Anja Muller – författare

This volume focuses on the (de)canonization processes in children’s literature, considering the construction and cultural-historical changes of canons in different children’s literatures. Chapters by international experts in the field explore a wide range of different children’s literatures from Great Britain, Germany, Scandinavia, the Low Countries, Eastern and Central Europe, as well as from Non-European countries such as Australia, Israel, and the United States. Situating the inquiry within larger literary and cultural studies conversations about canonicity, the contributors assess representative authors and works that have encountered changing fates in the course of canon history. Particular emphasis is given to sociological canon theories, which have so far been under-represented in canon research in children’s literature. The volume therefore relates historical changes in the canon of children’s literature not only to historical changes in concepts of childhood but to more encompassing political, social, economic, cultural, and ideological shifts. This volume’s comparative approach takes cognizance of the fact that, if canon formation is an important cultural factor in nation-building processes, a comparative study is essential to assessing transnational processes in canon formation. This book thus renders evident the structural similarities between patterns and strategies of canon formation emerging in different children’s literatures.

This innovative collection of essays re-examines conventional ideas of the history of childhood, exploring the child's increasing prominence in eighteenth-century discourse and the establishment of the category of age as a marker of social distinction alongside race, class and gender. While scholars often approach childhood within the context of a single nation, this collection takes a comparative approach, examining the child in British, German and French contexts and demonstrating the mutual influences between the Continent and Great Britain in the conceptualization of childhood. Covering a wide range of subjects, from scientific and educational discourses on the child and controversies over the child's legal status and leisure activities, to the child as artist and consumer, the essays shed light on well-known novels like Tristram Shandy and Tom Jones, as well as on less-familiar texts such as periodicals, medical writings, trial reports and schoolbooks. Articles on visual culture show how eighteenth-century discourses on childhood are reflected in representations of the child by illustrators and portraitists. The international group of contributors, including Peter Borsay, Patricia Crown, Bernadette Fort, Brigitte Glaser, Klaus Peter Jochum, Dorothy Johnson and Peter Sabor, represent the disciplines of history, literature and art and reflect the collection's commitment to interdisciplinarity. The volume's unique range of topics makes it essential reading for students and scholars concerned with the history and representation of childhood in eighteenth-century culture.

Shedding light on an important and neglected topic in childhood studies, Anja Müller interrogates how different concepts of childhood proliferated and were construed in several important eighteenth-century periodicals and satirical prints. Müller focuses on The Tatler, The Spectator, The Guardian, The Female Tatler, and The Female Spectator, arguing that these periodicals contributed significantly to the construction, development, and popularization of childhood concepts that provided the basis for later ideas such as the 'Romantic child'. Informed by the theoretical concept of 'framing', by which certain concepts of childhood are accepted as legitimate while others are excluded, Framing Childhood analyses the textual and graphic constructions of the child's body, educational debates, how the shift from genealogical to affective bonding affected conceptions of parent-child relations, and how prints employed child figures as focalizers in their representations of public scenes. In examining links between text and image, Müller uncovers the role these media played in the genealogy of childhood before the 1790s, offering a re-visioning of the myth that situates the origin of childhood in late eighteenth-century England.

This innovative collection of essays re-examines conventional ideas of the history of childhood, exploring the child's increasing prominence in eighteenth-century discourse and the establishment of the category of age as a marker of social distinction alongside race, class and gender. While scholars often approach childhood within the context of a single nation, this collection takes a comparative approach, examining the child in British, German and French contexts and demonstrating the mutual influences between the Continent and Great Britain in the conceptualization of childhood. Covering a wide range of subjects, from scientific and educational discourses on the child and controversies over the child's legal status and leisure activities, to the child as artist and consumer, the essays shed light on well-known novels like Tristram Shandy and Tom Jones, as well as on less-familiar texts such as periodicals, medical writings, trial reports and schoolbooks. Articles on visual culture show how eighteenth-century discourses on childhood are reflected in representations of the child by illustrators and portraitists. The international group of contributors, including Peter Borsay, Patricia Crown, Bernadette Fort, Brigitte Glaser, Klaus Peter Jochum, Dorothy Johnson and Peter Sabor, represent the disciplines of history, literature and art and reflect the collection's commitment to interdisciplinarity. The volume's unique range of topics makes it essential reading for students and scholars concerned with the history and representation of childhood in eighteenth-century culture.

