Academic literature on the topic 'Children's literature, Australian History and criticism'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Contents
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Children's literature, Australian History and criticism.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Children's literature, Australian History and criticism"
1
Cross, Amy, Cherie Allan, and Kerry Kilner. "Digital Curation, AustLit, and Australian Children's Literature." International Research in Children's Literature 12, no. 1 (July 2019): 1–17. http://dx.doi.org/10.3366/ircl.2019.0287.
Full textAbstract:
This paper examines the effects of curatorial processes used to develop children's literature digital research projects in the bibliographic database AustLit. Through AustLit's emphasis on contextualising individual works within cultural, biographical, and critical spaces, Australia's literary history is comprehensively represented in a unique digital humanities space. Within AustLit is BlackWords, a project dedicated to recording Australia's Aboriginal and Torres Strait Islander storytelling, publishing, and literary cultural history, including children's and young adult texts. Children's literature has received significant attention in AustLit (and BlackWords) over the last decade through three projects that are documented in this paper. The curation of this data highlights the challenges in presenting ‘national’ literatures in countries where minority voices were (and perhaps continue to be) repressed and unseen. This paper employs a ‘resourceful reading’ approach – both close and distant reading methods – to trace the complex and ever-evolving definition of ‘Australian children's literature’.
2
McCallum, Robyn. "Palimpsestuous IntertextualitiesAdaptations for Young Audiences: Critical Challenges, Future Directions." International Research in Children's Literature 9, no. 2 (December 2016): 197–214. http://dx.doi.org/10.3366/ircl.2016.0202.
Full textAbstract:
Historically, literary sources have always provided a rich resource for film narratives, meaning that the history of cinema is closely intertwined with the history of film adaptation. Children's literature in particular has been a favoured source of represented narratives. Some of the earliest film adaptations were of children's texts, many of which have been readapted multiple times. Adaptation studies has been a growth area of scholarly research and debate for at least five decades. However, despite the close imbrication of the film industry and children's literature since the early twentieth century, few adaptation scholars have turned their attention to the rich resource that children's and youth culture provides. This paper surveys dominant shifts in approaches to adaptation, in particular the shift from ‘fidelity criticism’ to a dialogic intertextual approach; the recent move back to a modified form of ‘fidelity criticism’; and the cultural work that has thus far been achieved in the field of adaptation studies and children's and youth culture. In doing so it examines the critical challenges faced by scholars in the field and the potent possibilities future scholarship might pursue.
3
Martin-Sardesai, Ann, James Guthrie, Stuart Tooley, and Sally Chaplin. "History of research performance measurement systems in the Australian higher education sector." Accounting History 24, no. 1 (April 24, 2018): 40–61. http://dx.doi.org/10.1177/1032373218768559.
Full textAbstract:
Performance measurement systems (PMSs) are a global phenomenon emanating from new public management (NPM) reforms. While they are now prolific and entrenched, they have attracted criticism based on their design and the manner in which they are applied. The purpose of this article is to explore the history of accounting for research in the Australian higher education sector (HES). It focuses on how successive Australian governments have steered research within the sector through the introduction of PMSs, in line with NPM reforms. Relying on publicly available online policy documents and scholarly literature, the study traces the development of performance measures within the Australian HES from the mid-1980s to 2015. It contributes to literature in management accounting aspects of NPM through the means of management accounting techniques such as PMSs. It also contributes to accounting history literature through an examination of three decades of accounting for research in the Australian HES.
4
Mhosronejad, Morteza, and Soudabeh Shokrollahzadeh. "from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement." childhood & philosophy 16, no. 36 (May 9, 2020): 01–30. http://dx.doi.org/10.12957/childphilo.2020.45025.
Full textAbstract:
This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.
5
Gelder, Ken. "When the imaginary Australian is not uncanny: Nation, psyche and belonging in recent Australian cultural criticism and history." Journal of Australian Studies 29, no. 86 (January 2005): 161–73. http://dx.doi.org/10.1080/14443050509388042.
