Dissertations / Theses on the topic 'Children's books England History'
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Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.
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Taylor, Katie. "Communicating mathematics through vernacular books in Elizabethan England." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607744.
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Saunders, Austen Grant. "Marked books in early modern English society (c.1550-1700)." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648630.
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Roberts, Dunstan Clement David. "Readers' annotations in sixteenth-century religious books." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610579.
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Palsdottir, Anna Heida. "History, landscape and national identity : a comparative study of contemporary English and Icelandic literature for children." Thesis, Coventry University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247964.
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Entwistle, Dorothy M. "Children's reward books in nonconformist Sunday schools, 1870 - 1914 : occurrence, nature and purpose." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253497.
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Miller, Samuel. "History in the Making: The Impact of Ideology in Lynne Cheney's Children's Books." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/communication_theses/62.
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This analysis of children’s literature attempts to understand the relationship between social reproduction and ideology. This thesis argues that children’s literature written by Lynne Cheney is a cultural artifact that constitutes an ideological history. In addition, it argues that her books can be used by ideological institutions to strengthen socially accepted practices through the theory of social reproduction. Since there is a lack of theory regarding cultural artifacts in literary studies, an adoption from the field of pedagogy called the theory of hidden curriculum is used to explain social reproduction. The process of social reproduction reinforces socioeconomic structures put in place in order to reinforce social norms.
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Emerson, George F. "Replicating an English virginal with an historical perspective of virginals and virginal books in England." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495118.
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This project involved an examination of the relative popularity of various harpsichords and related keyboard instruments in England from 1150 to 1820, with particular attention to the virginal period, 1500 to 1680. Considerable research was involved in selecting an appropriate instrument to replicate and the methodology of its builder. Attention was given to the appropriateness of certain bodies of literature to particular instrument types, with special attention to English virginal literature. In order to understand fully the relationship between an instrument type and its literature, it was further necessary to draw comparisons between the physical and musical features of the various harpsichord types which might influence the suitability of the instrument to the literature.The culmination of the project was the building of a virginal based upon the findings of the research. The instrument chosen for replication was the 1668 Stephen Keene virginal built in London.
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Kernan, Sarah Peters. "“For al them that delight in Cookery”: The Production and Use of Cookery Books in England, 1300–1600." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462569208.
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Wakelin, Alexander Peter. "Pre-industrial trade on the River Severn : a computer-aided study of the Gloucester port books, c1640-c1770." Thesis, University of Wolverhampton, 1991. http://hdl.handle.net/2436/96516.
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Sargan, J. D. "Creative reading : using books in the vernacular context of Anglo-Norman England." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:35c6b458-d753-4491-b360-c29b76615992.
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This thesis responds to a lack of information regarding reading practice in literature in early Middle English. Here, reading is often used as a metaphorical or symbolic act - representing piety, devotional practice, or intellectualism - but how reading took place, how users engaged with books, is rarely figured. Other seams of evidence are therefore needed to access the reading process. The corpus of manuscripts on which I focus consists of thirty-three multilingual books containing English, Latin, and French produced in England between 1066 and c. 1300. Using this corpus, and inspired by the work of Leah Price, Juliet Fleming, Kathryn Rudy, and others, I seek to test the boundaries of what has previously been considered permissible evidence for reading, thereby adjusting and expanding current conceptions of the range of activities and practices high medieval book use entailed. The thesis begins with a case study of some important readers: scribes. In chapter one, using the seven surviving copies of Poema Morale as a corpus I read against current critical considerations of variance in manuscript transmission as a sign of 'scribal authorship' in order to establish practices of scribal reading. Chapters two and three go on to demonstrate how these 'scribal readers' prefigured a work's use as they copied, particularly when they chose to introduce or exclude textual apparatus in the form of titles, capitals, or paraph marks. The final part of the thesis examines the retrospective evidence of use left by readers who marked and altered their books to determine the extent to which readers conformed to the practices imagined by manuscript producers. As a whole, then, the thesis showcases the variegated nature of reading practice - from critical analysis to nugatory scanning - and the alternative uses for books in English in this period. It shows that vernacular reading was a work of 'embodied intellectual labour' that benefitted from the material form of the book, and that engagement and manipulation of this form was not just tolerated, but expected, and perhaps actively encouraged.
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Hagen, Anne Marie. "Thomas Nelson & Sons and children's book publishing, 1850-1918." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/17278.
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This thesis examines the publisher Thomas Nelson’s contribution to the juvenile publishing field in Britain in the period between 1850-1918, and studies Nelson’s development into a specialised publisher of books for children in the same period. The thesis examines the ways in which the children’s book and the juvenile publishing field developed through negotiating the demands of religious and secular education, arguing that it was through the children’s list that Nelson transitioned into a modern educational publisher. The thesis challenges assumptions that the history of children’s books is one from reading for instruction to reading solely for pleasure, thus also expanding our understanding of the types of books which were published in the “Golden Age” of children’s books. Finally, in uncovering the influence of the Nelson firm, the thesis reassesses the role of Scottish companies in British juvenile publishing. The research builds on three types of data: first and foremost information comes from the “Papers of Thomas Nelson & Sons”, a collection of the firm’s business and editorial papers. To allow comparisons with the larger publishing field and with specific publishers, data were also gathered from contemporary trade, professional, government and literary publications. Finally, the material form of selected Nelson children’s books is analysed. In chapter one, the impact that Nelson’s origin as a publisher with evangelical sympathies had on text selection and editorial methods is analysed. The reasons for the adventure tale’s dominant position on the Nelson list is the focus of chapter two, which analyses the editorial treatment of this genre and the diverse opportunities this genre afforded Nelson. Chapter three analyses the development of Nelson series, particularly the implications such diversification schemes had for the demarcations between juvenile and popular fiction. Chapter four examines the educational gift book and its relationship with Nelson’s schoolbooks, and the ways in which the conservatism and innovation of the early twentieth-century print market affected the composition of the children’s book list. The thesis concludes with a comparison of Nelson books from either end of the period studied, and uses the 1921 Newbolt Report on “The Teaching of English” to reflect on Nelson’s position in the publishing field.
