The study of young adult literature has become widespread within Children’s and Young Adult Literature specifically and literary studies as a whole. However, the term “young adult” which defines and focalizes both the literature itself and the ostensible readers for whom it is produced remains a poorly-examined area. The present study examines the creation of one branch of what we now call “young adult literature” from its roots in the United States in the early twentieth century to its emergence as a dominant literary form in the mid-to-late 1960s. In doing so, it seeks to reconcile emerging professional, psychological, sociological, pedagogical, cultural, and ideological discourses concerning adolescence and young adulthood with works of fiction prepared specifically for their consumption. It also seeks to position the changing role of adolescent subjects into the larger framework of American Studies by examining how these texts reflected, tested, and reinforced dominant paradigms of thought surrounding how adolescents would become actualized American subjects. At the same time, it broaches concerns within these dominant paradigms that have been overlooked in constructing historical approaches to the development of young adult literature, and it suggests a few methodologies by which to recover these undiscussed threads.

This study explores the representations of masculinity in selected contemporary children’s adventure literature. According to John Stephens (2002:x), a problem for boys, both in narrative fictions and in the world, is that hegemonic masculinity ‘appears simultaneously to propose a schema for behaviour and to insist on their subordination as children, to conflate agency with hegemonic masculinity, and to disclose that, for them, such agency is illusory’. This issue, among others, forms the basis of the research as this paradox is particularly evident in texts that fall within the adventure genre, where protagonists present an image of empowered masculinity that has little or no correlation in real, that is, non-literary, childhood. Nevertheless, despite this apparent conflict, the discourses portrayed in these texts continue to influence society (in varying degrees) as they are promoted, perpetuated and disseminated through cultural productions. Moreover, as this research rests on the premise of a belief ‘in the cultural productivity of fictions’ (Knights 1999:vii), it focuses on literary material that forms part of the landscape of childhood in contemporary society. Therefore, this study analyses selected 21st century children’s texts in order to identify and discuss the representations of masculinity in these texts in the context of their publication at a time when hegemonic masculinity has long been a topic of popular and academic debate. The primary texts include the Arthur series by Kevin Crossley-Holland, Anthony Horowitz’s Alex Rider series, the Young Bond series by Charlie Higson and Steve Cole and the Bodyguard books by Chris Bradford.By using discourse theory as a lens to complement the masculinity studies approach, this research investigates the questions posed under the problem statement and presents findings that demonstrate that the gender models presented in the texts are, for the most part, cast in ‘the masculinist and patriarchal conventions that characterised imperialist adventure’ (Capdevila 2003:216). Thus, it is evident that the children’s adventure genre seems to be rather tardy in keeping with the times. Nevertheless, much of the conflict surrounding the performance of masculinity in contemporary society is represented through the texts and forms a significant part of the narrative. / Linguistics and Modern Languages

This study explores reasons for Enid Blyton’s vast popularity. Blyton and her life are discussed in terms of the production and reception of her texts in the light of changing dominant discourses in society and varying horizons of expectation. It has been found that selected aspects of reception theory (in particular the horizon of expectation posited by Hans-Georg Gadamer and developed by Hans Jauss) and the theories of Michel Foucault on power and discourse can be used to examine the influence of societal and literary discourses on both Blyton’s writing and on those who read her work, including adults and children. The study includes a discussion of Blyton’s personal life, her role in education and her success in business. Blyton’s horizons of expectation – shaped not only by the dominant discourses that surrounded her, but also her training in the Froebel method of education – are examined. Furthermore, a number of aspects of Blyton’s life and writing subvert dominant discourses and these are discussed in terms of Foucault’s ideas on power relations. Evidence of the influence of her life on her work has been found in her texts. The criticism of Blyton is discussed in terms of both literary criticism and social criticism. Blyton’s popularity as a storyteller is also considered and it has been found that, regardless of criticism by adults, she remained popular with children. Furthermore, Blyton used a number of specific techniques (such as fast-paced plots and simple language and style) and it has been found that her techniques can be linked to both formula writing, the oral tradition, and to her training as a teacher in the Froebel method of education. These techniques are examined in terms of their manifestation in her writing, particularly in her series books – including adventure stories and school stories. In conclusion, the place of Blyton’s writing in contemporary society is deliberated and recommendations for further research are made. / Dissertation (MA (English))--University of Pretoria, 2003. / English / unrestricted

