proof Fence, the true life story tactics invented and implemented It will also examine how a child / of adventurous homecoming of three by Molly, the eldest of the three adolescent would find this work girls, from an Australian settlement girls to escape from captivity which resembling the traditional fairy for aboriginals, is a saga of resistance repressed their right to their native tales which contain the darkness of to both eurocentric and adult-centric identity and cultural heritage. The abandonment, death, injuries, etc violence. Written in the pattern of gripping predicament of three girls which help them to handle their a hide and seek game, the on-the- offers an insight into the clever fears in a symbolic way as argued road story of escape is filled with strategies adopted by Molly to by the renowned psychologist, suspense and excitement, narrated transcend or subvert traps. Child Bruno Bettelheim in his Uses with a matter of fact honesty. protagonists create options that of Enchantment,: The Meaning are simply unthinkable to grown- and Importance of Fairy Tales. Children, like women, are usually ups whose conditioned responses lumped together as helpless and have already closed in on them.

Biography: Associate Professor, Department of English, N.S.S.College, Ottapalam, University of Calicut, Kerala, India. Research Guide for Ph.D in two Universities in India. Member, PG Board of Studies & Faculty of Languages, University of Calicut. Published articles in known journals. Presented papers in National and International conferences including: First International Conference of CLAI (Children’s Literature Association of India) in Thrissur, March 2007; International Symposium on Children’s Literature, Nirmala College, Coimbatore, Sept 2008; Second International Conference of CLAI, St. Aloysius College, Mangalore, Jan 2008; Third International seminar of CLAI, University of Mumbai, Jan 2009. WALLS-MCKAY, MAUREEN J. Panel M6, Tuesday 11 August 09.30-11.00 Anxious Adolescents from Birth: New Baby Picture Books and Stories of Selfhood

Abstract: As cultural artifacts, books organic nor original, a product of concern. Anxiety is on the rise on tell the story of a culture, its values, scientific imagination and ideology. university campuses, surpassing even its “Truths,” and its worries. We That the psychoeducational story of depression. This is no surprise given consider how new baby and new the inherently special delivery frames that anxiety disorders are the most sibling picture books in particular the deeply impersonal tale of the common mental illness in the U.S., betray fraught cultural narratives anatomical body, reflects duelling affecting 18% of the U.S. population. about personhood in the postmodern narratives of selfhood indicative of Defined as the tension resulting from moment. We argue that picture unsettled cultural/ideological systems opposing psychological pressures, books such as On the Night You Were in which contemporary adolescents anxiety’s rise has many possible Born by Nancy Tillman, How to Be a find themselves coming of age. explanations, but a culture in conflict Baby . . . by Me, The Big Sister by Sally It is with the analysis of contemporary - its opposing philosophies of selfhood Lloyd-Jones, There’s Going to Be a adolescents that we likewise engage. in particular - is a likely variable. Baby by John Burningham, and Babies For, the very same competing and While we do not argue that anxiety Don’t Eat Pizza by Dianne Danzig, contradictory notions of selfhood is caused by reading new baby and for example, reflect complicated in new baby and new sibling picture new sibling picture books, we do cultural narratives of personhood by books manifest in the real-world hope to show how the same cultural simultaneously reassuring readers as a cause of adolescent anxiety. conflicts apparent in this category with traditional Modernist rhetoric American university counseling center of picture books, and dealt with about the unique and always already directors report a steady increase in academically, is of similar concern to special self-fulfilling that Kenneth students seeking counselling services: clinical psychologists who deal with Kidd calls the “therapeutic ethos” in 2013 an average of 10.20% of adolescents, and that sharing these of children’s literature of the last the total student population had conversations may offer insights into half century (121) - and asserting a engaged in counseling services, with both disciplinary conversations. post-humanist sense of what Donna nearly half (46.2%) of all clients Haraway calls the cyborg self, neither presenting with anxiety as a primary 214

Biography: Walls-McKay is a Licensed Clinical Psychologist and Director of the Counseling Center at Longwood University. She has presented widely on microaggression, grief, and loss. WARNQVIST, ÅSA Panel B10, Sunday 9 August 14.15-15.45 Sexuality in Contemporary Swedish Children’s Literature

Abstract: Each year since 1993, how children’s book authors depict 2013 a graphic novel on the subject The Swedish Institute for Children’s sexuality. The authors find new ways of transsexualism was published, and Books has produced the Bokprovning, of approaching norms, and we for in the past few years we have seen Book Tasting, where the trends and instance see a change in how authors more children’s books aimed at the tendencies of Swedish children’s depict homosexual or bisexual young ages 9 to 12 that address the sexuality books are presented. As a researcher people and the way they regard their of prepubertal children. In my employed at the institute I have own sexuality. Ten years ago, being paper I wish to describe this shift in worked with this project for four homo- or bisexual was problematic perspective, relating it to the findings years, and during these years I in young adult fiction. It is seldom of similar studies on Anglo-American have observed an interesting and anymore. During 2012 polyamory was literature by B.J. Epstein, Kate rapid change when it comes to addressed in a Swedish YA novel, in Norbury, Lydia Kokkola and others.

Biography:Dr. Åsa Warnqvist received her PhD in literature in 2007 and is employed as a researcher at The Swedish Children’s Book Institute. Her postdoctoral research project “L.M. Montgomery in Sweden” is affiliated with Stockholm University. The project focuses on Canadian writer L.M. Montgomery’s success in Sweden, and combines studies of book publishing history with reader response. Warnqvist is the editor of the only Swedish academic journal on children’s literature, Barnboken. Journal of Children’s Literature Research. She has published articles on current trends in Swedish Children’s Literature, Swedish picture book artist Pija Lindenbaum, and L. M. Montgomery, as well as edited a volume of Swedish reading responses to Montgomery’s fiction.

WATTENBERG, JANE Panel M16, Monday 10 August 09.30-11.00 Night Of The Living Dolls: Doll Drama in Photographically Illustrated Books for Children 1895 onward

Abstract: The embrace and tangle of loved, dolls are at war, dolls write and creating child behavior. children and their dolls is an ancient books, dolls are taught lessons. They coupling observed throughout history. are dressed, instructed, loved, shaken This visual presentation of photo- Doll dramas interpret and (re)-create and tamed. Each era’s childhood illustrated books will first document notions of childhood. Styles may is splayed out on the pages - an doll/child friendships and intimacy. change over time but dolls remain anthropology of child life revealed. But all is not teatime and roses steadfast as discreet, confidential in the land of dolls. Doll images companions and mirrors of childhood. While the doll is a good listener, an and texts will reveal reflections actor, a participant on which a child on society echoing such topics as Photography in children’s books projects and re-enacts her/his fears, gender roles, family values, violence, arrived in the 1890s in time to dreams and imaginings, the adults war, marriage, childcare, travel, capture on film the activities and writing and producing doll books xenophobia and animal rights. interplay of dolls and children of have other agendas that reflect and Ultimately, how to love, how to the late 19th and 20th centuries. project politics and societal demands. live and how to nurture are ideas Not only did children avidly play These photo-illustrated books use explored in these doll adventures with their dolls, they relished books dolls to encourage and instill social from an adult point of view. With and stories about doll play. Creative norms, manners, customs, fashion, eyes wide open, children and dolls writers and photographers supplied even going so far as to portray still blink. Pretend play becomes innumerable books to meet this courting practices and sly betrayals. serious business in the representation demand. In these photo-illustrated They invoke nostalgia, fantasy, of childhood within the world of books, dolls come alive, dolls run sentiment, stereotypes, pragmatism photo-illustrated children’s books. away, dolls are punished, dolls are and the status quo influencing 215

Biography: Jane Wattenberg is an author/illustrator of photo-illustrated books for children including the hip-hop adaptation of HENNY-PENNY, Children’s Choice winner NEVER CRY WOOF!, Mrs. Mustard’s BABY FACES and Mrs. Mustard’s BEASTLY BABIES. School Library Journal reviewed her photo-illustrations for Edward Lear’s, THE DUCK AND THE KANGAROO saying these “lavishly illustrated collages using photographs and painted images… should not be missed.” As a collector and photo-historian of photo- illustrated books for children, Jane lectures on photographers and their contributions to children’s literature. She is a recipient of a Princeton University Library research grant in the Cotsen Children’s Library and is a beekeeper and mini-urban farmer in San Francisco, California. http://www.janewattenberg.com http://www.mrsmustard.com http://www.author-illustr-source.com WESSELING, ELISABETH Panel C8, Tuesday 11 August 16.15-17.45 Constructing the Adoptable Child in Dutch Children’s Literature