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Eve, Matthew. "A history of illustrated children's books and book production in Britain during the Second World War." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275721.
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Rogers, Janine. "Gender and the literature culture of late medieval England." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35053.
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This dissertation explores the impact of gender ideologies held by medieval readerships on the production of books and circulation of texts in late medieval England. The first chapter explores how the professional book trade of late medieval London circulated booklets of Chauceriana which constructed masculinity and femininity in strict adherence to the courtly love literary tradition. In the second chapter, I demonstrate that such a standardized representation of courtly gender could be adapted by a readership removed from the professional book trade, in this case the rural gentry producers of the Findern manuscript, who present a revised vision of femininity and courtliness in their anthology. This revised femininity includes several texts which privilege the female speaking voice. The third chapter goes on to investigate the use of the female voice in one particular genre, the love lyric, and asks if the female lyric speaker can be associated with manuscripts in which women participated as producers or readers. Finally, the fourth chapter turns to masculinity, examining how the commonplace book of an early 16th century grocer, Richard Hill, contains selections from didactic and recreational literature which reinforce the ideals of masculine conduct in the merchant community of late medieval London. The dissertation concludes that manuscript contexts must be taken into account when reading gender in medieval English literature.
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Lindsay, Christy. "Reading associations in England and Scotland, c.1760-1830." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:cfeb9aa2-6917-4356-8d11-b26237c795a5.
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This thesis examines provincial literary culture in the late eighteenth and early nineteenth century, through the printed and manuscript records of reading associations, the diaries of their members, and a range of other print materials. These book clubs and subscription libraries have often been considered to be polite and sociable institutions, part of the cultural repertoire of a new urban, consumer society. However, this thesis reconsiders reading associations' values and effects through a study of the reading materials they provided, and the reading habits they encouraged; the intellectual and social values which they embodied; and their role in the performance of gender, local and national identities. It questions what politeness meant to associational members, arguing for the importance of morality and order in associational conceptions of propriety, and downplaying their pursuit of structured sociability. This thesis examines how provincial individuals conceived of their relationship to the reading public, arguing that associations provided a tangible link to this abstract national community, whilst also having implications for the 'public' life of localities and families. The thesis also considers how these institutions interacted with enlightenment thought, suggesting that both the associations' reading matter and their philosophies of corporate improvement enabled 'ordinary' men and women to participate in the Enlightenment. It assesses English and Scottish associations, which are usually subjected to separate treatment, arguing that they constituted a shared mechanism of British literary culture in this period. More than simply a 'polite' performance, reading, through associations, was fundamentally linked to status, to citizenship, and to cultural participation.
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Craig, Ian S. "Children's classics translated from English under Franco : the censorship of the William books and the Adventures of Tom Sawyer." Thesis, Queen Mary, University of London, 1997. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1711.
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The thesis documents the censorship histories of Mark Twain's The Adventures of Tom Sawyer and Richmal Crompton's William books under Franco, and analyses these censorship histories in terms of the changing character of the regime. Previously unconsulted primary sources are used, such as censors' reports and translation proofs held in the Archivo General de la Administración del Estado at Alcalá de Henares. The censors' reports demonstrate that children's literature and translated literature were treated as special cases by the regime, and that censorship was particularly harsh in both areas. These findings demonstrate the crucial importance of attitudes to childhood and foreignness in the Francoist ideological scheme. The censorship histories of Tom Sawyer and the William books reveal some surprising facts. The William books began to be persecuted by the censors in late 1942, precisely the moment when the regime was seeking a rapprochement with the Allied powers as the course of the War turned in the latter's favour. This prohibition cannot be understood without exploring the factors which differentiate children's literature from adult literature in the context of Francoism. The books' peculiarly English character also had a vital bearing on how they were censored. The history of Tom Sawyer in Spain demonstrates the effect of literary status on censorship practice. Early in the regime, the censors generally considered Tom Sawyer to be a work for adults. From the mid-1950s, however, children's literature was inscribed as a special category in censorship legislation, and the censors began to view editions of the work as specifically intended for children. Tom Sawyer thus encountered censorship problems in the later years of the regime, supposedly more liberal than the earlier period. Again, these problems would be inexplicable without examining the evolution of the publishing industry and Francoist attitudes to literature and the child. The thesis also provides a detailed analysis of the type of suppressions imposed on the books studied, under the following headings: religion; love, sexuality and gender; authority and politics, nation and race; crime, terror and violence.
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Day, Joseph. "Leaving home and migrating in nineteenth-century England and Wales : evidence from the 1881 census enumerators' books (CEBs)." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/283973.
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Lebedeva, Maria. "A play of signifiers : absence and presence in the picturebooks of Shaun Tan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary, postmodern picturebooks, specifically focusing on the way in which a seemingly 'simplistic' medium has the potential to initiate a vastly complex play of meanings. Picturebooks are traditionally considered to be a medium which implies a child reader, and conveys a simple linear narrative for educational and entertainment purposes. Traditional picturebooks thus assume a clear division between an author and reader, whereby the author is a 'knowing' adult, who conveys a moral or message to a passive child reader. These assumptions are arguably unsettled by the appearance of postmodern picturebooks, broadly defined as a medium which, while retaining the traditional picturebook format, opens itself up to multiple interpretations, instead of presenting the reader with an encoded message or 'meaning'. A number of postmodern picturebook authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the author and reader of picturebooks by creating complex texts which display a general absence of clear accessible 'meaning', thereby allowing the reader to actively participate in the meaning-making process. With aid of the theories of signification set out by poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence of apparent 'meaning' in picturebooks has the potential to allow for unlimited interpretations of a single text, thus by extension widening the 'implied' audience of such picturebooks. The objective is to set postmodern picturebooks apart from other texts (in particular more traditional picturebooks), and to provide a new outlook on the ways picturebooks are created, and the way they are read.
AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre, post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/ boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees word.
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Gardner, Traci Lynn. "Toward an understanding of medieval bookmaking: the case for Guy of Warwick." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/91098.