This thesis investigates the function of representations of the Orient in fantasy literature for children with a focus on The Chronicles of Narnia as exemplifying its most problematic manifestation. According to Edward Said (2003:1-2), the Orient is one of Europe’s ‘deepest and most recurring images of the Other… [which]…has helped to define Europe (or the West) as its contrasting image, idea, personality, experience.’ However, values are grouped around otherness in fantasy literature as in no other genre, facilitating what J.R.R. Tolkien (2001:58) identifies as Recovery, the ‘regaining of a clear view… [in order that] the things seen clearly may be freed from the drab blur of triteness or familiarity.’ In Chapter One, it is argued that this gives the way the genre deals with spaces and identities characterized as Oriental, which in Western stories are themselves vested with qualities of strangeness, a peculiar significance. Specifically, new ways of perceiving the function of representations of the Other are explored in the genre of fantasy. Edward Said’s concept of imaginative geographies is then introduced and the significance of this concept in light of the fictional spaces of fantasy is explored. Next, fantasy’s links to representations of the Orient in Romance literature are explained, and the way in which these representations are determined by the heritage of Orientalist discourse is examined. Finally, the issue of children’s literature as colonial space and the implications of this in a fantasy framework are discussed. Chapter Two begins by introducing C.S. Lewis and explaining the ideology at work in The Chronicles of Narnia. The order in which The Chronicles should be approached is then established, and the construction of identity in the first three of The Chronicles is examined. Chapter Three focuses on The Horse and His Boy, the book in which the pseudo-Oriental space of Calormen most prominently figures. Chapter Four is devoted to the last two books of The Chronicles with emphasis on the role played by the Other in the destruction of Narnia in The Last Battle. In Chapter Five, I sum up the essential problems of representing the Orient as illustrated by my study of The Chronicles of Narnia. Representations of the Orient in The Chronicles are compared with pseudo-Oriental constructions in Castle in the Air, by Diana Wynne Jones, Emperor Mage and The Woman Who Rides Like A Man by Tamora Pierce and both Voices and The Earthsea Quartet by Ursula K. Le Guin. The similarities and differences evident in the representations of the Orient in all these works are traced and the implications of them are explored. Le Guin in particular is noted as an author who demonstrates some ways to break free of Orientalist paradigms of identity. / Dissertation (MA)--University of Pretoria, 2010. / English / Unrestricted

The present thesis examines Japanese folktales through a comparative case study of the tale elements of Fiskarpojken Urashima (The fisher-boy Urashima) in the Swedish children’s book Japanska sagor (Japanese tales) written by Ida Trotzig, published in 1912. The book was part of the book series Barnbiblioteket Saga (The Children’s Tale Library). Trotzig’s tale version is compared to historic and contemporary versions of the tale in Japanese, English and Swedish. The comparative tale elements include motifs defined by the author and classified according to Stith Thompson’s motif classes, structural and formal tale elements, and motifs of the religious substrata defined by McKeon. The time period studied includes the birth of Japanese folklore studies, the Russo-Japanese War with a growing interest for Japan in the West and the influx of Western ideas in Japan. Japanska sagor was published around the time when the Urashima tale was added to the National readers by Japan’s Ministry of Education and the narrative was changed, omitting the original love story. Both narratives are represented in the non-Japanese versions from this time, and still today. Trotzig’s version follows the historic narrative that included a love story and shows relatively many romantic elements in comparison to the significant Japanese tale versions recorded during the last millennium. Trotzig’s version contains two new added romantic and emotional elements at the end of the story and the princess was given a new name, Urana No. Trotzig’s version includes all four original motifs of the basic religious substratum and at least four of the nine motifs of the ōo (romantic) substratum, as defined by McKeon. The age of the tale elements can in several cases be traced back to the 8th century texts. Trotzig’s version shares almost all of the compared tale elements with the Hasegawa/Chamberlain version (1886).