Abstract: It is generally conceded past has to be re-imagined so as to ways in which children’s literature that children are made ‘adoptable’ formulate satisfactory answers to has responded to changing scientific through complex legal procedures the inevitable question of “Where do views on adoptee mental health that cut their ties to their birth I come from?” Children’s literature by comparing children’s picture parents, making them available for has duly risen to the occasion books on adoption from Korea to couples who do not have any genetic here, assisting adoptive parents picture books on adoption from ties to the adoptee and who live in a and adoptees in this imaginative China, thereby addressing the two completely different part of the world, interplay between forgetting and major waves in twentieth-century since adoption has become almost remembering in what has developed transnational adoption. It focuses fully transnational in the course of into a flourishing nice market by on a selection of Dutch children’s the twentieth century. Adoptability, now, i.e. children’s books about novels, since the cultural framing of however, is not only a legal, but transnational adoption for adoptees transnational adoption in European also a cultural construct, which and their parents, written by other receiving countries has hardly involves highly complex imaginative adoptive parents. This niche market been explored so far, in contrast to endeavors of the type that tends to is very open to reigning psychological comparable phenomena in the US, be performed by works of fiction in and pediatric views on the adoptee’s while the top ten receiving countries Western culture. Adoptability results well-being, and tends to respond figures nine European countries, from the dynamic interplay between promptly to changing insights into including The Netherlands. The paper forgetting and remembering. First, the the matter at hand, since the purpose will also address the question of adoptee’s past has to be obliterated of these books is to assist adoptees whether children’s literature merely so that a new family in a new home and their parents in the complex follows ‘the psy-complex’, or is also country can project its own kinning negotiations of adoptees’ identities. capable of articulating alternative practices onto the little stranger from approaches to adoptive kinning. abroad. Subsequently, the child’s This paper discusses the different

Biography: Elisabeth Wesseling is professor of “Cultural Memory, Gender and Diversity” at the Faculty of Arts and Social Sciences (FASoS) of Maastricht University. She directs the Centre for Gender and Diversity, a research initiative of FASoS, as well as the collaborative research projects PLACIM (Platform for a Cultural History of Children’s Media) and Emergent Cultural Literacy: Assimilating Children’s Literature, both funded by competitive grants from the Dutch Science Foundation. Wesseling publishes on the cultural construction of childhood in fiction and science. She is currently working on the cultural construction of the adoptable child within the framework of transnational adoption. WHATMAN, EMMA Panel M26, Tuesday 11 August 09.30-11.00 Playing Pretty: Fairy Tales, Beauty Ideals, and Interactive Media

Abstract: For the current generation and engaging with narratives. The features. These features include voice- of digital natives (Prensky, 2001), emergence of interactive picture over narration, games, activities, Apple’s iPad and other similar tablet books now allow users to read in and non-narrative specific features devices have introduced young similar ways to the conventional (Hateley, 2013, p.34). Other device people to complex ways of reading codex, but with additional interactive applications encourage users to 216

engage in extra-textual activities that the majority of these picture applications promote problematic with well-known literary characters. books and applications perpetuate gender ideologies for implied As such, these interactive picture the glorification of emphasised girl users. This paper’s discussion books and applications require feminine embodiment relating to of the interactive retellings of users to develop new methods of dress, body shape and size, grooming, Sleeping Beauty and Cinderella textual engagement and response, and cosmetics. As such, these new will be informed by new media, altering how young people are media texts serve patriarchal social feminist, and children’s literature socialised by texts. The interactive structures by placing strong emphasis scholarship, particularly Picture forms of media require new and on beauty ideals and the desirability Books and Beyond (2014), Naomi multifaceted forms of literacy and of women, for men. Moreover, the Wolf’s The Beauty Myth (1991), and as such, introduce new modes and texts that contain beauty-driven Kerry Mallan’s Gender Dilemmas in means of socialisation. This paper will interactivity interpellate implied Children’s Fiction (2009). Through address interactive versions of two girl users into dominant Western an analysis of the problematic of the most popular Western fairy beauty culture. Fairy tales have long ways that fairy tale interactive tales, Sleeping Beauty and Cinderella. histories of constructing delimited picture books and applications It will focus on the narrative and models of feminine subjectivity represent normative beauty non-narrative interactive features and embodiment. When combined ideals, this paper will interrogate that typify these new media texts with new media that centres on the perpetuation of glorified targeting young female audiences. contemporary beauty ideals, these forms of female embodiment and Central to this paper is the argument interactive picture books and subjectivity to the implied girl user.

Biography: Emma Whatman is a PhD Candidate and sessional tutor at Deakin University (Melbourne, Australia). Her research focuses on representations of female embodiment and subjectivity in contemporary texts for young people across multiple media. She has presented at research conferences both internationally and nationally. She completed her BA (Hons) in 2012 and was awarded First Class Honours. WHITTY, PAM Panel M36, Monday 10 August 09.30-11.00 Disrupting fear, lack and blame through literary participations

Abstract: Predominant narratives basics, to teach children to read and child? When faced with the on becoming literate –usually first, to better train educators in the restricted scripted reading programs defined as learning to read and science of reading. These (and other) that promise higher literacy scores, write in school historically and influences insidiously constrain the how do educators explore and invest presently construct children and adults who are charged with teaching in children’s literature and how do childhood in particular ways. – inspiring, supporting, and assessing they bring children’s literature to Composed of intersecting discourses children as they learn to communicate children? What participatory spaces these narratives shift sluggishly or and represent meaning in multimodal are created where adult and children’s spontaneously, dependent upon and complex ways. With apparent relational participations within the political forces at play. For example, ease Educators, parents, academics world of children’s literature engage in New Brunswick, Canada renewed are divided, relegated to opposing literacy learning? What are the discussions of what it means to be camps as educational debate and literacy experiences of children and literate are ignited with the public the complexities of literacy are adults as they explore, interrogate release of the latest provincial silenced or narrowed. Long-standing and analyze post-modern picture literacy assessments in concert knowledge, educational practices, books? How do they see themselves with a newly elected government. relationships, and materials are made as readers and writers as they engage invisible. Children’s literature texts with the literary and metafictive Assessments and their accompanying and their multi-modal richness are devices of diverse and inspiring didacticism construct New Brunswick storied out. Being and becoming a authors? This paper documents children and childhoods as the least literate child becomes a competitive the work of two professors as they literate in Canada. This “downward test score – the worlds of children’s work with educators to broaden the performance trend” means a frenzy literature as a creative constructing debate on what it means to be a of fear and blame grip educational in childhood are sidelined. learning literate child in a landscape debates as philanthropists’ initiate, of rigorous control through the fund, and call for reform initiatives- In this frenzy of fear, lack, and blame intentional use of children’s literature? anchored by a plea that what what does it mean to be a reading and education needs is a return to the writing educator/academic/parent, 217

Biography: Pam Whitty is a professor of Early Childhood Education and Co-Director of the Early Childhood Centre at the University of New Brunswick in Fredericton. Her teaching is focused upon early literacies and curriculum development. Dr. Whitty engages in community action-research, some of which include: Books for Children and Families funded by National Literacy Secretariat; Family Literacy Inventory Project & Parenting for a Literate Community funded by Health Canada; and the production of children’s picture books with Born to Read New Brunswick. Pam has authored three children’s books. She enjoys reading, photography and New Brunswick art, craft and history.

WIJMAN, EVA Panel C23, Tuesday 11 August 09.30-11.00 Forever Young: Challenging Childhood and Adulthood in Young Adult Fiction

Abstract: Jacqueline Rose described Nowhere does the variety of reader In this paper I will therefore use the children’s literature as a way of responses to a text become so popular fanfiction “Pregnant in the colonising the child so that the adult explicit (and can be so conveniently Games” as a lens to problematize author may pursue his or her own studied) as in fanfiction: stories set the young adult in YA and show concerns. Zohar Shavit argued that in an existing fictional world written how young readers may challenge texts for children include a double by someone other than the creator notions of childhood and the adult attribution: over the head of the of that world. Fanfiction, whether / child dichotomy. Combining child addressee, the text speaks to a creative or derivative endeavour, insights from postcolonial and the adult reader. Young adult fiction a celebration or subversion of queer studies, I propose a theory (YA), however, functioning as a the source text, is ultimately also of the young adult in YA as a site liminal space between childhood a game of interpretation. For a of uncertainty and struggle. Here, and adulthood, does not necessarily literary critic, fanfiction provides constructions of childhood and privilege one implied reader over the a perfect opportunity to observe adulthood break down, and young other. The Hunger Games in particular how readers interact with a readers may colonise the adult at the questions the boundaries between fictional world, and how different same time as the reverse happens. adult and child, leading to conflicting interpretations destabilise a text and discomforting readings. and notions embedded within it.

Biography: Eva Wijman received a BA in Celtic Studies and English Literature from the University of Utrecht, and an MA in Literature from the University of Leiden, where she specialised in children’s literature and gender studies. In September 2014 Eva started a PhD in English Literature at the University of Umeå. Her project looks at contemporary young adult fantasy and focuses on affective reading and fandom. Her other research interests include fairy tales, reader-response theory, postcolonial studies, sexuality, rewriting, adaptation and digital humanities.

