y separately published work icon Children's Literature in Education periodical issue   peer reviewed assertion
Issue Details: First known date: 2021... vol. 52 no. 3 June 2021 of Children's Literature in Education est. 1970 Children's Literature in Education
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Contents

* Contents derived from the 2021 version. Please note that other versions/publications may contain different contents. See the Publication Details.
The Necessity of an Anthropomorphic Approach to Children’s Literature, Chengcheng You , single work criticism
'The study focuses on the necessity of an anthropomorphic approach in deconstructing the symbolic understandings of animals in children’s literature, and considers how such an approach can be used to draw ethical attention to the unnatural history of animals in the Anthropocene. The paper analyses three children’s novels that depict animals without representing their subjectivity in characteristically human terms. These novels are Eva Hornung’s ferality tale Dog Boy (2009), Sonya Hartnett’s fable The Midnight Zoo (2011) and Kate Applegate’s animal autobiography The One and Only Ivan (2012). Informed by Jacques Derrida’s anti-anthropocentric views and the ethical discourse of creaturely vulnerability, this essay argues that the world’s present state of cascading environmental impoverishment demands an anthropomorphic approach that is not inherently anthropocentric, along with an emerging kind of creaturely consciousness.' (Publication abstract)
(p. 183-199)
The Construction of an Active Reader in Two Holocaust Themed Novels for Children : Hitler’s Daughter (1999) and The Boy in the Striped Pyjamas (2006) as Bildungsroman, Ned Curthoys , single work criticism

'This article argues that two significant recent influential historical novels about the Holocaust, Hitlers Daughter (1999) and The Boy in the Striped Pyjamas (2006), reprise the genre traits of the Bildungsroman or novel of development and can be regarded as remarkably effective in engaging an active reader. Both novels, intended for children and younger adolescent readers, are focused on initially sequestered child protagonists from a perpetrator culture who are unable to fully understand their circumstances but undergo formative experiences by leaving ‘home’, legible both as a physical domicile and a site of indoctrination and repression. As they journey away from a limited conception of biological family the novel’s protagonists are able to reject constricting modes of social conditioning that repress authentic self-expression, curiosity, and impartial ethical judgment. In both novels the protagonists transform their perception of their circumstances by becoming resourceful bricoleurs, unearthing imaginative possibilities in their immediate environment that allow them to forestall emotional isolation and the dehumanization of designated ‘Others’ such as the Jews. The article suggests that while The Boy in the Striped Pyjamas has been read as reinforcing the myth of German innocence, its typological representation of a ‘dangerous family’ and its implied affirmation of Bruno’s explorative instincts, empathetic capacities, and commitment to friendship, allow a reader greater recognition of the ‘banal ideologies and institutions occupied by the perpetrator’ (Ann Rider).' (Publication summary)

(p. 253–270)

Publication Details of Only Known VersionEarliest 2 Known Versions of

Last amended 9 Feb 2022 12:41:32
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