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Given the importance of an accurate, well-documented base text for any kind of literary or linguistic analysis, my thesis will consider how the editorial bias forced on a popular and influential medieval romance, the Auchinleck Guy of Warwick, by its EETS editor Julius Zupitza misrepresents the romance's manuscript presentation and has therefore prejudiced scholarship on fourteenth-century bookmaking.
When Zupitza edited the Auchinleck version of the Guy romance, he seems to have had in mind the conventional textual principles upheld by his fellow Victorians. Unfortunately few of these Victorians produced texts which would today be considered acceptable. Though Victorian productions of many works have been replaced by modern editions, Zupitza' s Guy is the only available text of the romance. The failure of Zupitza's text is complicated by the fact that the Auchinleck Manuscript and the Auchinleck Guy, because of its unique division into three poems, figure prominently in medieval bookmaking theory. While three medieval bookmaking theories focus on the Auchinleck, none of the prominent Auchinleck scholars - Laura Loomis, Pamela Robinson, or Timothy Shonk - has recognized how Zupi tza unintentionally manipulates the Auchinleck Guy with his textual presentation of the romance.
By indicating the errors and misleading practices which have shaped Zupitza's presentation of the Auchinleck Guy, I plan to establish the necessity for a new, more accurate critical edition of the Auchinleck Guy and to suggest how a more accurate critical edition can influence literary and bibliographical studies.M.A.
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Field, Hannah C. "Toying with the book : children's literature, novelty formats, and the material book, 1810-1914." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:02077b56-4e3e-4bf3-92b0-6c59fce771df.
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This thesis examines the book in the nineteenth century by way of an unusual corpus: movable and novelty books for children, drawn from the Opie Collection of Children’s Literature at the Bodleian Library. It argues that these items, which have been either ignored or actively dismissed by scholars of children’s literature, are of two-fold significance for the history of the book: they encourage a sense of the book as a constitutively (rather than an incidentally) material object, and they demand an understanding of reading as not just a mental activity, but a physical one as well. Each of the first five chapters of the thesis centres on a different format. The opening chapter discusses the Regency-era paper doll books produced by Samuel and Joseph Fuller, exposing the tension between form and content in these works. The second chapter looks at Victorian panorama books for children, showing how the panorama format affects space, time, and the structure of any text accompanying the image. The third chapter reads the pop-up book’s key tension—the tension between surface and depth in the pursuit of an illusion of three dimensions—in terms of flat, theatrical, and stereoscopic picture-making, three other nineteenth-century pictorial modes in which an illusion of three-dimensionality is important. The fourth chapter traces self-reflexive accounts of printing, publishing, and the material book in dissolving-view books produced by the German publisher and printer Ernest Nister at the end of the nineteenth century. The fifth chapter positions the late nineteenth-century mechanical books designed and illustrated by Lothar Meggendorfer in terms of two material analogies, the puppet and the mechanical toy or automaton. The final chapter synthesizes evidence as to how the movable book could and should be read from across formats, foregrounding in particular the ways in which the movable embodies reading.
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Whelan, Fiona Elizabeth. "Morals and manners in twelfth-century England : 'Urbanus Magnus' and courtesy literature." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4ccb50b9-7e0e-49c8-b9c5-104dfefa3fea.
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This thesis investigates the twelfth-century Latin poem entitled Urbanus magnus or 'The Book of the Civilised Man', attributed to Daniel of Beccles. This is a poem dedicated to the cultivation of a civilised life, aimed primarily at clerics although its use extends to nobility, and specifically the noble householder. This thesis focuses on the text as a primary source for an understanding of social life in medieval England, and uses the content of the text to explore issues such as the medieval household, social hierarchy, the body, and food and diet. Urbanus magnus is commonly referred to as a 'courtesy text'. This thesis seeks to understand Urbanus magnus outside of that attribution, and to situate the text in the context of twelfth and thirteenth-century England. Thus far, scholarship of courtesy literature has focused on later texts such as thirteenth-century vernacular 'courtesy texts' or humanist works as exemplified by Erasmus's De civilitate morum puerilium. This scholarship looks back to the twelfth century and sees texts such as Urbanus magnus as 'early Latin courtesy texts'. This teleological view relegates such earlier texts to positions at the genesis of the genre and blindly assumes that they belong to the corpus of 'courtesy literature'. This neglects both their individual importance and their respective origins. This thesis examines Urbanus magnus as a didactic text which contains elements of 'courtesy literature', but also displays moral and ethical concerns. At the heart of the thesis is the question: should Urbanus magnus be considered as part of the genre of courtesy literature? This question does not have a simple answer, but this thesis shows that some elements and sections of Urbanus magnus do conform to the characteristics of courtesy literature. However, there are further sections that reflect other literary traditions. In addition to morals and ethics, Urbanus magus reflects other genres such as satire, and also reveals social issues in twelfth-century England such as the rise of anti-curiale sentiment and resentment of upward social mobility. This thesis provides an examination of Urbanus magnus through the most prevalent themes in the text. Firstly, it explores the dynamics of the medieval household, along with issues such as social mobility and hierarchy. Secondly, it focuses on the depiction of the body and bodily restraint, covering topics such as speech, bodily emissions, and sexual activity. Thirdly, it discusses food and diet, including table manners, food consumption, and dietary effects of foodstuffs. The penultimate chapter looks at the manuscript dissemination of the text to investigate the different uses which Urbanus magnus found in subsequent centuries. The delineation of Urbanus magnus as part of the genre of courtesy literature ignores the social, cultural, and literary impact on the creation of the text. In response, this thesis has two aims. The first is to minimise the notion of genre, and treat Urbanus magnus as a text in its own right, and as a product of the twelfth century. The second shows that Urbanus magnus reflects both continuity and change in society in England following the Norman Conquest.
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DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.
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The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.
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Sawyer, Daniel. "Codicological evidence of reading in late medieval England, with particular reference to practical pastoral verse." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:8c21053f-e347-4349-9cc4-b1fa0229e95a.