WILLIAMS, SANDRA Panel C23, Tuesday 11 August 09.30-11.00 ‘I know I’m definitely a South American shaman’: constructions of the young Ologist

Abstract: Hollindale (1997) asserts texts are fiction, the presentation is the texts overtly construct a young that children’s literature not only non-fiction with attendant text-types. ologist who is able to take up the reflects childhood but also constructs Yet these multi-modal texts imply invitation offered through interaction it. Children’s books typically have a reader who is not an adult. What with word, picture, diagram, artefact, child protagonists, often with a first is interesting about the series is the game and challenge. The second is person narrative and are written in overt construction of a young reader analysis of data from actual readers a voice audible to the implied child who is willing to take on the role of as they engage with and discuss reader. However, in the Ologies series an apprentice ologist. With this in their readings of the Ologies. A of books, which include Monsterology, mind the multi-modal Ologies series final discussion explores creations Wizardology, Spyology and is interrogated from two perspectives. of childhoods offered by the texts. Alienology, the child is absent. The The first is textual taking an implied narrative voice is adult and while the reader perspective focusing on how * Year 7 pupil discussing ‘Wizardology’ 218

Biography: Sandra is Senior Lecturer in Education at the University of Brighton. Her research interests include applying implied reader theory to actual readers and emergent children’s literature. Recently she has focused on the Olgies series offering papers on their relationship to digital technology. Publications include: 2014: Frogs, fireflies and geckoes: how talking animals help establish a distinct national identity in emergent children’s literature, New Review of Children’s Literature and Librarianship, Vol 20, No.2; 2013: The Triumphant Return of the Dodo: Emergent Children’s Literature in Mauritius, Bookbird, Vol 51, No, 1 January, IBBY WILSON, MELISSA Panel B10, Wednesday 12 August 11.30-13.00 Virgins and vamps: constructions of sexuality in recent young adult novels

Abstract: This paper will be a postcolonial studies, and feminist a distinct difference from the frank discussion of a critical content studies I am analysing this text Forever. What has not changed is analysis that I am in the midst of, set (see below for the titles) for the idea that girls are the passive which explores how sexuality is constructions of sexuality in both recipients of male desire. Younger constructed today in bestselling younger males and females, alone women have desire, but it must be young adult novels in the United and together, in straight or queer brought out by the male, who, it States. This is an especially pertinent relationships. This means I am seems, continues to lead the dance. study as issues of slut shaming approaching this study with the idea (attacking women and girls for that adolescence is constructed by In conclusion, I am still working being sexual) are being played out socio-cultural forces, that younger on this project and am keen to in the US media, both social and people are colonized by adults, and share it at this conference. “legitimate,” as evidenced by the stir that female bodies and sexuality are Miley Cyrus created at the 2013 MTV regulated by a patriarchal system of The text set includes: music awards when she “twerked” control. I am also using the novel, The fault in our stars by John Green to a song written and sung by men. Forever by Judy Blume, which is We were liars by E. Lockhart; The song, “Blurred Lines,” lauds celebrating its 40th anniversary, as a Confessions of a murder suspect the porous border between being a touchstone from which to compare by James Patterson; “good girl” and “knowing you want and contrast one generation’s The lying game by Sarah Shepard it” and by the advent of grassroots construction of sexuality with the If I stay by Gayle Forman; organizations like the “Unlsut project” novels that generation’s children offer. Divergent by Veronica Roth; whose mission is to help younger Everyday by David Levithan; women who are considering suicide What I have found thus far is that Thirteen reasons why by Jay Asher; because of being “slut shamed.” today’s YA texts skirt around the The absolutely true diary of a part subject of sex and that when the time Indian by Sherman Alexi; Using the critical lenses of characters are intimate it is touched I am number four by Pitticus Lore; postmodern childhood studies, on slightly and ever so gently. This is Forever by Judy Blume.

Biography: Melissa B. Wilson is an assistant professor of literacy at Southeastern Louisiana University. She is the co-author (with Kathy G. Short) of the paper Goodbye yellow brick road: The mythology of home in children’s literature. Melissa is currently working on a critical content analysis of morality in middle readers. WOLF, DORIS Panel H24, Sunday 9 August 16.15-17.45 A Historical Look at Residential School Picture Books in Canada: The Shift to Discourses of Reconciliation

Abstract: In the past decade or so, the Goes to Residential School (1991) and emotion of the later texts. Although number of books for young people Madie Harper’s Mush-Hole (1998) to all four texts produce defamiliarizing on the history and legacy of the two recently published ones – Nicola effects through the child’s perspective residential school system in Canada Campbell’s Shin-Shi’s Canoe (2008) that challenge the dominant myth of has been steadily growing. This paper and Margaret Fenton’s When I Was Canada as a benevolent peacekeeper, focuses on books on the topic aimed Eight (2014) – I will explore the shift I will bring Roger Simon’s concept of at the youngest readers: picture from the darker tone and emphasis critical nostalgia (Teaching Against the books. Comparing two early picture on historicization of the earlier texts Grain, 1992) and Sara Ahmed’s more books – Mary Lingham’s Sammy to the nostalgic tone and focus on recent work on affective alienation 219 (The Promise of Happiness, 2010) differences between Lingham’s and by the Truth and Reconciliation together to explore the differing Harper’s and Campbell’s and Fenton’s Commission of Canada (the national affects produced by the books. picture books are representative of body charged with dealing with Following Ahmed who emphasizes a shift in dominant understandings the residential school system and the ways in which affect connects of Aboriginal and non-Aboriginal its legacy) and represented in to constructions of subjectivity relations in Canada toward the increasingly common refrain and citizenship, I explore how the reconciliatory discourses as advanced that “We are All Treaty People.”

Biography: Doris Wolf teaches in the Department of English and Community-Based Aboriginal Teacher Education Program at the University of Winnipeg, where she is also the Director of the Centre for Research in Young People’s Texts and Cultures and an editor for Jeunesse: Young People, Texts, Cultures. She currently researches and publishes in the areas of Canadian Aboriginal picture books and graphic narratives and YA novels and memoirs about German childhoods in World War Two. Some of her recent publications examine David Alexander Robertson and Scott B. Henderson’s 7 Generations graphic novel series on the residential school system in Canada, Steven Keewatin Sanderson’s Aboriginal superhero comics, and Thomas King’s picture books. WOLTJEN, GESA Panel M16, Monday 10 August 09.30-11.00 The Unshakeable Idea of Innocence: Lillian Hellman’s play The Children’s Hour and Its Concept of Childhood

Abstract: “This is not really a and other guardians to do the same. seen or heard actual evidence of it. play about lesbianism, but about As a consequence, the school loses This has the effect of making the girl’s a lie. […] The bigger the lie, the all its students and has to close. The accusation unimpeachable. In Lillian better, as always.” (Hellman in livelihoods of the two teachers and of Hellman’s play The Children’s Hour Griffin und Thorsten 1999: 27) Karen Wright’s fiancé, Dr. Joe Cardin, two discourses intersect: Discourse are ruined. And one of the characters on sexuality and the discourse of Mary Tilford, a young student at even takes her life in the end. the innocent child. With Mary, a private Wright-Dobie School in Hellman constructs a child figure New England, spreads the rumour The question is, why was this that challenges the image of the that her female teachers Martha particular strategy so successful? innocent child. A key question is: Dobie and Karen Wright are lovers. The fact that Mary’s lie is not only Is this concept of childhood more She tells this lie in order to get what of a sexual nature, but also refers to crucial to the plot than the actual she wants, which is to live with her a taboo that even the adults hardly content of the lie itself? Bearing grandmother instead of staying at dare to name, increases its severity. the film adaptations of the play in the boarding school. Mary’s strategy For Mrs Tilford it is unthinkable that mind, it could be argued that one is successful: her grandmother takes a child of her granddaughter’s age cannot operate without the other. her from the school. Furthermore, would be capable of imagining the Mrs Tilford advises other parents idea of lesbianism without having