Full text
6
Lever, Susan. "Patrick Buckridge — A Tribute." Queensland Review 21, no. 1 (May 8, 2014): 17–20. http://dx.doi.org/10.1017/qre.2014.3.
Full textAbstract:
Patrick Buckridge is that rare person — even in the academic world: a true scholar with a deep, sometimes eccentric, passion for ideas. He belongs contentedly to Brisbane while engaging intellectually with the vast world of scholarship in history, language and literature. He has retained his interest in his first love, Renaissance literature, but understands that literature is also here and now, in the society around him. So his studies have extended to Australian writers, Queensland literary history, the history of the book, the history of literary criticism and the nature of readership for literary work. As his May 2013 public lecture demonstrated, he believes in the continued importance of attentive reading as a source of intellectual understanding.
7
Doherty, Peter. "The Poverty of Posthumanism: Evolution and Extinction in Eugene Field's ‘Extinct Monsters’." International Research in Children's Literature 7, no. 2 (December 2014): 180–97. http://dx.doi.org/10.3366/ircl.2014.0131.
Full textAbstract:
This article interrogates constructions of posthumanism in twenty-first century children's literature criticism and ecocriticism. Focusing on an unpublished manuscript by Eugene Field, it argues that the concept of species extinction undermines the theoretical usefulness of posthumanism. The paper begins by discussing the uses and shortcomings of posthumanism as a critical tool in children's literature. In doing so, it establishes connections with the challenge to the human posed by technology in the twenty-first century and the new understanding of what constitutes the human at the end of the nineteenth century. This paper documents intersections between Field's illustrated poem and contemporary representations of evolution and extinction circulating in popular and scientific natural histories. It is suggested that Field's text is also mediated by the visual traditions which framed contemporary natural history writing. Further, situating Field's poetry for children in a broader tradition of nineteenth-century American poetics committed to authorising the voice of the poet, it asks how this voice is complicated by the new realities of evolution and extinction. Confronted with these new realities, Field's manuscript traces the waning of poetic authority and, it is argued, thereby calls for a new aesthetics of children's literature in the face of extinction.
8
Kudrina, Elena V. "Collection of Children's Letters in the A.M. Gorky Archive of the A.M. Gorky Institute of World Literature of the Russian Academy of Sciences." Herald of an archivist, no. 4 (2022): 1198–211. http://dx.doi.org/10.28995/2073-0101-2022-4-1198-1211.
Full textAbstract:
The article is devoted to the review of one of the sections of the A. M. Gorky Archive of the A. M. Gorky Institute of World Literature of the Russian Academy of Sciences (AG IMLI RAN). The section contains a large collection of children's letters addressed to the “great proletarian writer.” The archive stores letters from children dating from 1899 to 1936. There are about 3000 children’s letters in the collection. Systematic and information methods have been used to study the collection; based on the principle of comprehensive study of documents, they have permitted to consider documents as elements of one system and to study the content. Source analysis has made it possible to study the internal and external features of documents and also helped to develop the basis for their classification and systematization within the archival collection. Typological and historical-functional research methods have made it possible to classify letters and consider them in the changing socio-cultural contexts. The collection of children's letters at the AG IMLI RAN is diverse and extensive. Most of it has not been subjected to detailed scientific analysis. The relevance of the research topic is due to the need for detailed consideration and comprehensive understanding of the materials of the collection. Scientific and practical significance of the research lies in the possibility of using its results in a variety of scientific aspects: historical, biographical, source studies, textual, literary, cultural, etc. The reason for the study is insufficient knowledge of the collection of children's letters stored in the archive, which are of scientific interest. The purpose of the study is to describe and to study the collection of children's letters to M. Gorky, to introduce interesting material into scientific use and to provide its preliminary analysis. When using typological analysis, three groups of letters have been identified: individual, collective, and those from adults. The same method has made it possible to divide letters by social, age, geographical principle. The