Shedding light on an important and neglected topic in childhood studies, Anja Müller interrogates how different concepts of childhood proliferated and were construed in several important eighteenth-century periodicals and satirical prints. Müller focuses on The Tatler, The Spectator, The Guardian, The Female Tatler, and The Female Spectator, arguing that these periodicals contributed significantly to the construction, development, and popularization of childhood concepts that provided the basis for later ideas such as the 'Romantic child'. Informed by the theoretical concept of 'framing', by which certain concepts of childhood are accepted as legitimate while others are excluded, Framing Childhood analyses the textual and graphic constructions of the child's body, educational debates, how the shift from genealogical to affective bonding affected conceptions of parent-child relations, and how prints employed child figures as focalizers in their representations of public scenes. In examining links between text and image, Müller uncovers the role these media played in the genealogy of childhood before the 1790s, offering a re-visioning of the myth that situates the origin of childhood in late eighteenth-century England.

Through case studies from diverse fields of cultural studies, this collection examines how different constructions of identity were mediated in England during the long eighteenth century. While the concept of identity has received much critical attention, the question of how identities were mediated usually remains implicit. This volume engages in a critical discussion of the connection between historically specific categories of identity determined by class, gender, nationality, religion, political factions and age, and the media available at the time, including novels, newspapers, trial reports, images and the theatre. Representative case studies are the arrival of children's literature as a genre, the creation of masculine citizenship in Defoe's novels, the performance of gendered and national identities by the actress Kitty Clive or in plays by Henry Fielding and Richard Sheridan, fashion and the public sphere, the emergence of the Whig and Tory parties, the radical culture of the 1790s, and visual representations of domestic and imperial landscape. Recognizing the proliferation of identities in the epoch, these essays explore the ways in which different media determined constructions of identity and were in turn shaped by them.

This volume focuses on the (de)canonization processes in children’s literature, considering the construction and cultural-historical changes of canons in different children’s literatures. Chapters by international experts in the field explore a wide range of different children’s literatures from Great Britain, Germany, Scandinavia, the Low Countries, Eastern and Central Europe, as well as from Non-European countries such as Australia, Israel, and the United States. Situating the inquiry within larger literary and cultural studies conversations about canonicity, the contributors assess representative authors and works that have encountered changing fates in the course of canon history. Particular emphasis is given to sociological canon theories, which have so far been under-represented in canon research in children’s literature. The volume therefore relates historical changes in the canon of children’s literature not only to historical changes in concepts of childhood but to more encompassing political, social, economic, cultural, and ideological shifts. This volume’s comparative approach takes cognizance of the fact that, if canon formation is an important cultural factor in nation-building processes, a comparative study is essential to assessing transnational processes in canon formation. This book thus renders evident the structural similarities between patterns and strategies of canon formation emerging in different children’s literatures.

Through case studies from diverse fields of cultural studies, this collection examines how different constructions of identity were mediated in England during the long eighteenth century. While the concept of identity has received much critical attention, the question of how identities were mediated usually remains implicit. This volume engages in a critical discussion of the connection between historically specific categories of identity determined by class, gender, nationality, religion, political factions and age, and the media available at the time, including novels, newspapers, trial reports, images and the theatre. Representative case studies are the arrival of children's literature as a genre, the creation of masculine citizenship in Defoe's novels, the performance of gendered and national identities by the actress Kitty Clive or in plays by Henry Fielding and Richard Sheridan, fashion and the public sphere, the emergence of the Whig and Tory parties, the radical culture of the 1790s, and visual representations of domestic and imperial landscape. Recognizing the proliferation of identities in the epoch, these essays explore the ways in which different media determined constructions of identity and were in turn shaped by them.

Adaptations of canonical texts have played an important role throughout the history of children's literature and have been seen as an active and vital contributing force in establishing a common ground for intercultural communication across generations and borders. This collection analyses different examples of adapting canonical texts in or for children's literature encompassing adaptations of English classics for children and young adult readers and intercultural adaptations of children's classics across Europe. The international contributors assess both historical and transcultural adaptation in relation to historically and regionally contingent concepts of childhood. By assessing how texts move across age-specific or national borders, they examine the traces of a common literary and cultural heritage in European children's literature.

Adaptations of canonical texts have played an important role throughout the history of children's literature and have been seen as an active and vital contributing force in establishing a common ground for intercultural communication across generations and borders. This collection analyses different examples of adapting canonical texts in or for children's literature encompassing adaptations of English classics for children and young adult readers and intercultural adaptations of children's classics across Europe. The international contributors assess both historical and transcultural adaptation in relation to historically and regionally contingent concepts of childhood. By assessing how texts move across age-specific or national borders, they examine the traces of a common literary and cultural heritage in European children's literature.

The workshop Production-Comprehension Asymmetries in Child Language held in Osnabrück in 2009 is the starting point for this book. The workshop developed from the observation that children's production skills appear to precede their comprehension skills in a number of phenomena, e.g. pronouns or negation. The volume provides cross-linguistic evidence for such asymmetric development and investigates grammatical and methodical explanations of the observed asymmetries.