Studiens syfte är att ta reda på vilka erfarenheter utbildade förskollärare har av barns läsupplevelse vid högläsning av tryckt respektive digital barnlitteratur, samt vilka möjligheter och begränsningar förskollärarna anser att tryckt och digital barnlitteratur har. Metoden som används vid undersökningen är intervjuer som genomfördes med fem utbildade förskollärare. Resultatet visar att det finns olika former av läsupplevelse och som uppnås på olika sätt. Det framkom även att vilket syfte läsaren har med högläsningen påverkar också läsupplevelsens utfall. Vilken tid på dygnet samt hur förskollärarna planerar högläsningen varierar, men när det gäller vilka möjligheter och begränsningar de två läsverktygen har så var deras erfarenheter i stort sett lika. Avslutningsvis så visade det sig att syftet med högläsningen samt läsarens inlevelse och engagemang påverkar barnens läsupplevelse mer än valet av läsverktyg. / The aim of the study is to find out which experiences preschool teachers have of children´s reading experience when reading aloud in print and digital children´s literature. Also, which opportunities and limitations preschool teachers believe that print and digital children´s literature has. The method I used in the survey was interviews with five preschool teachers.  The result indicate that children can achieve different forms of reading experience in different ways. It was also revealed which purpose the reader has with the reading activity also affects the outcome of the reading experience. What time of the day and how preschool teachers plan the reading aloud activities varies, but when it comes to which opportunities and limitations the two reading tools have than the preschool teachers experience was quite the same. In conclusion, it turned out that the purpose of the reading aloud activities and the reader´s empathy and commitment affect the children´s reading experience more than the selection of reading tool.

Alla barn ska ha rätt till att främja sin förståelse av sin egen och andras kulturer, enligt Barnkonventionen (UNICEF Sverige, 2018). Studiens syfte är att synliggöra vilken mångkulturell barnlitteratur som finns tillgänglig för de äldre barnen i förskolornas verksamhet, genom att presentera vilka diskurser som framträder i de böckerna som finns tillgängliga i förskolornas bokhyllor.  Ett besök vardera gjordes på en förskola med en uttalad mångkulturell profil och en förskola utan en uttalad mångkulturell profil, där genomfördes en observation av vardera förskolas bokutbud samt en mindre intervju. De böckerna vi fann på förskolorna kategoriserades i olika kriterier och sedan genomfördes en diskursanalys på bokutbudet samt en mer djupgående diskursanalys på sex av böckerna. Normen för dessa böcker är att huvudkaraktären är vit.  Slutsatsen vi kommer fram till är att förskolor behöver mer mångkulturell barnlitteratur för att undvika exkludering, diskriminering och fördomar mot olika etniciteter i förskolans utbud av böcker. / Every child has the right to promote their understanding of their own and other´s cultures (UNICEF Sverige, 2018). The aim of this study is to present what kind of discourses that books available in preschools bookshelves, and what kind of discourses multicultural literature that is available for children aged 3-5 years old express.  An observation of two preschools’ book selection was conducted, one preschool profiled themselves as multicultural and one didn’t, as well as a minor structured interview. The books were then analysed through a discourse analysis as well as a deeper discourse analysis on six of the books that were found. The results show that there is a small amount of multicultural literature in preschools, and that children’s characters of a different ethnicity than the dominant ethnicity in the books is put aside. The books that we made a deeper discourse analysis of shows that it’s rare that a child with a different ethnicity is written as a main character. The norm of these books is that the main character is white. Our conclusion is that pre-schools need more multicultural literature to avoid exclusion, discrimination, and prejudice against different ethnicities in pre-schools book selection.

Indiana University-Purdue University Indianapolis (IUPUI) / Un estudiante que empieza a aprender el español en la universidad sin experiencia previa generalmente no tiene un vocabulario amplio en el tercer año de la carrera cuando va a tener que hacer un curso de literatura. Este estudio investiga el reto que enfrenta el estudiante cuando empieza a estudiar la literatura hispánica. Se enfoca en los siguientes aspectos de este tema: 1) la brecha que existe entre el vocabulario limitado de un estudiante de segunda lengua y el vocabulario amplio de un hablante nativo; 2) en qué consiste un vocabulario mínimo; 3) cómo el leer extensivamente ayuda a desarrollar el vocabulario; 4) la necesidad de utilizar y saber utilizar el diccionario para aumentar el vocabulario; 5) la literatura infantil y juvenil como un recurso útil para desarrollar el vocabulario y 6) un análisis de unos libros escritos para niños de varias edades.