genre-thematic analysis has helped to divide the letters into subgroups united by common formal, substantive, and functional features: letters of request, letters of thanks, letters containing reviews, letters containing feedback on Gorky's artistic and journalistic works, letters with reports, letters of greeting, letters of invitation, letters of complaint. The archive also contains drawings, illustrations, postcards, photographs of children, and children's writings (poems, fairy tales, short stories, plays). Content analysis of the materials allows us to conclude that children's letters contribute to the study of social history, literary process, and epistolary heritage of the first half of the 20th century; they are able to provide new information for those who study the history of pedagogy, textual criticism, literary criticism. Systematic analysis of the collection allows us to consider children's letters in the historical and literary context of the era. Drawing on the analysis of archival documents, the conclusion is made that Gorky initiated the correspondence and stimulated children's writing. The letters demonstrate that the writer was perceived by his young contemporaries as assistant and defender, his works and public activities were of great educational value. Some letters in the collection contain Gorky’s notes, showing his attitude to the text. Children's letters supplement the knowledge of the personality of M. Gorky and his addressees. An important result of the comprehensive study of the archival material is discovery of information opportunities and source studies potential of the collection of children's letters in the AG IMLI RAN.
9
Huisman, Rosemary. "The discipline of English Literature from the perspective of SFL register." Language, Context and Text 1, no. 1 (February 4, 2019): 102–20. http://dx.doi.org/10.1075/langct.00005.hui.
Full textAbstract:
AbstractThe paper first traces the history and elaboration of the tertiary discipline English Literature through the 19th and 20th centuries to the present day, with special focus on the axiology, the values, given to the discipline and with a brief account of literary criticism and literary theory. It then refers to the work on registerial cartography in systemic functional linguistics (SFL) and explores the register of the contemporary discipline in first-order field of activity and second-order field of experience, with examples from the language of webpages and exam papers of Australian universities. It continues with a brief overview of the author’s own work using SFL in the study ofthe poeticandthe narrativein English poetry and prose fiction of different historical periods and concludes with a caveat on the central disciplinary process, that of interpretation.
10
Toffoletti, Kim. "Gossip Girls in a Transmedia World: The Sexual and Technological Anxieties of Integral Reality." Papers: Explorations into Children's Literature 18, no. 2 (December 1, 2008): 70–77. http://dx.doi.org/10.21153/pecl2008vol18no2art1173.
Full textAbstract:
The proliferation of sexualised imagery of children and adolescents – especially girls – within media and advertising has elicited considerable public debate and academic discussion within Australia and overseas. Within these debates, girls are commonly configured as being ‘at risk’, that is, in danger of being sexualised, objectified and exploited. They are said to be in danger of growing up believing that popularity and success are tied to sexual appeal (Durham 2008; Reist 2008; Rush and La Nauze 2006). Books for young people are not exempt from these critiques, with children’s literature implicated in the agendas of mainstream consumer culture (Kline 1993). A case in point is Cecily von Ziegesar’s hugely popular Gossip Girl series, which has come under fire, most notably by American feminist Naomi Wolfe (2006) in a review essay for the New York Times. Wolfe criticises the books, and others like them, for fostering the sexualisation of young women through the championing of sex, shopping and status as the pathways to social approval and personal fulfillment for teenage girls. While acknowledging an established history of texts that grapple with the dilemmas of adolescence – including themes of sexual exploration and identification – Wolfe insists that these newer versions of the genre are not in keeping with ‘the frank sexual exploration found in a Judy Blume novel’, but instead present us with ‘teenage sexuality via Juicy Couture, blasé and entirely commodified’ (Wolfe 2006).
Dissertations / Theses on the topic "Children's literature, Australian History and criticism"
1
葉淑蘭 and Sook-lan Yap. "A study of Zhang Tianyi's children's literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31211057.
Full text
2
Dixon, Marzena M. "The structure and rhetoric of twentieth-century British children's fantasy." Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/14858.