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This study advances and adds detail to our history of the reading of verse in England c.1350-1500. Scholarship has established major twelfth- and thirteenth-century changes in reading, and linked these changes to manuscripts containing the modern Middle English verse canon. Historians of early modern reading have also argued for distinctive changes in their own period. But the examination of reading between these two clusters of change has been limited. This study therefore asks how later medieval Middle English verse was read. The surviving copies of The Prick of Conscience and Speculum Vitae, two hugely successful religious instructional poems, form the primary body of evidence. This body is augmented by reference to hundreds of other manuscripts containing Middle English verse. Together, these can reveal much about what was normal and abnormal in reading. They are also an important part of the context for the reading of more canonical Middle English verse. Manuscript studies often proceeds through case studies of individual books and unusual evidence such as marginalia. This thesis turns to codicology to understand more widespread evidence for reading, combining qualitative case studies with quantitative techniques borrowed and developed from continental scholarship. The first chapter examines evidence of provenance, revealing that both The Prick of Conscience and Speculum Vitae were read by an impressive range of people and remained current into the sixteenth century. The second chapter considers the navigational aids used in copies of both poems. Reading in this period has been characterised as 'discontinuous', but it could be discontinuous in diverse ways, and readers also read continuously. The third chapter is a large-scale study of books' size and shape, showing how these features can reveal books' reading histories, sometimes in counterintuitive ways. The fourth chapter contends that readers in this period attended closely to rhyme and probably read for balanced rhyme structures. The fifth chapter uncovers the ways in which these poems were rewritten for new readers and investigates the composition of the Southern Recension of The Prick of Conscience, arguing that this new text was partly a formalist intervention. The conclusion summarises the new 'baseline' history of the reading of Middle English verse which is offered here, and gestures towards implications for our reading of the Middle English poems which are canonical today.
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Winters, Jennifer. "The English provincial book trade : bookseller stock-lists, c.1520-1640." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3449.
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The book world of sixteenth-century England was heavily focused on London. London's publishers wholly dominated the production of books, and with Oxford and Cambridge the booksellers of the capital also played the largest role in the supplying and distribution of books imported from Continental Europe. Nevertheless, by the end of the sixteenth century a considerable network of booksellers had been established in England's provincial towns. This dissertation uses scattered surviving evidence from book lists and inventories to investigate the development and character of provincial bookselling in the period between 1520 and 1640. It draws on information from most of England's larger cities, including York, Norwich and Exeter, as well as much smaller places, such as Kirkby Lonsdale and Ormskirk. It demonstrates that, despite the competition from the metropolis, local booksellers played an important role in supplying customers with a considerable range and variety of books, and that these bookshops became larger and more ambitious in their services to customers through this period. The result should be a significant contribution to understanding the book world of early modern England. The dissertation is accompanied by an appendix, listing and identifying the books documented in nine separate lists, each of which, where possible, has been matched to surviving editions.
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Schneider, Chad Curtis. "The Use of Children’s Books as a Vehicle for Ideological Transmission." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243969728.
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Cole, Lorna. "An examination of the suitability of some contemporary South African fiction for readers in the post-developmental reading stage." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003412.
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Adverse criticism regarding the quantity and quality of children's books in South Africa appear in such respected sources as The Oxford Companion to Children's Literature and The Companion to South African English Literature, the authors of which are of the opinion that South African children are dependent solely upon Eurocentric literature for their reading material. In recent years however, local publishers have attempted to redress this imbalance by offering prizes for unpublished works. These prizes have acted as incentives for aspiring writers, many of whom have had novels published specifically for children in the post-developmental reading stage. This study critically examines some of these prizewinning works of fantasy and contemporary realism, in an effort to gauge their literary worth within the context of accepted criteria for judging children's literature. Accolades from adults are not however a guarantee that the prizewinning books will be received with equal acclaim by the children for whom they are written. For this reason, five children in the post-developmental reading stage were asked to pass their opinions and non-literary judgments on the books. Although the critical evaluation of the indigenous works proves them to be eminently worthy of the prizes which they received on publication, the children did not rate them as highly as certain imported works. The works of fantasy by Marguerite Poland rated poorly in terms of their popularity despite the fact that the children said that in a non-circumscribed context, they choose fantasy in preference to contemporary realism. Within the context of the indigenous literature which they read for this study though, they preferred the works of contemporary realism as they were able to identify with particular aspects of the novels. Indigenous literature for children in the post-developmental reading stage is a comparatively new phenomenon which needs to be nurtured if it is to attain any lasting status. The onus rests upon the teachers of literature and librarians to introduce the literature and make the books more accessible to young readers. Publishers need perhaps to engage the views and opinions of the audience for whom the books are written in an effort to publish books which, without in any way detracting from their literary worth, will deal with subjects favoured by young readers.
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MacGregor, James Bruce. "Salue Martir Spes Anglorum: English Devotion to Saint George in the Middle Ages." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014136452.
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Mulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
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The thesis is a study of the relationship between Ireland and England as portrayed in Irish post-primary history school textbooks, dealing with the period 1800 to the present day, and published or in use since 1922. The thesis identifies two distinct categories of texts and these are referred to as purist texts and moderate texts. The purist texts are characterised by their strong pro-Irish, and anti-English biases in their presentation of Irish history. The moderate texts, by contrast, are generally without such biases and present more neutral accounts of Irish history. The central thesis of the work is that the relationship between Ireland and England as portrayed in the purist texts is fundamentally different from the relationship portrayed in the moderate texts. Close examination of the texts revealed that the presentation of Irish history fell into three large divisions, military and revolutionary history, political history and social history. For this reason the thesis, apart from introductory and concluding chapters, is comprised of three large central chapters, dealing in turn with each of these three aspects of Irish history. Thus, Chapter II looks at the treatment of the military and revolutionary history in the texts. Chapter III deals with the political history of Ireland and Chapter IV treats of the social history of Ireland. Each of these three chapters elaborates on how the topics dealt with contribute to the overall portrayal of the relationship between Ireland and England, as presented in the texts. The thesis concludes that the relationship between Ireland and England portrayed by the purist texts is a negative and hostile one, while the relationship portrayed by the moderate texts is a positive one. Hence, a fundamental difference in the portrayal of the relationship between the purist and moderate texts is established.