Biography: Gesa Woltjen was born in Hamburg (Germany) in 1974. After her B.A. in Marketing Management and a short period working in business administration, she went on to study Cultural Studies at Leuphana Universität Lüneburg (Germany), obtaining her M.A. in 2013. Her subjects were Cultural Theory and Intercultural Studies, Language and Communication, and Information Technology and Culture. As a member of a student initiative, she leads workshops on applied analogue and digital photography. She is currently a PhD student at Leuphana University Lüneburg. Her thesis, supervised by Prof. Emer O’Sullivan, has the title The Lesbian that Narrations Build. WU, ANDREA MEI-YING Panel H9, Sunday 9 August 09.30-11.00 Western Canons and Local (Re)productions: Childhood Discourses and The (Trans)cultural Formation of Children’s Literature in Postwar Taiwan Abstract: Historically, the modernization of children’s literature appropriation of Western canonical establishment of ertong duwu in postwar Taiwan. One of the children’s texts. For instance, Oscar bianji xiaozu (Editorial Task Forces dominant modes of the literary Wilde’s well-known fairy tale, “The for Children’s Books) in the mid- production for young readers in the Selfish Giant” has been reworked by 1960s has been regarded as one early publications of the Editorial Xia-Ling Hua into a different tale, Lao of the monumental events in the Task Force is, arguably, the (re) gonggong de huayuan (The Garden 220

of an Old Man), which centers on a postwar period, with particular foci metaethic” to refer to the Western wise and kind-hearted old man and on the native rewriting of children’s canon and argue that retellings of how he interacts with an ill-mannered texts from the West and the dialogues the classical texts not only disclose boy and eventually transforms him and dynamic negotiations or the underpinning ideologies and into a decent and respectful child. contestations between the original metanarratives of those texts but Rui Zheng’s Dongtian li de bailing and the revised texts, as well as to also call into question the ideologies niao (The Skylark in the Wintertime), examine how discourses of childhood embedded in those texts and possibly on the other hand, is the revision have been (re)shaped in such a engender resistance and change. of Wilde’s relatively solemn fairy transcultural formation. Notably, the The cultural formation of children’s tale, “The Happy Prince,” by (re) literary revisions of Western canonical literature in postwar Taiwan with its positioning the bird, instead of the texts often work in double (and reference to Western canonical texts prince, as the central character. dubious) ways, as John Marx contends does not necessarily yield to cultural that while the centrality of Western assimilation, nor does it conversely Drawing on theories of Arianna narratives is frequently reinforced suggest a multicultural implication, Dagnino, John Marx, and John in the rewriting, the employment of but speaks more to a transcultural Stephens and Robyn McCallum, the canonical texts as a source of raw practice, as Arianna Dagnino among others, this paper aims to material would inexorably result in emphasizes, in its “metamorphic, explore the complex (trans)cultural their transformation. John Stephens confluential, and interminingling” formation of Taiwanese children’s and Robyn McCallum, on the other (re)productions and significations. literature in the early decades of the hand, coin the term “Western

Biography: Andrea Mei-Ying Wu is Associate Professor at the Department of Taiwanese Literature, National Cheng Kung University, Taiwan. Her recent publications include “Toward a (Re)signification of Cultural Hybridity: Guji Guji and Master Mason” (2013) and “Model Children, Little Rebels, and Moral Transgressors: Virtuous Childhood Images in Taiwanese Juvenile Fiction in the 1960s” (2014).

YAMAZAKI, AKIKO Panel B6, Sunday 9 August 09.30-11.00 The Importance of having a physical body in Diana Wynne Jones’s novels

Abstract: It has already been pointed them out of this helpless situation. extent as to lead them to their own out that language is invested with By cultivating it, they manage to get destruction, if they have strong need special power in Diana Wynne Jones’s round the rules and terms enforced for it and let it be inscribed in their novels. As Deborah Kaplan argues in by the enemy and realise their own heads. It is as if they were under a “Diana Wynne Jones and the World- vision. In short, Jones’s novels actually spell. My contention is that what Shaping Power of Language”, a story, prove that “it pays to increase your can break this spell is corporality, which is constructed by language, word power” as is stated in the an awareness of one’s own body. has the potential to shape the world Author’s Note that precedes the In this paper, I am going to centre when told with insight and precision. story of Archer’s Goon (1985). on the Dalemark Quartet (Cart The protagonists of Jonesian novels and Cwidder, Drowned Ammet, The most typically resort to this power However, the power of words also Spellcoats, The Crown of Dalemark) of words when they find themselves has a negative aspect. Many of her and examine the role the body plays driven into a tight corner by an all- novels also show how dangerous a in Diana Wynne Jones’s novels. powerful enemy. It is the ability to story can be: a groundless story could interpret and tell a story that can lead dominate people’s mind to such an

Biography: Akiko Yamazaki is an associate professor in the Department of English at Hosei University, Japan. She has an MA in British Studies from the University of Tokyo, and an MA in Children’s Literature from the University of Surrey Roehampton. She is a member of the International Research Society for Children’s Literature. She has published articles on Diana Wynne Jones, including ‘Fire and Hemlock: A Text as a Spellcoat’ in Diana Wynne Jones: An Exciting and Exacting Wisdom (Peter Lang, 2002). 221 YAROVA, ALIONA Panel H14, Sunday 9 August 14.45-15.45 Haunted by Humans: Inverted Reality of the Holocaust in Markus Zusak’s The Book Thief

Abstract: In recent decades, the ghosts, real as surreal, and life as to recapture the real by projecting subjects of World War II and the death. Every part of the inversion is magical events onto a plane of reality Holocaust in children’s fiction have created by the representation of the and creating associations between become prevalent, often in genres events from the perspective of the concepts from the reader’s prior other than the historical realist novel. other-worldly character Death which experience and knowledge, thus In this paper I examine the inverted is depicted as ordinary and natural. promoting the reader’s empathy representation of the Holocaust in This magical narrator unveils the and cognitive engagement. Focusing Markus Zusak’s magic realist novel unbelievable reality of the Holocaust on the reversal of the real and the The Book Thief. Anne Hegerfeldt as odd and absurd presenting the magical, in this paper I explore how defines magic realism as a new form history through questioning: What an inverted magic realist narrative of mimesis, arguing that “The world is is real? What is normal? What is expands literary possibilities in an absurd place where […] anything humane? Drawing on a combination the portrayal of the Holocaust is more believable than the truth. of narratology and interviews with trauma for the young reader, and Magic realist fiction proposes that adolescent readers, I argue that it is use interviews with adolescent such a topsy-turvey reality requires the use of the inverted representation readers to exemplify the kinds of a similarly inverted approach” (339). of the Holocaust that achieves the sophisticated thinking made possible The inversion in Zusak’s novel is novel’s horrifying but not traumatizing by the magical realist elements. achieved through the portrayal of impact on the young reader. Magic supernatural as natural, humans as realist tropes help the young reader

Biography: Aliona Yarova is a PhD student of the Department of Art, Communication and Education at Luleå University of Technology. Her current research interests include adolescent literature, magic realism, and eco-criticism. Her doctoral dissertation preliminary title is “The Multiplicity of Reading Magic Realist Fiction in Children’s Education”, supervised by Lydia Kokkola and Alison Waller. YOKOTA, JUNKO Panel C22, Wednesday 12 August 11.30-13.00 Depictions of Childhoods in Multicultural Picture Books: How Historical Discourse Influences Representation

Abstract:Childhoods are depicted Authenticity of depiction in how historical representations of through textual and visual narratives children’s picture books has long childhoods influence contemporary in picture books, and historical trends been documented as a critical constructions of identity (Yokota, can be gleaned by considering the need (Yokota, 1993). But in what in press). That outdated depictions perspectives of books’ creators. ways are issues of representation and interpretations are inappropriate This presentation examines those overlapping or different from should no longer be a question, but depictions during the past half- authenticity (Short, 2009)? What less attention has been given to the century in the United States. In are the results of over-representing idea that misguided understandings doing so, it considers picture book some aspects of childhood culture can lead to condescending and creators to be not only author and and under-representing others? How patronizing attitudes, often well illustrator, but also those involved do historical representations affect veiled in good intentions. Critical in other facets of the publishing constructions of contemporary Race Theory (e.g., Ladsen-Billings industry (e.g., marketing, design) childhoods? How do those who are & Tate, 1995) recognizes power and their perceptions of the buying within a culture being represented relations among races; therefore, public. How do such gatekeepers understand the wholeness of the reader awareness is paramount influence the ways in which readers depictions of their childhoods, and to interpreting how history as come to understanding childhoods, how do those outside a culture depicted in picture books influences and how do those perceptions understand others’ childhoods based constructions of childhood. Finally, influence our understandings of self on those same representations? this paper explores the role of Critical and others? This content analysis Literacy (e.g., Stevens & Bean, 2007) focuses on depictions of racial In this paper, I analyze a sampling in how reading with an analytical and cultural “minorities”— those of multicultural picture books and lens goes beyond the study of book historically oppressed, marginalized, present the implications of the issues as artifact into book as agent in the and silenced—and the potential of authenticity and representation on thought processes of how childhood influence of those perceptions on how readers construct understandings is constructed in our minds. reader attitudes and responses. of childhoods. Moreover, I consider 222

Biography: Junko Yokota is Director of the Center for Teaching through Children’s Books and Professor Emeritus at National Louis University (Chicago). For the first ten years of her career she was a classroom teacher and school librarian. Her research focuses on visual narratives in picture books, multicultural and international literature, digital storytelling, and literacy instruction through quality literature. Her publications include five editions of Children’s Books in Children’s Hands, over 50 refereed journal articles and 20 book chapters. She authored two children’s literature review columns, served as editor of Kaleidoscope, and was a Fulbright Scholar at University of Wrocław in 2015.

