Reading Children's Literature

"My deep dismay when Reading Children's Literature went out of print increases my delight at what the new edition of the textbook has to offer. This second edition includes new material on popular culture and children's literature, racism and racialization in children's literature, and sustained attention to dis/ability in children's literature. I cannot wait to dive into this text with students!" - Mary Juzwik, Michigan State University "There's much to like about this book. Throughout, there is an awareness of difficult issues unique to children's literature, such as audience and selection, as well as issues like race, ability, and gender. The writing is accessible and informed by theory, but not mired in it. The new edition includes a new chapter on children's literature and popular culture that provides language for analyzing film and television." - Rhonda Brock-Servais, Longwood University "Carrie Hintz and Eric Tribunella have updated this text by adding brand new content and by building on compelling existing material from the first edition. With new features like review questions and a brand new glossary of the whole book, this new edition will be sure to please those who are already familiar with the first edition as well as those who are reading this textbook for the very first time." - Lance Weldy, Francis Marion University

Carrie Hintz is Associate Professor of English and teaches children's and young adult literature at Queens College of the City of New York and the Graduate Center at CUNY. Eric L. Tribunella is Professor of English at the University of Southern Mississippi.

PREFACE What Distinguishes this Book? How this Book Is Organized What's New INTRODUCTION FOR STUDENTS Common Assumptions about Children's Literature What It Means to Read Critically Reading Closely Considering Literary History and Forms Examining Historical and Cultural Contexts Using Critical and Theoretical Concepts and Approaches Why Read Children's Literature Critically? Dual Address and Complexity Linguistic and Narrative Complexity Didacticism and the Lessons of Children's Literature The Transmission of Cultural Values Subversive or Hegemonic? Pleasure and Unpleasure CHAPTER 1: HISTORICIZING CHILDHOOD Historical Models of Childhood The Romantic Child The Sinful Child The Working Child The Sacred Child The Child as Radically Other The Developing Child The Child as Miniature Adult Using Models of Childhood to Read Critically The Uncertain Boundaries of Childhood Child Crime Child Sex Child Soldiers Child Embodiment and Disability Child Privilege and Race Children's Literature and the History of Childhood Reading Critically: The History of Childhood Anne of Green Gables Explorations Review Reflect Investigate Suggested Readings Approaches to Teaching Anne of Green Gables CHAPTER 2: THE EARLY HISTORY OF CHILDREN'S LITERATURE Questions of Definition Defining Literature Defining Children's Literature Children's Literature as Genre The "Birth" of Children's Literature? John Newbery Newbery's Contemporaries: Thomas Boreman and Mary Cooper Sarah Fielding and the First Children's Novel? General-Audience and Crossover Works Aesop's Fables Chapbooks Folk and Fairy Tales Mixed-Age Works as Children's Classics Instructional Works and Didactic Literature Textbooks Religious Works The Sunday School and Evangelical Movements The Rational Moralists Didactic Poetry and Fiction The Golden Age The Growth of the Children's Literature Industry The Crossover Appeal of Golden Age Books The Tensions that Define Children's Literature The Second Golden Age Reading Critically: The History of Children's Literature Alice's Adventures in Wonderland Explorations Review Reflect Investigate Suggested Readings Approaches to Teaching Alice's Adventures in Wonderland CHAPTER 3: POETRY Nursery Rhymes, Verse, and Poetry A History of Poetry for Children Bunyan and Watts Mother Goose The Romantic Poets and Nineteenth-Century Children's Poetry Forgotten Children's Poets of the Nineteenth Century Nineteenth-Century Humorous and Nonsense Poetry Twentieth- and Twenty-First-Century Poetry Contemporary Poetry as a Reflection on Self and Other An Expanded Canon Poetry Picturebooks, Concrete Poetry, and Verse Novels Children's Popular Culture and Poetry Poetry Written by Children The Separate Tradition of Poetry for Children Questions to Ask When Approaching a Poem for Children Common Figures of Speech Typical Patterned Poetry for Children Typical Metrical Forms for Poetry in English Reading Critically: Poetry "Escape at Bedtime" from A Child's Garden of Verses Explorations Review Reflect Investigate Suggested Readings Approaches to Teaching "Escape at Bedtime" CHAPTER 4: FAIRY TALES Definition of the Fairy Tale Fairy Tales and Revision Fairy Tales Worldwide Fairy Tales and Ancient Myth A History of the Literary Fairy Tale in the Western World The Early Modern Roots of the Literary Fairy Tale Fairy Tales in the Nineteenth Century Oral Tales versus Literary Fairy Tales Fairy Tales: Mass Media and Film The Social Function of Fairy Tales Fairy Tales and Unhappy Endings Interpreting Fairy Tales Psychoanalytical Approaches Sociohistorical Approaches Feminist Responses to Fairy Tales Fairy-Tale Revision as Critical Practice Queer Fairy Tales Fairy Tales and Disability Race in Disney's Fairy Tale Films and Television Race in Fairy Tales and Folk Tales Reading Critically: Fairy Tales Trina Schart Hyman's Retelling of "Little Red Riding Hood" Explorations Review Re