Multiple studies show that growing up with a mentally ill parent affects children in many ways. In recent years many children ́s picturebooks about mental illness have been published, making it an accessible subject for the youngest readers. The aim of this study is to examine how children’s experiences of parental mental illness is described in picturebooks on the topic, and if these books can be helpful in increasing children's sense of coherence. The study is based on an analysis of eight Swedish picturebooks dealing with different types of mental illness directed to children in the age group 3-6 years. The books’ descriptions of children’s experiences of parental mental illness are mapped and the content is analyzed using Antonovsky’s theory Sense of Coherence, SOC. The study shows that children’s experiences of parental mental illness as described in the books, are relatively consistent with descriptions found in interview studies with children with experiences of parental mental illness. Furthermore, the study shows that the picturebooks can be helpful for children with experiences of parental mental illness, especially in combination with the presence of an adult whom the child trusts to talk to. Finally, the study shows that the picturebooks offer answers to children’s frequently asked questions about parental mental illness. / Flertalet studier visar att barn på olika sätt påverkas av att växa upp med en psykiskt sjuk förälder. De senaste åren har flera bilderböcker på ämnet psykisk ohälsa givits ut, vilket gör det till ett ämne som även de yngsta läsarna kommer i kontakt med. Syftet med studien är att undersöka hur barns upplevelser av föräldrars psykiska ohälsa beskrivs i bilderböcker på ämnet, och om böcker av detta slag kan vara en hjälp i att öka barns känsla av sammanhang. Studien bygger på en analys av åtta svenska bilderböcker som berör olika typer av psykisk ohälsa riktade till barn i åldersgruppen 3–6 år. Böckernas beskrivningar av barns upplevelser av föräldrars psykiska ohälsa kartläggs och innehållet analyseras utifrån Antonovskys teori Känsla av Sammanhang, KASAM. Studien visar att bilderböckernas beskrivningar av barnens upplevelser av förälderns psykiska ohälsa stämmer relativt väl med de beskrivningar som återfinns i intervjustudier med barn med erfarenhet av att växa upp med en förälder med psykisk ohälsa. Vidare visar studien att bilderböckerna kan vara en hjälp till barn med egna erfarenheter av att leva med en psykiskt sjuk förälder, speciellt i kombination med att en vuxen finns tillgänglig för samtal med barnet om bokens innehåll. Till sist visar studien att bilderböckerna erbjuder svar på vanliga frågor barn har om föräldrars psykiska ohälsa.

This study contains analysis from eight different children’s books, who are nominated for the preschool children’s literature prize on the platform Polyglutt, to look at the didactic potentials the books contain based on the Swedish preschool’s foundations of values. The purpose of the study is to illuminate and emphasize the importance that preschools teachers in their pedagogical planning makes conscious choices on the fiction the children in preschool are offered. To dwell deeper into the purpose of the study we use three main research questions, who ask for the didactic potential related to the foundation of values in preschool and also how feelings and relationships are portrayed and made visible in the literature. The theoretical framework we used to analyze the content of the books is Alkestrand’s (2016) description of books didactical potential. As help, we have used Rhedin's (1992) theory of how a children's book's text and image work together and Kåreland's (2021) description of the construction and structure of a children's book. The method used is a qualitative analysis based on the study's methodological questions where we answer what didactic potential we see in the book and why the book is relevant to read in preschool. The result that can be seen based on the analysis made, is that the selection’s of books we have used show that they are relevant to use in preschool, based on their didactic potential. / Denna studie innefattar analyser av åtta barnböcker, som är nominerade till Förskolebarnens litteraturpris på plattformen Polyglutt, för att se vilka didaktiska potentialer som finns i böckerna utifrån förskolans värdegrund.  Syftet med studien är att belysa och betona vikten av att som förskollärare i sin pedagogiska planering göra medvetna val av den skönlitteratur som erbjuds barn i förskolan. För att fördjupa syftet använder vi tre forskningsfrågor som frågar efter den didaktiska potentialen relaterat till värdegrunden i förskolan samt hur känslor och relationer representeras och synliggörs i litteraturen. Som teoretiskt ramverk har vi använt oss av Alkestrands (2016) beskrivning av böckers didaktiska potential för att analysera bokens innehåll. Som hjälp har vi använt oss av Rhedins (1992) teori om hur en barnboks text och bild samverkar och Kårelands (2021) beskrivning av en barnboks uppbyggnad och struktur. Metoden som använts är en kvalitativ analys utifrån studiens metodfrågor där vi besvarar vilken didaktisk potential vi ser i boken och varför boken är relevant att läsa i förskolan.  Resultatet som kan ses, utifrån den analys som gjorts, är att de urvalsböcker vi använt oss av, visar att de är relevanta att använda i förskolan, utifrån sin didaktiska potential.