YUNG, FAYE DORCAS Panel H21, Sunday 9 August 11.30-13.00 The Hong Kong and Sinophone child readership of Modern Children’s Magazine

Abstract: This paper examines Kong, and her life-long contribution will then present the categories of the child readership of a children’s was celebrated by the Hong Kong questions children-readers posed magazine, Modern Children’s Literary Award in 2008. Her heartfelt to the editor and extrapolate the Magazine (a.k.a. Xin Er Tong 新兒 correspondences with the readers themes discussed in the reader-editor 童) published in Hong Kong during not only explored difficult questions corresponding section “Letter to Wan the 1940s. Founded in June, 1941, about life and struggles during Jiji.” The samples will show a variety Modern Children’s Magazine was the wartime, she also used the section of topics in which the children during only Chinese children’s magazine to encourage academic pursuits and wartime are interested, including remaining in print during WWII in build peer-support network between academic related questions such Hong Kong and China (The Scarsdale readers. She invited child-readers to as tips for improving writing skills, Inquirer, 1948; Naka, 2006; Leung, become “child-correspondences” scientific questions etc. and also 2009). Although its circulation was of the magazine and send in their moral struggles in daily lives such not very big, the magazine reached works in the form of essays, short as justice and fairness. The final part readers from all across China and in stories, poems, and drawings etc. will look at the children’s reporting of overseas Sinophone communities. These contributions reveal the lives their daily lives, which reflect some One of the most distinguished of children in Hong Kong, China and dominating ideologies at the time. feature of this magazine is the the Asia Pacific region during WWII section “Letters to Wan Jiji”, the and the Second Chinese Civil War Albeit the magazine’s significance is editor’s correspondence section written from first-hand experiences. in the Sinophone publishing history with the child readers. “Wan Jiji”, This paper will look at the lives of for children, this magazine has not literally means Big Sister Wan, and the child readers told in their own received any attention in Anglophone is the self-reference used by the voices through their letters and their scholarship. This study will be an editor-in-chief and founder of the contributions in the magazine. important start for bridging the magazine, Annie Hingwan Wong research of publications for children (a.k.a. Huang Ching Yuen or Huang The paper will consist of three parts. in the Asia Pacific region and the Qing Yuen 黃慶雲). Annie Wong is The presentation will begin with the Anglophone academic discourse. one of the most significant authors historical context and the background of children’s literature in Hong of Modern Children’s Magazine. I

Biography: Faye Dorcas Yung is completing her PhD at the University of Cambridge, examining issues of cultural authenticity in the representations of Chinese and Japanese cultures in children’s fiction published in Anglophone countries. After her PhD, she plans to start a project on exploring children’s magazines published in the Asia Pacific region in 1930s to 1950s such as Modern Children’s Magazine (Hong Kong) , Kodomo no Kuni (Japan) etc. She has reviewed “Representation of China in British children’s fiction, 1851 – 1911’” (Chen, 2013) and “Picturebooks: Beyond Borders of Art, Narrative and Cultures” (Arizpe, Farrell and McAdam, 2013) for IRSCL online review. 223

ZHENG, YAN Panel M10, Monday 10 August 11.30-13.00 Creating an Interactive Childhood through Digital Narrative: New Narrative Patterns and Possibilities Brought by Interactive Digital Story Picturebooks Abstract: We have stepped into studies, particularly Espen Aarseth’s boundaries. Such boundaries are a digital age. What the young cybertext theory and Marie-Laure ‘transgressive’, and each part of generation are experiencing is Ryan’s theory on interactivity, the three elements ‘can be defined different from what we have been, IDSP text could be explained in only in terms of the other two’, such as in the case of narrative. Digital the following diagram which is a and each element combined with narrative nowadays is becoming more ‘feedback loop’ (Ryan, 2006, p. 239). the rest two others could ‘produce and more interactive. What may child a large number of actual text readers experience in such narrative types’ (Aarseth, 1997, p. 21). and what may such narrative change Reader for childhood? With these questions, The indication of such findings I will look into the case of interactive IDSP text is that educators could take digital story picturebooks (IDSP advantage of the interactive for short). By a close look at The Medium Scriptons feature of IDSP, and use good Ogress and The Great Ghost Chase, IDSP in classroom to help children two recent IDSP, I argue that IDSP create a sense of confidence, creates a unique text that based on In this diagram, three elements respect, support and tolerance, interactivity. Such text is dependent together create IDSP text. to help children be aware of and on its reader, and is affected by its These three elements, similar understand diversity of opinions, reader’s input. Based on the digital to what Aarseth points out for which might be helpful in creating narrative theory developed in game cybertext, have unclear but fluid a harmonious childhood.

Biography: I am a PhD student in children’s literature under the supervision of Dr. Maureen Farrell and Dr. Evelyn Arizpe in School of Education, University of Glasgow. My research is on the narrative strategies of interactive digital story picturebooks. My recent publication is: Zheng, Y. (2013). “One Second is still Something”: Children’s Responses to Temporality in John Burningham’s Granpa. In CONFIA (pp. 17–32). Porto, Portugal. 224 INDEX

Name Email address Affiliation Panel Room Page Ackroyd, Jess [email protected] University of Roehampton, UK Aisawi, Sabah [email protected] University of Dammam, Kingdom of B1 BYG 92 Saudi Arabia 197 Akahane, Naomi [email protected] Ferris University, Japan C29 BYG 92 199 Alaca, Ilgim [email protected] Koçe University, M22 PNG 93 Veryeri 009 Turkey Alston, Ann [email protected] University of the West of England, UK B10 BYG 94 197 Amlani, Zahra [email protected] University of Cambridge, UK M39 EE 1104 Andrews, Maggie [email protected] University of Worcester H8 EEG 94 164 Aquino, Lalaine [email protected] University of the Philippines. The B3 EE 95 Yanilla Philippines 1104 Argent, Karen [email protected] Newman University, UK Arizpe, Evelyn [email protected] University of Glasgow, Scotland B9 BYG 95 199 Ashitagawa, Yuko [email protected] Bunkyo University Japan C1 EEG 96 169 de Ataide, Dayse [email protected] Universidade Tecnológica Federal do M31, EE 72, Paulino Paraná, Brazil C13 1102, 96 BYG 198 Aziz, Fateha [email protected] University of Worcester, UK C17 EE 97 1104 Balina, Marina [email protected] Illinois Wesleyan University, USA H6 EEG 58 164

Barnes, Clive [email protected] IBBY UK Baykal, Gokce Elif [email protected] Koçe University, Turkey M22 PNG 97 009

Beauvais, Clem- [email protected] University of Cambridge, UK C29 BYG 98 entine 199 Becher, Dominik [email protected] University of Leipzig, Germany C28 EE 99 1102 Beeck, Nathalie [email protected] Pacific Lutheran University, USA M28 EEG 66 op de 164 Belmiro, Celia [email protected] The Federal University of Minas M13, EEG 99, Abicalil Gerais, Brazil C24 027, 70 BYG 1147 Bieber, Ada [email protected] Humboldt University, Germany H6 EEG 59 164 225

Bines, Rosana [email protected] Pontifical Catholic University of Rio de C25 BYG 69 Kohl Janeiro, Brazil 1145

Birgisdóttir, [email protected] University of Iceland, Iceland C27 EE 80 Helga 1102 Birkeland, Tone [email protected] Bergen University College, Norway C26 BYG 78 1147 Bittner, Robert [email protected] Simon Fraser University, Canada B12 BYG 100 199 Bland, Janice [email protected] Vechta University, Germany H13 PNG 100 009 Bondesson, Anna [email protected] Kristianstad University, Sweden H20 EE Smedberg 1102 Van den Bossche, [email protected] Ghent University, Belgium Sara Boylan, Ciara [email protected] Trinity College Dublin, Ireland H4 BY 53 1145

Bradford, Clare [email protected] Deakin University, Australia H18 BY 101 1145 Britten, Adrielle [email protected] Macquarie University, Australia H10 EEG 102 169 Brown, Molly [email protected] University of Pretoria, South Africa H16 PNG 102 009 Bryant, Steph- [email protected] UK anie Bukhina, Olga [email protected] Independent Scholar, USA M4 PNG 103 009

Bullen, Elizabeth [email protected] Deakin University, Australia M40 EE 103 1104 Butler, Catherine [email protected] University of the West of England, UK B6 BYG 104 199 Cabreira, Regina [email protected] Federal Technological University of M25 PNG 104 Paraná, Brazil 009 Capshaw, Kath- [email protected] University of Connecticut, USA H11 EEG 106 arine 169 Cato, Valerie [email protected] Georgia Regents University, USA B11 BYG 106 197