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Schell, Sarah. "The Office of the Dead in England : image and music in the Book of Hours and related texts, c. 1250-c. 1500." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/2107.
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This study examines the illustrations that appear at the Office of the Dead in English Books of Hours, and seeks to understand how text and image work together in this thriving culture of commemoration to say something about how the English understood and thought about death in the fourteenth and fifteenth centuries. The Office of the Dead would have been one of the most familiar liturgical rituals in the medieval period, and was recited almost without ceasing at family funerals, gild commemorations, yearly minds, and chantry chapel services. The Placebo and Dirige were texts that many people knew through this constant exposure, and would have been more widely known than other 'death' texts such as the Ars Moriendi. The images that are found in these books reflect wider trends in the piety and devotional practice of the time. The first half of the study discusses the images that appear in these horae, and the relationship between the text and image is explored. The funeral or vigil scene, as the most commonly occurring, is discussed with reference to contemporary funeral practices, and ways of reading a Book of Hours. Other iconographic themes that appear in the Office of the Dead, such as the Roman de Renart, the Pety Job, the Legend of the Three Living and the Three Dead, the story of Lazarus, and the life of Job, are also discussed. The second part of the thesis investigates the musical elaborations of the Office of the Dead as found in English prayer books. The Office of the Dead had a close relationship with music, which is demonstrated through an examination of the popularity of musical funerals and obits, as well as in the occurrence of musical notation for the Office in a book often used by the musically illiterate. The development of the Office of the Dead in conjunction with the development of the Books of Hours is also considered, and places the traditions and ideas that were part of the funeral process in medieval England in a larger historical context.
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Wahlström, Eva. "Fria flickor före Pippi : Ester Blenda Nordström och Karin Michaëlis – Astrid Lindgrens föregångare." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3591.
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The dissertation takes as a point of departure that 1945 is usually mentioned as a start for a new type of Swedish children’s literature. In the majority of handbooks in and reviews of the history of Swedish children’s literature this is repeated as a fact. A reason for this is that three famous authors of children’s literature in Swedish all had their breakthrough this year: Lennart Hellsing, Tove Jansson and Astrid Lindgren. They are regarded as the most important examples of the new type of children’s literature. Especially Astrid Lindgren’s Pippi Långstrump [Pippi Longstocking] has been seen as a symbol for the free child and for the revolt against the adult world and the stiff rules of etiquette. At the same time as 1945 has been assigned as the birth date for a new children’s literature the general view of the preceding period, between the two world wars, has been that it was stagnant and uninteresting. In this study, the hypothesis was that the new did not emerge from an empty space. After extensive reading of children’s literature from the time between the wars it was discovered that there were new tendencies in this literature similar to those ascribed to the literature from the period after 1945. A more detailed analysis was performed comparing Astrid Lindgren’s Pippi Långstrump with works by the Swedish author Ester Blenda Nordström and the Danish author Karin Michaëlis’. The results show that the children’s literature produced between the wars was much more complex than previously stated and has several characteristics similar to the literature produced after 1945. As a consequence it seems necessary to modify the notion of 1945 as the definite starting point for the modern Swedish children’s book. A comparative analysis of the three authors is used as verification in the thesis. The analysis use among others the theories of Bachtin about the “popular laugh culture” and shows that the main characters in the books by Nordström and Michaëlis to the same extent as Pippi Långstrump illustrates the norm-breaking and independent child. The similarities between the work of Astrid Lindgren and Nordström and Michaëlis are obvious in terms of content as well as in expressions and type of language. The main focus in this dissertation is a textual analysis against a background of social context analysis. The conclusions state that there clearly were predecessors to the work of Astrid Lindgren. To simply state that 1945 was the year when the modern children’s book was born thus no longer seems relevant.Akademisk avhandling för avläggande av filosofie doktorsexamen i litteraturvetenskap vid Göteborgs universitet, som med tillstånd av
humanistiska fakultetsnämnden kommer att offentligen försvaras fredagen den 27 maj 2011, kl. 10 i Lilla Hörsalen, Humanisten, Renströmsgatan 6, Göteborg
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Caernarven-Smith, Patricia. "Gladstone and the Bank of England: A Study in Mid-Victorian Finance, 1833-1866." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3696/.
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The topic of this thesis is the confrontations between William Gladstone and the Bank of England. These confrontations have remained a mystery to authors who noted them, but have generally been ignored by others. This thesis demonstrates that Gladstone's measures taken against the Bank were reasonable, intelligent, and important for the development of nineteenth-century British government finance. To accomplish this task, this thesis refutes the opinions of three twentieth-century authors who have claimed that many of Gladstone's measures, as well as his reading, were irrational, ridiculous, and impolitic. My primary sources include the Gladstone Diaries, with special attention to a little-used source, Volume 14, the indexes to the Diaries. The day-to-day Diaries and the indexes show how much Gladstone read about financial matters, and suggest that his actions were based to a large extent upon his reading. In addition, I have used Hansard's Parliamentary Debates and nineteenth-century periodicals and books on banking and finance to understand the political and economic debates of the time.
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Zhang, Han. "Representations of Chinese Culture and History in Picture Books of the Westerville Public Library: Educational Quality And Accuracy Of Children Literature About China And Chinese Culture." Otterbein University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1355341032.
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Kilpatrick, Helen Claire. "Ideologies in contemporary picture book representations of tales by Miyazawa Kenji." Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/62731.
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"May 2003".Thesis (PhD)--Macquarie University, Division of Humanities, Department of English, 2004.
Bibliography: p. 301-332.
