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This study examines the representation of Japanese American experiences in internment camps during World War II in children's and adolescent literature. This study focuses on a specific set of children's and adolescent books about one time period in the history of Japanese Americans. I have formulated two major research questions for this study. The first question: What are the characteristics of the selected children's and adolescent books about Japanese American experiences during World War II? The second question: How do the selected children's and adolescent books portray the experiences and responses of Japanese Americans during World War II?I selected fourteen books for inclusion in this study and analyzed the books related to my research questions. These books are organized into three genres: picture books, historical fiction, and nonfiction. The research methodology for this study is qualitative content analysis that includes methods for data collection and analysis and descriptions of the books and illustrations. I used the research questions to first examine books in each of the three genres and then make comparisons across the three genres.The findings based on the first research question include that the books are based on the research and experiences of both authors and illustrators and have a range of time periods from before the war to after the war. The findings also show that in the books, the authors and Japanese Americans express their criticism of Japanese Americans' experiences in the difficult situations related to the internment camps. They criticize the treatment of Japanese Americans by the U.S. government and discrimination against Japanese Americans.The analysis of the books based on the second research question provides insights into the experiences of Japanese Americans and how they felt, thought, and acted. The books portray the prejudice and discrimination faced by Japanese Americans from the point of immigrating to the United States and even after the war. The most important finding is that the books portray Japanese American children as creating lives of significance in the difficult conditions of assembly centers and internment camps.

Inger Edelfeldt (1956) and Bengt Martin (1933-2010) are two Swedish writers of different generations. Both of them did, between the years 1968 to 1983, write about adolescent men coming to terms with their homosexuality. Edelfeldt wrote two versions of the same story, with slight but significant differences, the main being different implied readers (adult versus adolescent). Bengt Martin wrote about three young homosexual characters: Joakim, Bengt and Bengt. The story about Joakim is presented as fiction but bears many resemblances with Martin’s autobiography. The story about Bengt, the only one of these stories meant for an adolescent implied reader, is seemingly presented as autobiographical but bears only slight resemblances to the Bengt brought forth in the autobiography Jag ångrar ingenting (“I don’t regret anything”). My purpose is to analyze how and why Edelfeldt and Martin re-wrote these stories. In what ways do the rewritings change the story about how it is to be young and homosexual? My result shows that a story about homosexuality differs due to the time it was written and that Martin and Edelfeldt wrote about this subject in a transit period between the focus on societal discrimination and the need to show a possible happy life. The wish to show society that homosexual individuals are unfairly treated conflicts with the need to give hope to young homosexual people. The word young is important in this context, as the adolescent implied reader (in Bengt Martin’s youth books about Bengt and the second version of Edelfeldt’s novel) makes the story more hopeful and less problematized. The analyzed books show the importance of seeing sexual identity as a construction. Martin and Edelfeldt are products of their time and society, but also actors in the re-shaping of homosexual identity.

Newbery books represent quality literature that is likely to be used for bibliotherapy, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty Newbery Award and Honor books from 1975–2008 were identified that contained 40 characters with disabilities. These books were evaluated using a rating scale that combines literary standards and standards relating to individuals with disabilities. The types of disabilities and personal characteristics such as gender, age, and race were documented and the personal portrayal of characters with disabilities and exemplary practices in these books were evaluated. This information was compared to the current school special education population. The most commonly found disabilities were orthopedic impairment, emotional disturbance, and mental retardation. The majority of characters were portrayed realistically and positively and the personal portrayal and depiction of exemplary practices and social interactions with others has improved over time. When comparing school age characters to students receiving special education services today, though, some discrepancies arise. While the most commonly portrayed disabilities for school-age characters in Newbery books were mental retardation, orthopedic impairment, autism, and multiple disabilities, the most common disabilities of students receiving special education services are specific learning disability, speech or language impairment, mental retardation, and other health impairment. Also, White school-age characters with disabilities were overrepresented while Black characters and Hispanic characters were underrepresented and other ethnicities were not represented at all. This study is relevant to parents, teachers, librarians, and school psychologists who are interested in selecting appropriate books to encourage understanding and acceptance of students with disabilities.

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The purpose of this thesis is to contribute to a better understanding of the role of Swedish literature for adolescents in the French literary scene in the early 2000s. The sociology of literature constitutes the main theoretical framework of this thesis. Drawing from examples that broach the sensitive topic of "unprovoked violence" as it is treated in two Swedish novels for teenagers, Spelar död [Play Death] by Stefan Casta and När tågen går förbi (Train Wreck) by Malin Lindroth, this thesis shows how these novels are innovative in Even-Zohar’s sense of the term, as addressed in his Polysystem Theory (1990). By introducing "unprovoked violence" and violent teenagers via a realistic genre, such works filled a vacuum in the French system and injected a new dynamic into it. This dynamic makes it possible for new literary models to be introduced in the system and to change the standards of that system. The analyses of the French and Swedish receptions of the two novels mentioned above show that they gave rise to a moral panic in France, which is not an unusual thing to happen in periods of ongoing change. This also clarifies the differences in norms between the two systems. The French system tends to reject dark topics, while the Swedish wishes to discuss them. The investigations of the translations of unprovoked violence show that adherence to Swedish norms determine the translation’s adequacy (Toury), which may be part of the reason for the stormy reception the two works received in France, and their undergoing censure. The position of translators and publishers in the literary system also plays a major role for a translated text not being censured during the transfer from one system to another. Even if the Swedish titles translated into French are few, this thesis shows that the impact of Swedish literature on adolescents in France is certain. By introducing new and sensitive topics, such novels could be early markers of an evolution of the French field of literature for adolescents.