Chase, Maggie [email protected] Boise State University, USA C23 BYG 107 198

Chassagnol, Anne [email protected] Université Paris 8, France B12 BYG 108 199 Chatzianastasi, [email protected] University of Newcastle, UK C11 BYG 108 Maria 1147 Chen, Sue [email protected] Deakin University, Australia H14 PNG 109 009 226 INDEX

Chen, Hs-Ju Sally [email protected] National University of Tainan, Taiwan M38 BYG 109 197

Clement, Lesley [email protected] Lakehead University – Orillia, Canada M29 EEG 71, 164 110

Coats, Karen [email protected] Illinois State University, USA M1 EEG 110 027 Coban, Meltem [email protected] University of Glasgow, Scotland H17 EEG 111 164 Coban, Osman [email protected] University of Glasgow, Scotland H17 EEG 164

Cohn, Laurel [email protected] University of Queensland, Australia M34 BYG 111 198 Coghlan, Valerie [email protected] Church of Ireland College of Edu- cation & Children’s Books Ireland, Ireland Van Coillie, Jan [email protected] KU Lueven, M2 EEG 112 027 Belgium Conrad, JoAnn [email protected] University of California, USA C22 BYG 113 1148

Correro, Cristina [email protected] Universitat Autònoma de Barcelona, C1 EEG 114 Spain 169 Cumming, Peter [email protected] York University, Canada M32 BYG 114 197 Cunha, António [email protected] University of Minho, Portugal M7 EEG 115 Camilo 169 Curry, Alice [email protected] Lantana Publishing, UK C24 BYG 116, 1147 70 Daly, Nicola [email protected] University of Waikato, New Zealand M36 BYG 116 197 Damon, [email protected] Children’s Psychologist, France B5 BYG 117 Anne-Bénédicte 198

Davies, Andy [email protected] University of Worcester, UK B1 BYG 117 197

Davis, Bob [email protected] University of Glasgow, Scotland C28 EE 118 1102 Day, Katy [email protected] University of Cambridge, UK H17 EEG 119 164 Desmet, Mieke [email protected] Tunghai University, Taiwan M35 EEG 119 K.T 164 Dettmar, Ute [email protected] Johann Wolfgang Goethe Universität Germany Deszcz-Tryhub- [email protected] University of Wroclaw, Poland C17 EE 120 czak, Justyna 1104 227

Diti, Vyas [email protected] Indian Institute of Technology, GN, C3 EE 121 India 1102 Douglas, Virginie [email protected] University of Rouen, France C1 EEG 121 169 Druker, Elina [email protected] University of Stockholm, Sweden M30 EEG 74 169

Eaton, Anthony [email protected] University of Canberra, Australia M13 EEG 122 027 Edwards, Gail [email protected] Douglas College Canada M13 EEG 123 027 Ehriander, He- [email protected] Linnæs-University of Kalmar/Växjö, B2 EE 123 lene Sweden 1104 Elabd, Dina H. [email protected] University of Cambridge M23 PNG 009 Ephratt, Michal [email protected] University of Haifa, Israel C25 BYG 68 1145 Epstein, B.J. [email protected] University of East Anglia, UK C4 BYG 198 Evans, Janet [email protected] Independent Schoar, UK M3, EEG 64, M29 169, 72 EEG 164 Farias Matos, [email protected] Catholic Pontifical University of Rio C4 BYG Antoneli de de Janeiro and Københavns Universi- 198 tet, Denmark Farrell, Maureen [email protected] University of Glasgow, Scotland H15 EE 1104 Flanagan, Vic- [email protected] Maquari University, Australia M37 EE 124 toria 1104 Flynn, Kate [email protected] Royal National Institute for the Blind, B1 BYG 124 UK 197 Frederico, Aline [email protected] University of Cambridge M10 BYG 125 196 Foster, David [email protected] University of Northampton, UK Gadowski, [email protected] University of Wrocklaw, Poland B7 BYG 125 Robert 198 Galbraith, Mary [email protected] San Diego State University, USA M34 BYG 126 198 Gallagher, Ciara [email protected] Trinity College Dublin, Ireland H4 BY 54 1145

Gallagher, Louise [email protected] Trinity College, Dublin M5 EEG 127 164

Garces-Bacsal, [email protected] The National Institute of Education, C20 EEG 82 Rhoda Myra Singapore 027 228 INDEX

Garcia-Escriva, [email protected] University of Alicante, M32 BYG 127 Vicente 197 Spain Gazi, Jeeshan [email protected] University of Essex, UK C10 PNG 128 009 Georgieva, Mar- [email protected] American University of the Middle M29 EEG 72 garita East, Kuwait 164

Ghosh, Kerenza [email protected] University of Roehampton, UK M3 EEG 65 169 Gibson, Mel [email protected] and Northumbria University, UK C3 EE 128 1102

Goga, Nina [email protected] Bergen University College, Norway C26 BYG 79 1147 Gooding, Rick [email protected] University of British Columbia, Can- B10 BYG 129 ada 197 Gosovska, Marta [email protected] Ivan Franko National University of M26 EE 130 Lviv, Ukraine 1102 Gowar, Mick [email protected] Anglia Ruskin University, UK Grenz, Dagmar [email protected] Hamburg University, Germany Grikitis, Anne [email protected] Newcastle University, UK Grobler, Piet [email protected] University of Worcester, UK B1 130

Gruner, Elisabeth [email protected] University of Richmond, USA C18 EE 76 1104 Grzegorczyk, [email protected] University of Wroclaw, Poland B3 EE 131 Blanka 1104 Guilherme, Maria [email protected] Federal Technological University of M32 BYG 131 Lígia Freire Parana, Brazil 197

Gursel, Bahar [email protected] Middle East Technical University, M23 PNG 132 Turkey 009 Hamer, Naomi [email protected] University of Winnipeg, Canada M28 EEG 67 164 Hancock, Kay [email protected] Victoria University of Wellington, C2 EEG 132 New Zealand 169 Hanlon, Tina [email protected] Ferrum College and Hollins University, M26 EE 133 USA 1102 Hansen, Patricia [email protected] University of São Paolo, Brazil H16 PNG 133 009 Harde, Roxanne [email protected] University of Alberta, Canada M27 PNG 134 009 Harvey, Kate [email protected] National University of Ireland, Ireland M15 EEG 134 027 229

Hedberg, Lara [email protected] Deakin University, Australia M18 BYG 135 197

Henkel, Ayoe [email protected] Aarhus University, Denmark M11 EE 135 Quist 1104 Hernandez, Jesus [email protected] University of the Philippines, the C20 EEG 83 Federico Philippines 027

Heywood, Sophie [email protected] University of Reading, UK M36 BYG 136 197 Hillel, Margot [email protected] [email protected] C8 BYG 136 1145 Holdsworth, [email protected] Deakin University, Australia B2 EE 137 Dylan 1104 Horrell, Georgie [email protected] University of Cambridge Huggins, Sujin [email protected] Dominican University, USA Hunt, Peter [email protected] Emeritus Professor, University of H20 EE Cardiff, Wales 1102 Inggs, Judith [email protected] University of Witwatersrand, South B11 BYG Africa 197

Jackson, Emma [email protected] University of Glasgow, Scotland Ji, Shengjie [email protected] Hannam University, South Korea C22 BYG 1148

Johnson-Feelings, [email protected] University of South Carolina, USA B11 BYG Dianne 197 Jónsson Kristján, [email protected] University of Iceland C27 EE 81 Jóhann 1102 Joosen, Vanessa [email protected] Tilburg University, Netherlands B8 BYG 138 199 Joycee, O J [email protected] Vimala College, India C9 PNG 138 009

Junko, Yoshida [email protected] Ritsumeikan University, Japan B2 EE 139 1104 Junko, Nishimura [email protected] Japan Kadizade, Esma [email protected] Mersin University, Turkey C28 EE 139 Dumanlı 1102 Kamal, Sabrina S. [email protected] University of Cambridge, UK C6 BYG 140 198

Kawabata, Ariko [email protected] Women’s University, Japan H21 EE 141 1102 Kelen, Kit [email protected] University of Macau, Macau C14 PNG 142 009

Kennon, Patricia [email protected] Maynooth University, Ireland 230 INDEX

Kiil, Hanne [email protected] Norwegian Institute for Childen’s M35 EEG 142 Books, Norway 164 Kilpatrick, Helen [email protected] University of Wollongong, Australia B9 BYG 143 199