Introduction -- The significance of Miyazawa Kenji's ideals in (post) modern Japanese children's literature -- Re-presenting Miyazawa Kenji's tales: cultural coding and discourse analysis -- Tale of "Wildcat and the acorns" (Donguri to Yamaneko): self and subjectivity in the characters and haecceitas in the organic world -- Beyond dualism in "Snow crossing" (Yukiwatan) -- Kenji's "Dekunobõ ideal in "Gõshu the cellist" (Serohiki no Gõshu) and "Kenjũ's park" (Kenjũ kõenrin) -- Beyond the realm of Asura in "The twin stars" (Futago no hoshi) and "Wild pear (Yamanashi) -- The material and immaterial in "The restaurant of many orders (Chũmon no õi ryõriten) -- Conclusion.
This thesis investigates ideologies in contemporary picture books of Miyazawa Kenji's tales from the perspective of the acculturation of children in (post)modern Japan. Miyazawa Kenji (1896-1933) was writing in the early 20'" century, yet he is currently the most prolifically published literary figure in picture book form and these pictorialisations are widely promulgated to children and throughout cultural and educational institutions in Japan. Given Kenji's prominence as a devoutly Buddhist author with a unique position within Japanese literature, the thesis operates on the premise that the picture books are working, inter aha, to decode or encode the inherent Buddhist ideologies of self, identity and subjectivity and that the picture book re-versions are attempting to be 'authentic' to these. (Unlike many other works adapted for picture books, Kenji's original words are left intact.) Such selflother interactions are important to the construction of identity because childhood itself is an ideological construction premised on assumptions about what it means to be a child and what it means to 'be'; in other words, "such fictions are premised on culturally specific ideologies of identity" (McCallum, 1999: 263). Picture books, with their two forms of narrative discourse, pictures and words, are more ideologically powerful than words alone because the pictures also carry attitudes and therefore doubly inscribe both the explicit and implicit ideologies inherent in the words. -- By utilising Miyazawa Kenji's non-humanist Buddhist ideologies as a basis, this investigation compares how different artists are (re-)inscribing these ideals in the most frequently pidorialised versions of his children's tales. It is primarily an investigation into how the artistic responses re-situate or respond to ideologies of self and subjectivity inherent in a select corpus of focused pre-existing texts. Ultimately, the thesis shows how different pictures can shape story and how the implied reader is interpellated into certain subject positions and viewpoints from which to read the texts. This involves an intertextual approach which explores how art and culture interact to imply significance.
Mode of access: World Wide Web.
iv, 332, [31] p. ill. (some col.)
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Thomas, Evan Benjamin. "Toward Early Modern Comics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1502561240762248.
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Tankard, Paul 1956. "In full possession of the present moment : Samuel Johnson, reading and the everyday." Monash University, English Dept, 2001. http://arrow.monash.edu.au/hdl/1959.1/8952.
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Robinson, Laura M. "Educating the reader, negotiation in nineteenth-century popular girls' stories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0007/NQ27853.pdf.
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Abreu, Tâmara Maria Costa e. Silva Nogueira de. "O livro para crianças em tempos de Escola Nova = Monteiro Lobato & Paul Faucher." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270301.
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Orientador: Marisa Philbert LajoloTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da linguagem
Made available in DSpace on 2018-08-16T03:08:37Z (GMT). No. of bitstreams: 1 Abreu_TamaraMariaCostaeSilvaNogueirade_D.pdf: 8028378 bytes, checksum: 345bf7b0fe34750a2dba4a3ecfddbe64 (MD5) Previous issue date: 2010
Resumo: Este trabalho contempla a história do livro para crianças no Brasil e na França entre as décadas de vinte e quarenta e a sua estreita relação com o movimento renovador da educação em ambos os países; concentra-se no estudo das obras do brasileiro Monteiro Lobato (1882-1948) e do francês Paul Faucher (1898-1967), criador dos famosos álbuns do "Père Castor". Amigos de importantes educadores do movimento da Escola Nova, Lobato e Faucher empreenderam experiências pioneiras na produção de livros para crianças. No trabalho de ambos, percebe-se uma semelhança fundamental: a existência de um projeto pedagógico subjacente ao projeto editorial. Mais do que comparar pontos em comum ou distintos na obra desses dois promotores de leitura, o objetivo principal, ao compará-los, é iluminar aspectos que engendram essas semelhanças e diferenças; é compreender que razões em jogo as condicionam dentro do contexto de produção,circulação e recepção dessas obras. Nesta tese, procurou-se discutir que tipo de leitura Lobato e Faucher fizeram da Escola Nova; como a adesão deles ao ideário do movimento escolanovista resulta em livros; que tipo de investimento cada um fez e o que resultou dessas escolhas: semelhanças? Diferenças? Com este fim, a pesquisa debruçou-se não apenas sobre livros, mas também sobre cartas pessoais, periódicos, fichas de edição, relatórios de vendas, prospectos de congressos, e toda sorte de impressos que documentam as atividades e as relações estabelecidas entre escritores, editores, artistas plásticos, intelectuais, políticos, pedagogos e educadores. As conclusões a que se chegou apontam para uma semelhança nos mecanismos de funcionamento do sistema literário no Brasil e na França dos anos 20, 30 e 40; semelhantes concepções de infância e educação em Lobato e Faucher, no entanto, diferentes métodos na realização dos projetos editoriais e literários que deram origem aos seus livros
Abstract: This dissertation examines the history of children's books in Brazil and France between the decades of 1920 and 1940 and its close relation to the education renovating movement in both countries; it focuses on the work of the Brazilian author Monteiro Lobato (1882-1948) and the French Paul Faucher (1898-1967), creator of the famous Père Castor albums. While keeping friendship relations with eminent educators of the Escola Nova [New School or Progressive Education] movement, both Lobato and Faucher carried out pioneering practices in children's books production. It is possible to notice a fundamental common aspect in the work of both authors: the presence of a pedagogical project underlying their editorial project. More than comparing common and distinctive points in the work of these two supporters of reading, the main objective here is to elucidate some aspects that contribute to these similarities and differences by identifying the factors that shape these elements of comparison in the context of the creation, dissemination and reception of their work. In this dissertation, I sought to examine what was the perception that Lobato and Faucher had about the Escola Nova movement, how their connection to the movement reflect in their books, which pathways each of them took and what were the results of the choices they have made. Are they mostly differences or similarities? In trying to answer these questions, the research sought to examine not only books, but also personal letters, journals, notes, sales reports, conference proceedings, and all sorts of printings that document the authors' activities and the relations they established with writers, editors, artists, intellectuals, politicians and educators. The conclusions I have reached point toward a similarity in the literary systems of Brazil and French in the 20s, 30s and 40s; they also indicate similar conceptions of childhood and education in Lobato and Faucher; in contrast, however, the findings also reveal differences in the methods used in the editorial and literary projects that are at the origin of their books
Doutorado
Literatura Geral e Comparada
Doutor em Teoria e História Literária
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Neuss, Michael James. "Balancing Blood, Balancing Books: Medicine, Commerce, and the Royal Court in Seventeenth-Century England." Thesis, 2013. https://doi.org/10.7916/D8TQ60X3.
