Louise Joy – författare

This book presents an accounting framework to critically review existing studies of aid's macroeconomic effects and as a basis for four country studies on Guinea-Bissau, Nicaragua, Tanzania and Zambia. This framework focuses on the impact of different types of aid on the level and composition of key macroeconomic aggregates such as imports, investment and government expenditure. The importance of the relationship between aid and policy reform is also stressed. The case studies find that aid has had a generally positive contribution, though recommendations to further improve aid impact are also given.

This collection gives sustained attention to the literary dimensions of children’s poetry from the eighteenth century to the present. While reasserting the importance of well-known voices, such as those of Isaac Watts, William Blake, Lewis Carroll, Christina Rossetti, A. A. Milne, and Carol Ann Duffy, the contributors also reflect on the aesthetic significance of landmark works by less frequently celebrated figures such as Richard Johnson, Ann and Jane Taylor, Cecil Frances Alexander and Michael Rosen. Scholarly treatment of children’s poetry has tended to focus on its publication history rather than to explore what comprises – and why we delight in – its idiosyncratic pleasures. And yet arguments about how and why poetic language might appeal to the child are embroiled in the history of children’s poetry, whether in Isaac Watts emphasising the didactic efficacy of “like sounds,” William Blake and the Taylor sisters revelling in the beauty of semantic ambiguity, or the authors of nonsense verse jettisoning sense to thrill their readers with the sheer music of poetry. Alive to the ways in which recent debates both echo and repudiate those conducted in earlier periods, The Aesthetics of Children’s Poetry investigates the stylistic and formal means through which children’s poetry, in theory and in practice, negotiates the complicated demands we have made of it through the ages.

Covering the earliest known Anglophone literature for children from its medieval forms, its evolution in the early modern period and towards its emergence in the world of print culture, this volume explores the very foundations of the field through to its establishment as a popular genre for nineteenth-century consumers. In-depth discussion of specific sub-periods is provided in the opening chapters, while the remainder trace both major and more subtle changes in genre and style over time, charting an age of experimentation in form including both successful innovations and frequent failed attempts. The geographical range primarily focuses on the British Isles, but chapters also investigate early developments in children's books from North America and the wider impacts of colonialism and slavery. The shifting currents of didacticism and reading for pleasure across a variety of genres, bolstered by Enlightenment educational ideals, intersect here with new thinking about politics, sex, science, and faith.

A 2019 Choice Outstanding Academic TitleLiterature’s Children offers a new way of thinking about how literature for children functions didactically. It analyzes the nature of the practical critical activity which the child reader carries out, emphasizing what the child does to the text rather than what he or she receives from it. Through close readings of a range of works for children which have shaped our understanding of what children’s literature entails, including works by Isaac Watts, John Newbery, Kate Greenaway, E. Nesbit, Kenneth Grahame, J.R.R. Tolkien and Malcolm Saville, it demonstrates how the critical child resists the processes of idealization in operation in and through such texts. Bringing into dialogue ideas from literary theory and the philosophy of education, drawing in particular on the work of the philosopher John Dewey, it provides a compelling new account of the complex relations between literary aesthetics and literary didacticism.

This collection gives sustained attention to the literary dimensions of children’s poetry from the eighteenth century to the present. While reasserting the importance of well-known voices, such as those of Isaac Watts, William Blake, Lewis Carroll, Christina Rossetti, A. A. Milne, and Carol Ann Duffy, the contributors also reflect on the aesthetic significance of landmark works by less frequently celebrated figures such as Richard Johnson, Ann and Jane Taylor, Cecil Frances Alexander and Michael Rosen. Scholarly treatment of children’s poetry has tended to focus on its publication history rather than to explore what comprises – and why we delight in – its idiosyncratic pleasures. And yet arguments about how and why poetic language might appeal to the child are embroiled in the history of children’s poetry, whether in Isaac Watts emphasising the didactic efficacy of “like sounds,” William Blake and the Taylor sisters revelling in the beauty of semantic ambiguity, or the authors of nonsense verse jettisoning sense to thrill their readers with the sheer music of poetry. Alive to the ways in which recent debates both echo and repudiate those conducted in earlier periods, The Aesthetics of Children’s Poetry investigates the stylistic and formal means through which children’s poetry, in theory and in practice, negotiates the complicated demands we have made of it through the ages.

A 2019 Choice Outstanding Academic TitleLiterature’s Children offers a new way of thinking about how literature for children functions didactically. It analyzes the nature of the practical critical activity which the child reader carries out, emphasizing what the child does to the text rather than what he or she receives from it. Through close readings of a range of works for children which have shaped our understanding of what children’s literature entails, including works by Isaac Watts, John Newbery, Kate Greenaway, E. Nesbit, Kenneth Grahame, J.R.R. Tolkien and Malcolm Saville, it demonstrates how the critical child resists the processes of idealization in operation in and through such texts. Bringing into dialogue ideas from literary theory and the philosophy of education, drawing in particular on the work of the philosopher John Dewey, it provides a compelling new account of the complex relations between literary aesthetics and literary didacticism.

Studies how women writers shaped long-eighteenth-century educational discourse through literatureBrings together researchers from a range of disciplinary areas: literary studies, history, book history, eighteenth-and-nineteenth-century studies, gender studies, the history of philosophy, the history of education, theological studies, and childhood studiesFocuses its study on the literary forms, techniques and genres deployed by female authors in the periodExamines female educationalists' interaction with: forms such as the novel, the conversational primer, children's poetry, non-fiction textbooks; the Classics; theories of translation; psychology; theories of pedagogy; practices in relation to literacy; and politicsThis volume brings together leading critical voices from a range of disciplines to examine the complex and profoundly significant ways in which female literary artists interrogated and advanced educational philosophy and practice. The volume recreates the plurality and non-linearity of the conversations and forms of literary expression that took place in and through this body of educational writing. Literature and education in the long eighteenth century share certain perceived aims: the transmission of knowledge, strengthening of understanding, acculturation, and sometimes empowerment. They also share structural forms: lessons; conversations; letters; dramatizations; confessions; narratives; imitations; sometimes fantasies. In the long eighteenth century, authors of literary texts were often authors of educational treatises who saw their activities in both spheres as interrelated. As such, the parties of teacher and pupil, author and reader frequently overlap. This book provides a historically sensitive understanding of the fraught relations between these parties, drawing attention to the period's debates about authority and freedom as they relate to matters of gender, race, religion, age, and class. This project provides a nuanced understanding of women's literary contributions to the period's strands of educational thought, enabling us to better understand the many and complicated ways in which authors and readers of the period envisaged that literary texts might fulfil, fail, or refuse to fulfil, educational functions.

The essays in this volume reveal the complex, various, sometimes contradictory, and often significant ways in which female literary authors interrogated and advanced educational philosophy and practice during the long eighteenth century, reaching back to the last decade of the seventeenth century and forward into the first half of the nineteenth century. The collection draws out how long-eighteenth-century discourses of education shaped what it meant for women to write and how women writers shaped long-eighteenth-century discourses of education, spotlighting the influence of female authors on eighteenth-century debates about education as they are conducted in and through literary form. By identifying a discernible tradition of women’s educational literature, and, in doing so, restoring female writers to the centre of the stage, this book adds its voice to existing scholarly efforts to correct the ongoing critical tendency to marginalise the contribution of women to the history of educational thought.

It examines the formulation and idealization of this affective category in works by Isaac Watts, Lord Shaftesbury, Mary Hays, William Godwin, Helen Maria Williams, and William Wordsworth.