Kim, Ilgu [email protected] Hannam University, South Korea C22 BYG 143 1148

Kimura, Toshio [email protected] Tsurumi University, Japan M15 EEG 144 027 Kleczaj-Siara, [email protected] University of Radom, Poland H11 EEG 144 Ewa 169 Kokkola, Lydia [email protected] Luleå University of Technology, C9 PNG 145 Sweden 009 Kostenniemi, [email protected] University of Gothenberg, Sweden C15 BYG Peter 198 Kralj, Sanja Lovric [email protected] University of Zagreb, Croatia C2 EEG 145 169 Krasny, Karen [email protected] York University, Canada B7 BYG 198 Kristjánsdóttir, [email protected] University of Iceland, Iceland C27 EE 81 Dagný 1102 Lai, Wei-ching [email protected] National Taipei University of educa- M17 146 tion, Taiwan Lan, Ma [email protected] Japan Lang, Christine [email protected] Redlands College, Wellington Point, Australia Lassén-Seger, [email protected] Åbo Akademi University, Finland M30 EEG 74 Maria 169

Lehmann, Yasmin [email protected] Leuphana University of Lunebürg, M18 BYG 147 Germany 197

Lehtonen, Sanna [email protected] University of Jyväskië, Finland M21 PNG 148 009

Lewis, Katy [email protected] Longwood University, USA B4, BYG 62, C30 198, 148 EEG 164 van Lierop-Deb- [email protected] Tilburg University, The Netherlands C10 PNG rauwer, Helma 009 Lima, Nivia de [email protected] University of Roehampton, UK Andrade Lo, Rachel Skrlac [email protected] University of Pennsylvania USA M14 EEG 149 027 Long, Rebecca [email protected] Trinity College Dublin, Ireland M22 PNG 150 Ann 009 231

Macleod, Mark [email protected] Charles Sturt University, Australia M7 EEG 150 169 Majhut, Berislav [email protected] University of Zagreb, Croatia C2 151

Mallan, Kerry [email protected] Queensland University of Technology, B5 BYG 151 198 Australia

Marci ­Boehncke, [email protected] Dortmund Technical University, C13 BYG 152 Gudrun Germany 198

Marshall, Eliza- [email protected] Simon Fraser University, Canada M3, EEG 64, beth M28 169, 66 EEG 164 Martens, Mari- [email protected] Kent State University, USA C19 EEG anne 027 Masaki, Tomoko [email protected] The Research Centre of Picturebooks, C7 BYG 153 Osaka, Japan 1147

Mathis, Janelle [email protected] University of North Texas, USA C7 BYG 153 1147 McGilp, Emma [email protected] University of Glasgow, Scotland B8 BYG 154 199 McManus, Brian [email protected] Trinity College Dublin, Ireland H14 PNG 155 009

McNeil, Barbara [email protected] University of Regina, Canada M2 EEG 155 027 Meimaridi, [email protected] University of Cambridge, UK M27 PNG 156 Maggie 009 Mendlesohn, [email protected] Anglia Ruskin University, UK Farah Mendes, Claudia [email protected] Federal University of Rio de Janeiro, M8 EEG 157 Brazil 164 Meyers, Eric [email protected] University of British Columbia, Can- M11 EE 158 ada 1104 Michułka, Dorota [email protected] University of Wroclaw, Poland H7 EEG 60 164

Mielke, Tammy [email protected] The University of Wyoming, USA B4 BYG 62 198

Mijić Nemet, [email protected] University of Novi Sad, Surbia H16 PNG 158 Ivana 009 Miller, Rose [email protected] University of Worcester, UK 18 159 232 INDEX

Miskec, Jennifer [email protected] Longwood University, USA M6 EEG 159 169

Mørk, Kjersti kjersti.lersbryggen.mork@barnebokin- Norwegian Institute for Children’s C9 PNG 160 Lersbryggen stituttet.no Books/Oslo Norway 009 Moruzi, Kristine [email protected] Deakin University, Australia H24 EE 160 1102 Mourão, Sandie [email protected] Independent Scholar, Portugal M3 EEG 65 169 Mueller, Anja [email protected] University of Siegen, Germany H10 EEG 161 169 Muramatsu, Mari [email protected] Kyoritsu Women’s University, Japan M14 EEG 162 027

Murce, Newton [email protected] Federal University of Goiás, Brazil M5 EEG 163 164 Myers, Lindsay [email protected] National University of Ireland, Ireland Mygind, Sarah [email protected] Arrhus University, M12 EE 163 1104 Denmark Nagai, Masako [email protected] Nakai Town Board of Education, Japan M14 EEG 164 027

Nagata, Keiko [email protected] Japan Women’s University Japan Nagel, Lisa Marie [email protected] Norwegian Institute for Children’s M24 PNG 165 Books, Norway 009

Naidoo, Jamie [email protected] University of Alabama, USA M17 BYG 165 197 Neira, Maria [email protected] University of Oviedo, Spain M1 EEG 166 Rosario 027 Nel, Philip [email protected] Kansas State University, USA C7 BYG 1147

Niitra, Mari [email protected] University of Juhan Liieb Museum, H1 EEG 51 Estonia 169 Nordenstam, [email protected] Luleå University of Technology, C5 BYG 167 Anna Sweden 1145

Norman, Aman- [email protected] University of Roehampton, UK M40 EE 167 da 1104

Notting- [email protected], University of Worcester, UK M8 EEG 168 ham-Martin, 164 Amy [email protected] Nykvist, Karin [email protected] Lund University, Sweden C5 BYG 168 1145 233

Nyrnes, Aslaug [email protected] Bergen University College, Norway C26 BYG 79 1147 O’Hanlon, Jane [email protected] Poetry Ireland H3 EEG 52 169 O’Malley, An- [email protected] Ryerson University, Canada M20 BYG 169 drew 198 O’Sullivan, Emer [email protected] Leuphana University Lüneburg, Ger- many O’Sullivan, Keith [email protected] The Church of Ireland College of H4 BY 55 Education, Dublin, Ireland 1145

Ohar, Emiliya [email protected] Ukrainian Publishing and Printing H7 EEG 60 Academy, Ukraine 164

Ohnuma, Ikuko [email protected] Miyagi Gakuin Women’s University, H21 EE 170 Japan 1102 Olin-Scheller, [email protected] Karlstad University, Sweden C5 BYG 170 Christina 1145 Olson, Marilynn [email protected] Texas State University, USA C12 BYG 171 S. 199 Ommundsen, [email protected] Oslo and Akershus University College H15, EE 172, Åse Marie of Applied Sciences, Norway M3 1104, 64 EEG 169 Ørjasæter, kristin.orjasater@barnebokinstituttet. Norwegian Institute for Children’s C12 BYG 172 Kristin no Books/Oslo Norway 199 Osa, [email protected] American University of Ras Al Osayimwense Khaimah, United Arab Emirates Österlund, Mia [email protected] Åbo Akademi University, Finland M30 EEG 74 169

Owen, [email protected] The University of British Columbia, C6 BYG 173 Christopher 198 Canada Oyabu, Kana [email protected] Kanazawa University, Japan H23 EEG 173 027 Oziewicz, Marek [email protected] University of Minnesota-Twin Cities, H1 EEG 50 C. USA 169

Palm, Jaanika [email protected] Estonian Children’s Literature Centre, H24 EE 174 Estonia 1102 Palmer, Amy [email protected] University of Roehampton, UK M38 BYG 174 197 Palsdottir, Anna [email protected] University of Iceland, Iceland C27 EE 81 Heiða 1102 Panaou, Petros [email protected] Boise State University, USA C23 BYG 175 198 234 INDEX

Parkinson, [email protected] Little Island Press, H3 EEG 52 Siobhan 169 Ireland www.littleisland.ie Parry, Hannah [email protected] Victoria University of Wellington, M23 PNG 176 New Zealand 009 Paul, Lissa [email protected] Brock University, Canada H22 EEG 176 027 Pearson, Lucy [email protected] Newcastle University, UK H22 EEG 177 027 Pérez-Diez, [email protected] University of León, Spain H13 PNG 177 Carmen 009 Perrot, Annie [email protected] Perrot, Jean [email protected] Professor Emeritus at the Paris Uni- versity-La Sorbonne, France Persegona, Mari- [email protected] Universidade Tecnológica Federal do M31 EE 72 na Siqueira Paraná 1102 Petermann, Emily [email protected] University of Konstanz, Germany C24 BYG 68 1147 Pham Dinh, [email protected] Université Paris 13, France H10 EEG Rose-May 169 Pohrib, Codruta codruta.pohrib@maastrichtuniversity. Maastricht University, Netherlands H12 BY 179 nl 1145 Potter, Troy [email protected] Monash University, Australia H18 BY 179 1145 Pullinger, Debbie [email protected] University of Cambridge, UK M2 EEG 180 027

Puppi, Bárbara [email protected] Federal Technological University of M32 BYG 180 Branco Parana, Brazil 197 Ratcheva-Strati- [email protected] International Institute for Children’s C17 EE 181 eva, Lilia Literature, Austria 1104