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This dissertation argues that the Williams Harvey's novel conceptualization of the circulation developed from a set of concerns and sensitivities that Harvey shared with merchants and courtiers, and that it emerged at the courts of King James and King Charles, alongside a new conceptualizations of commercial circulation. As a brother to merchants and a physician to kings during the commercial crises of the 1620s, Harvey was exposed to ways of thinking about circulation that he used to make sense of the disparate observations he made about the motion of the heart and blood. Harvey's famous quantitative argument, the thought experiment at the center of his conceptualization of the blood, was an exercise in accounting. Through a process of "reckoning," and "by laying of account," Harvey balanced blood like a merchant balances books, conceptualizing arterial and venous blood as fungible. Harvey showed that there was a recirculation of blood through the heart. Over time, these aspects of Harvey's circulation became easier to overlook; the Great Fire of 1666 destroyed the most tangible artifacts of Harvey's mercantile sociability, such as his fine Persian rugs or the collection of marvels contained in the library and museum that Harvey established at the College of Physicians of London. By situating Harvey among courtiers and royal patrons who were concerned with the circulation of cloths, dyestuffs, coin, and bullion, this dissertation aims to add to the burgeoning literature on the scientific revolution that posits a multitude of different scientific practitioners with diverse philosophical commitments and varied connections to other facets of early modern life, while stressing key conceptual changes in Harvey's thought.
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Mulvey, Thomas Patrick. "The spiritual reformation in Elizabethan books of public and private devotion." Thesis, 2015. https://hdl.handle.net/2144/15246.
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This dissertation argues that the Elizabethan settlement was a deliberate, self-conscious spiritual reformation, inaugurated and nurtured from above by Elizabeth I in public and private devotional works put forth by royal authority, and taken up and advanced from below in influential books of public prayer published by long-term English evangelicals. This spiritual reformation offered a balance of continuity and change, of tradition and reform, intentionally designed to provide for the devotional needs of English Christians of divergent spiritual identities and confessional commitments.
Responding to longstanding historiographical debates over the English Reformation as either a political reformation “from above” or a popular reformation “from below,” and to recent expositions both of the vitality of late medieval Catholic devotion and the dissemination of sixteenth-century Evangelical piety, the dissertation explores the English Reformation as a spiritual phenomenon, using Elizabethan prayer literature, both public and private, as its central sources. It argues that the foundations and contours of Elizabeth Tudor’s evangelically ecumenist style of piety and spirituality were established in her childhood in the mid 1540s through the influence of her stepmother, Katherine Parr. After her accession to the throne, Elizabeth’s piety and spirituality were reflected in her Act of Supremacy, her Act of Uniformity, and her Book of Common Prayer (1559), and were modeled and transmitted from above by her official primer of 1559.
Elizabeth’s model of piety was consciously and deliberately taken up and advanced in the works of printers John and Richard Daye, and Henry Bull; and, authors Elizabeth Tyrwhit and Anne Wheathill. These printers and authors were long-term, committed evangelicals of a hotter temper than their queen. Bull advanced Elizabeth’s spiritual reformation by publishing traditional and evangelical prayers side-by-side. The two Daye prayer books followed Bull’s lead. The 1569 Daye prayer book also published a series of foreign language prayers authored by Elizabeth. Tyrwhit and Wheathill advanced the queen’s spiritual reformation not only by offering traditional and evangelical prayers, but also by constantly echoing the language of her Book of Common Prayer. The dual movement of these two matrices created the broadly based spiritual reformation that was the Elizabethan Settlement.
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Foster, John E. (John Elwall). "A critical, social and stylistic study of Australian children's comics." 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phf755.pdf.
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Parrey, Yvonne Margaret. "'Examples and instrumentes of vertues' : vernacular books and the formation of English nuns, c. 1380 to 1540." Phd thesis, 1996. http://hdl.handle.net/1885/144351.
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Osborn, Marilyn E. "The role of different media in children's literary development." Thesis, 2014. http://hdl.handle.net/10210/11415.
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"Kindgerigte taal in Afrikaanse kinderboeke." Thesis, 2015. http://hdl.handle.net/10210/14677.
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Willems, Katherine Elizabeth. "Reforming the reading woman : tradition and transition in Tudor devotional literature." Thesis, 2003. http://hdl.handle.net/2429/14955.
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This thesis outlines two distinct modes of early sixteenth-century devotional practice
(image-based and text-oriented), which in the context of the English reformation are
increasingly represented as antithetical to one another, as Protestants champion the
vernacular Bible and creed-based Christianity, while suppressing "idolatrous" images and
traditional practices. Women readers, who tend to be vernacular readers, figure prominently
in the religious controversy, and come to represent both the distinctives of Protestantism and
anxieties around vernacular readership and hermeneutic agency. The vernacular woman
reader stands in direct opposition to the priestly authority of masculine, Latin clerical culture;
accordingly she is both rhetorically useful to the Protestant cause and a locus of cultural
instability. I then turn to consider female Tudor translators as reading women, and
translation itself (rather than a type of "feminine" writing) as a form of meditative or
proclamatory reading. While translation has a traditional association with the meditative
devotional reader, the religious controversy makes possible a more public and polemically motivated
sort of translation by women, which, however, remains framed largely in terms of
personal devotional activity. As the number of literate women grows throughout the century,
translation (with reading) is also increasingly represented as a means of keeping women out
of trouble, a development which reflects the growing acceptance of the Protestant contention
that a good woman is a reading woman. The epistolary culture of the persecuted Marian
Protestant community illustrates the construction of a community of readers in the Protestant
language of spiritual family, and the role of the reading woman in sustaining that community.