Este trabalho tem como objetivos compreender as dinâmicas da representação literária na literatura infantil e juvenil frente às demandas educacionais presentes na Lei 10.639, e identificar possíveis diferenças quanto à natureza da representação entre obras tematizadas no contexto dessa lei e obras não tematizadas, mas que abordam as questões afro-brasileiras no âmbito de sua complexidade estética. Para tanto, será apresentado um estudo comparativo entre duas obras que foram construídas no contexto da Lei e uma obra que não tematiza as questões afrobrasileiras, todas elas compõem o acervo do PNBE. As dinâmicas da autoria, as características do discurso utilitário e o contexto educacional são elementos estudados e constituem ferramentas importantes para as discussões. São analisadas as obras O Cabelo de Lelê, de Valéria Belém; Obax, de André Neves e Raul da Ferrugem Azul, de Ana Maria Machado. Para esse estudo, foi proposta uma perspectiva interdisciplinar conforme os princípios da Literatura Comparada. Diante deles, a interação entre textos literários, por procedimentos comparatistas de análise, articulada às outras áreas do saber, possibilita o estudo mais amplo da obra como manifestação estética posicionada historicamente. Ao final, são apresentadas considerações a respeito da necessidade de mudança nas relações entre a literatura infantil e juvenil e as questões educacionais. / This study aims to understand the dynamics of literary representation in child and youth across the educational demands present in literature Law 10.639, and to identify possible differences in the nature of the representation of themed works in the context of this law and works not presented, but that approach african-Brazilian issues within their aesthetic complexity. Thus, a comparative study between two works that were constructed in the context of law and a work that does not thematize the african-Brazilian issues, all of which make up the collection of PNBE will be presented. The dynamics of authorship, the characteristics of the utility discourse and educational context elements are studied and are important tools for discussions. The Hair of the works Lelê are analyzed, Valeria Bethlehem; Obax, André Neves and Ralph Rust Blue, Ana Maria Machado. For this study, we proposed an interdisciplinary perspective as the principles of Comparative Literature. Before them, the interplay between literary texts, for comparatists analysis procedures, and combined with other disciplines, provides the most comprehensive study of the work as historically positioned aesthetic manifestation. Finally, considerations are made about the need for change in the relationship between the child and adolescent literature and educational issues.

Este trabalho tem como objetivos compreender as dinâmicas da representação literária na literatura infantil e juvenil frente às demandas educacionais presentes na Lei 10.639, e identificar possíveis diferenças quanto à natureza da representação entre obras tematizadas no contexto dessa lei e obras não tematizadas, mas que abordam as questões afro-brasileiras no âmbito de sua complexidade estética. Para tanto, será apresentado um estudo comparativo entre duas obras que foram construídas no contexto da Lei e uma obra que não tematiza as questões afrobrasileiras, todas elas compõem o acervo do PNBE. As dinâmicas da autoria, as características do discurso utilitário e o contexto educacional são elementos estudados e constituem ferramentas importantes para as discussões. São analisadas as obras O Cabelo de Lelê, de Valéria Belém; Obax, de André Neves e Raul da Ferrugem Azul, de Ana Maria Machado. Para esse estudo, foi proposta uma perspectiva interdisciplinar conforme os princípios da Literatura Comparada. Diante deles, a interação entre textos literários, por procedimentos comparatistas de análise, articulada às outras áreas do saber, possibilita o estudo mais amplo da obra como manifestação estética posicionada historicamente. Ao final, são apresentadas considerações a respeito da necessidade de mudança nas relações entre a literatura infantil e juvenil e as questões educacionais. / This study aims to understand the dynamics of literary representation in child and youth across the educational demands present in literature Law 10.639, and to identify possible differences in the nature of the representation of themed works in the context of this law and works not presented, but that approach african-Brazilian issues within their aesthetic complexity. Thus, a comparative study between two works that were constructed in the context of law and a work that does not thematize the african-Brazilian issues, all of which make up the collection of PNBE will be presented. The dynamics of authorship, the characteristics of the utility discourse and educational context elements are studied and are important tools for discussions. The Hair of the works Lelê are analyzed, Valeria Bethlehem; Obax, André Neves and Ralph Rust Blue, Ana Maria Machado. For this study, we proposed an interdisciplinary perspective as the principles of Comparative Literature. Before them, the interplay between literary texts, for comparatists analysis procedures, and combined with other disciplines, provides the most comprehensive study of the work as historically positioned aesthetic manifestation. Finally, considerations are made about the need for change in the relationship between the child and adolescent literature and educational issues.