Reichl, Susanne [email protected] University of Vienna, Austria M4 PNG 009 Reimer, Mavis [email protected] IRSCL President,

University of Winnipeg Reynolds, Kim- [email protected] Newcastle University, UK H5 EEG 57 berley 027

Ricketts, Harry [email protected] Victoria University of Wellington, H22 EEG New Zealand 027 Rimmereide, [email protected] Bergen University College, Norway C26 BYG 78 Hege Emma 1147 235

Robertson, [email protected] Monash University, Australia H12 BY 182 Stephanie 1145 Rose, Sherry [email protected] University of New Brunswick, Canada M36 BYG 182 197

Rosen, Jane [email protected] Imperial War Museum, UK H12 BY 1145 Rosenberg, Teya [email protected] Texas State University, USA C18 EE 76 1104 Rosser, Siwan [email protected] University of Cardiff, H5 EEG 183 027 Wales Rossini, Carolina [email protected] Universidade Tecnológica Federal do M31 EE 72 Laurino Paraná, Brazil 1102 Rudd, David [email protected] University of Roehampton, UK C19 EEG 184 027 Rudova, Larissa [email protected] Pomona College, USA H6 EEG 58 164

Salvi, Manuela [email protected] Italian Children’s Writers Association, C21 BYG 184 Italy 1148 Sambell, Kay [email protected] University of Northumbria, UK C3 EE 185 1102 Sandercock, Tom [email protected] Deakin University, Australia M33 BYG 185 197 Sands-O’Connor, [email protected] Buffalo State College, USA H11 EEG 186 Karen 169 Santa Maria, Luz [email protected] Universidad de Chile, Chile M25 PNG 009 Sardella-Ayres, [email protected] University of Cambridge, UK M8 EEG 187 Dawn 164 Sasada, Hiroko [email protected] Seisen University, Japan C15 BYG 187 198

Sato, Motoko [email protected] Chiba University, C21 BYG 188 1148 Japan Sbroma, Angelina [email protected] Victoria University of Wellington, M27 PNG 189 New Zealand 009

Schäefer, Iris [email protected] Goethe-University of Frankfurt, B5 BYG 189 Germany 198 Schokett, En- [email protected] Lehman College, USA H9 EEG kelena 027 Schulz, Farriba [email protected] Dresden University of Technology, M6 EEG 190 Germany 169 Schwebs, Ture [email protected] Bergen University College, Norway C26 BYG 79 1147 Seifert, Martina [email protected] Gymnasium Bleckede, Germany 236 INDEX

Seigo, Inoue [email protected] Yamanashi Eiwa College, Japan C29 BYG 191 1147 Sepúlveda, [email protected] Universidad del Quindío, Colombia C21 BYG 191 Eliana Lucía 1148 Montenegro Shih-Han Su, [email protected] Macquarie University, Australia M4 PNG 192 Sophie 009 Shu, Jack [email protected] Open University of Hong Kong, Hong M15 EEG 193 Kong 027 Silva, Roberta [email protected] Verona University, Italy M17 BYG 193 197 da Silva, Sara [email protected] University of Minho, Portugal M7 EEG 194 Reis 169

Skaret, Anne [email protected] Hedmark University College, B8 BYG 194 199 Norway Skyggebjerg, [email protected] Aarhus University, Denmark H8 EEG 195 Anna Karlskov 164 Slater, Katharine [email protected] Rowan University, USA H23 EEG 195 027 Sly, Cathy [email protected] Deakin University, Australia M20 BYG 196 198 Smulders, Sharon [email protected] Mount Royal University, Canada H13 PNG 197 009 Snell, Heather [email protected] University of Winnipeg, Canada M1 EEG 197 027 Son, Eun hye [email protected] Boise State University, USA C23 BYG 198 198 Song, Hyunhee [email protected] Hannam University, South Korea C11 BYG 199 1147

Spanaki, Mariana [email protected] University of Ioannina Greece M18 BYG 199 197 Steiner, Stan [email protected] Boise State University, USA C23 BYG 200 198 Stephens, John [email protected] Macquarie University, Australia C24 BYG 70 1147 Stewart, Kate [email protected] University of Nottingham, UK C14 PNG 200 009

Strong-Wilson, [email protected] McGill University, Canada H19 EE 201 Teresa 1102 Sundmark, Björn bjö[email protected] Malmö University, Sweden C12 BYG 202 199 Sugaya, Mikako [email protected] University of Tsukuba, Japan 237

Surmatz, Astrid [email protected] Amsterdam University, The Nether- M33 BYG 202 lands 197

Suzuki, Honami [email protected] Okazaki Women’s Junior College Japan M12 EE 203 1104 Świetlicki, Ma- [email protected] University of Wrocklaw, Poland H7 EEG 61 teusz 164

Takeuchi, Miki [email protected] Ferris University, Japan C15 BYG 204 198

Tanaka, Mihoko [email protected] Tokyo Women’s Christian University, Japan Talley, Lee A. [email protected] Rowan University, USA H5 EEG 57 027

Tandoi, Eve [email protected] University of Cambridge, UK M39 EE 204 1104

Taniguchi, Hide- [email protected] Kyushu University, Japan M24 PNG 205 ko J 009 Thacker, Deborah [email protected] UK M25 PNG 206 009

Thomas, Angela [email protected] University of Tasmania, Australia B12 BYG 206 199 Thomas, Ebony [email protected] University of Pennsylvania, USA M21 PNG 207 Elizabeth 009 Thomas, Anto [email protected] St Thomas College, Kerala, India C13 BYG 207 198

Thompson, Mary [email protected] Dublin City University, Ireland H3 EEG 52 Shine 169 Tosi, Laura [email protected] The Universita Cà’ Venice, Italy H20 EE 208 1102

Trapp, Ricarda ricarda.trapp@tu-­‐dortmund.de Dortmund Techinal University, Ger- C13 BYG 209 many 198 Trimble, Celeste [email protected] University of Arizona, USA M37 EE 209 1104 Trites, Roberta S. [email protected] Illinois State University, USA H23 EEG 210 027 Tsuchiya, Shiori [email protected] Japan Women’s University, Japan H19 EE 211 1102 Tulloch, Bonnie [email protected] University of British Columbia, Can- H19 EE 211 ada 1102 Tupas, Ruanni [email protected] National Institute of Education, C20 EEG 83 Singapore 027 238 INDEX

Ulanowicz, Anas- [email protected] University of Florida, USA H1 EEG 51 tasia 169 Ullmann, Anika [email protected] Leuphana University of Lunebürg, M11 EE 212 Germany Germany 1104 Usha, K. [email protected] University of Calicut, India C3 EE 212 1102 Vallone, Lynne [email protected] Rutgers University – Camden, USA H5 EEG 56 027

Vaughan, Brooke [email protected] Longwood University, USA B4 BYG 63 198

Walls-McKay, [email protected] Longwood University, USA M6 EEG 213 Maureen J. 169 Wang, Hung Pei [email protected] National Kaohsiung University of Hospitality and Tourism, Taiwan Warnqvist, Åsa [email protected] Swedish Children’s Book Institute, B10 BYG 214 Sweden 197 Wattenberg, Jane [email protected] USA M16 BYG 214 1147 Weld, Sara Pan- [email protected] The University of California, USA M30 EEG 73 kenier 169

Wesseling, Lies.Wesseling@Maastrichtuniversity. University of Maastricht, Netherlands C8 BYG 215 Elisabeth nl 1145 Whatman, Emma [email protected] Deakin University, Australia M26 EE 215 1102 Whitty, Pam [email protected] University of New Brunswick, Canada M36 BYG 216 197 Whyte, Pádraic [email protected] Trinity College Dublin, Ireland H4 BY 54 1145

Wijman, Eva [email protected] University of Umeå, Sweden C23 BYG 217 198 Williams, Sandra [email protected] University of Brighton, UK C23 BYG 217 198 Wilson, Melissa [email protected] Southeastern Louisiana University, C30 EEG 218 USA 164 Wolf, Doris [email protected] University of Winnipeg, Canada H24 EE 218 1102 Woltjen, Gesa [email protected] University of Leuphana Germany M16 BYG 219 1147 Wood, Naomi [email protected] Kansas State University, USA C18 EE 75 1104 Wu, Andrea Mei- [email protected] National Cheng Kung University, H9 EEG 219 ying Taiwan 027 239

Yamazaki, Akiko [email protected] Hosei University, Japan B6 BYG 220 199 Yarova, Aliona [email protected] Luleå University of Technology, H14 PNG 221 Sweden 009 Yokota, Junko [email protected] Center for Teaching through Children’s C22 BYG 221 Books, USA 1148

Yung, Faye [email protected] University of Cambridge, UK H21 EE 222 Dorcas 1102 Zheng, Yan [email protected] University of Glasgow, Scotland M10 B Y G 223 196 www.worcester.ac.uk