My concluding chapter outlines the continuing construction of a textual community of
exemplary foremothers, a tradition of "godly, learned women," in which the virtuous woman
reader is expected to participate. This distinctly Protestant pattern of literate female piety,
alongside a growing number of women readers in Elizabethan England, increasingly shapes
cultural ideals of female virtue.
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De, Villiers Christina Magrietha. "Die uitbeelding van die vrou in 'n aantal bekroonde Afrikaanse jeugboeke : 'n leserkundige studie." Thesis, 2014. http://hdl.handle.net/10210/12068.
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M.Com. (Information Science)Although the influence of literature cannot be determined exactly, it is generally accepted that it can influence attitudes and values and therefore play an important role in the socializing process of the adolescent. One of the most important processes the adolescent undergoes is the development of his/her sex role through socialization, within the context of the family and society at large. In addition the traditional role of women through the ages has undergone such substantial changes that women play an increasingly important part in society. The modern woman can attain self-realization and self-expression through marriage, motherhood and a career. The problem addressed in this research, is whether the portrayal of women in available youth literature is a realistic reflection of society at a particular point. The ideal is that the attitudes that are projected are not biased toward either of the sexes and that boys as well as girls may develop to their full potential within the prescribed boundaries of their sex roles. Because of the feminist interest, much research has been done since the sixties and seventies regarding sexism in children's and youth literature. Virtually throughout, the findings of these investigations showed that the female characters are portrayed as passive stereotypes. The portrayal of women in literature awarded with the Scheepers Prize for Afrikaans youth literature is investigated in this research.
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Quinlan, Andrea Elizabeth. "A cross channel comparison of the illustration of the capital cities in Augustus Charles Pugin's Paris and its environs and Gustave Doré's London: a pilgrimage : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Art History in the University of Canterbury /." 2008. http://library.canterbury.ac.nz/etd/adt-NZCU20080715.095041.
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Evans, Katherine. "The Alice books - an imaginative testimony to a child's experiences of socio-cultural norms of the late Victorian age." Thesis, 2004. http://hdl.handle.net/10413/2598.
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Introduction: Alice in Wonderland is perhaps the most renowned fantasy book for children. Over and above this though, it has relevance for adults. People too often dismiss it as purely escapist reading, a means to escape from the monotony of everyday realism by delving into the realms of fantasy. Many critics propose that it operates on more than one level and I would have to agree - it is a pioneer of children's literature as well as a product and critique of the Victorian age. It is a story that has captured the world's imagination, with vivid characters and exciting adventures. The sequel, Through the Looking-Glass, although not as well known, equally offers an insight into the late nineteenth-century. I intend to explore the many layers found in these stories, and hope to expose them as being more than mere narratives, but as pieces of literature that thrive because they are so cleverly constructed Perhaps also their success lies in that they deal with the universal theme (for children and adults alike) of making sense of the seemingly nonsensical aspects of life and society. The stories, as well as the strange characters and happenings, are reminiscent of the Absurdist genre in drama, in which the objective is to turn the world upside down, so to speak, in order to understand people and society. My dissertation will begin by exploring the literary trends of children's books prior to 1865, in other words, before Alice in Wonderland was published. I intend to present an overview of Victorian and pre-Victorian children's fiction, tracing the development of the story for teaching and religious instruction, up until the time when the story was liberated to be simply the vehicle for pleasurable recreational purposes. Thus my opening chapter is an exploration of the didactic children's literature that dominated the early nineteenth century, examining the educationalists that helped expand the genre of children's literature. Next, I will include a brief biography of Lewis Carroll. It is important to my overall theme in that a biography sums up, in one human centre, the forces at play in Victorian sensibility. As a modern audience, we seem to seize upon the idea of his 'character', desperately attempting to understand what motivated him to write such tour de force stories. The interest for me at this point is to examine how academics have portrayed Carroll's 'character'. The motive behind this section is to beg the question of whether his complex personality affects our reading of the texts, or whether they can be seen as entirely separate from a life to which some scandal has been attributed. In the remainder of my dissertation, I shall focus on how the texts are a reflection of a typical Victorian child's experiences, and discuss how Alice 'grows' as a character, and what she reveals about her society in the process of discovering how she should define herself. Alice is the vehicle for Carroll's subversive commentary about his society, and her experiences in Wonderland and Looking-Glass land are often rooted in the undermining of conventional behaviour and traditions. Lastly, I will examine Carroll's stylistic organization of the narratives, paying particular attention to his treatment of time, dreams and language in the texts. I will discuss what his intentions are in creating 'nonsense that makes sense', as well as what this 'nonsense' discloses about the society he lived in and the values he seems to object to.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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Potter, Mary-Anne. "The worlds between, above and below : "growing up" and "falling down" in Alice in Wonderland and Stardust." Diss., 2012. http://hdl.handle.net/10500/11870.
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The purpose of my dissertation is to conduct an intertextual study of two fantasy texts — Alice in Wonderland by Victorian author Lewis Carroll, and Stardust by postmodern fantasy author Neil Gaiman — and their filmic re-visionings by Tim Burton and Matthew Vaughn respectively. In scrutinising these texts, drawing on insights from feminist, children’s literature and intertextual theorists, the actions of ‘growing up’ and ‘falling down’ are shown to be indicative of a paradoxical becoming of the text’s central female protagonists, Alice and Yvaine. The social mechanisms of the Victorian age that educate the girl-child into becoming accepting of their domestic roles ultimately alienate her from her true state of being. While she may garner some sense of importance within the imaginary realms of fantasy narratives, as these female protagonists demonstrate, she is reduced to the position of submissive in reality – in ‘growing up’, she must assume a ‘fallen down’ state in relation to the male.English Studies
M.A. (English)