Full textAbstract:
This thesis discusses twentieth century children's fantasy fiction. The writers whose creative output is dealt with include Penelope Lively, Alan Garner, Susan Cooper, Pat O'Shea, Peter Dickinson, T.H.White, Lloyd Alexander and, to a lesser extent, C.S.Lewis and J.R.R.Tolkien. These authors have been chosen because their books, whilst being of a broadly similar nature, nevertheless have a sufficient diversity to illustrate well many different important aspects of children's fantasy. Chapter I examines the sources of modern fantasy, presents the attitudes of different authors towards borrowing from traditional sources and their reasons for doing so, and looks at the changing interpretation of myths. Chapter II talks about the presentation of the primary and secondary worlds and the ways in which they interact. It also discusses the characters' attitudes towards magic. Chapter III looks at the presentation of magic, examines the traditional fairy-tale conventions and their implementation in modern fantasies, and discusses the concepts of evil, time, and the laws governing fantasy worlds. Chapter IV deals with the methods of narration and the figure of the narrator. It presents briefly the prevailing plot patterns, discusses the use of different kinds of language, and the ideas of pan-determinism and prophecy. The concluding chapter considers the main subjects and aims of children's fantasy, the reasons why the genre is so popular, and its successes and failures.
3
Paull, James School of English UNSW. "An ambivalent ground: re-placing Australian literature." Awarded by:University of New South Wales. School of English, 2007. http://handle.unsw.edu.au/1959.4/28330.
Full textAbstract:
Narratives of place have always been crucial to the construction of Australian identity. The obsession with identity in Australia betrays longstanding uncertainty. It is not difficult to interpret in this uncertainty a replaying of the deeper insecurities surrounding the settler community's legal and more broadly cultural claims to the land. Such insecurities are typically understood negatively. In contrast, this thesis accepts the uncertainty of identity as an activating principle, appropriate to any interpretation of the narratives and themes that inform what it means to be Australian. Fundamental to this uncertainty is a provisionality in the post-colonial experience of place that is papered over by misleadingly coherent spatial narratives that stem from the imperial inheritance of Australian mythology. Place is a model for the tension between the coherence of mythic narratives and the actual rhizomic formlessness of daily life. Place is the ???ground??? of that life, but an ambivalent ground. An Ambivalent Ground approaches postcolonial Australia as a densely woven text. In this text, stories that describe the founding of a nation are enveloped by other stories, not so well known, that work to transform those more familiar narratives. ???Re-placing Australian literature??? describes the process of this transformation. It signifies an interpretative practice which seeks to recuperate the open-ended experience of place that remains disguised by the coherent narratives of nationhood. The process of ???re-placing??? Australian literature shifts the understanding of nation towards a landscape that speaks not so much about identity as about the constitutive performances of everyday life. It also converges with the unhomely dimension that is the colonist's ambiguous sense of belonging. We can understand this process with an analogy used in this thesis, that of music ??? the colonising language, and noise ??? the ostensibly inchoate, unformed background disruptive to cultural order yet revealing the spatial realities of place. Traditionally, cultural narratives in Australia have disguised the much more complex way in which place noisily disrupts and diffracts those narratives, and in the process generates the ambivalence of Australian identity. Rather than a text or a narrative, place is a plenitude, a densely intertwined performance space, a performance that constantly renders experience ??? and its cultural function ??? transgressive. The purpose of this thesis is not to displace stereotypical narratives of nationhood with yet another narrative. Rather, it offers the more risky proposition that provisionality and uncertainty are constitutive features of Australian social being. The narrative in the thesis represents an aggregation of such an ambivalent ground, addressing the persistent tension between place and the larger drama of colonialist history and discourse.
4
George, Carla Elizabeth. "Identity and the children's literature of George MacDonald." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96975.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACTThe Victorian period, often heralded as the golden age of children‘s literature, saw both a break and a continuation with the traditions of the fairy tale genre, with many authors choosing this platform to question and subvert social and literary expectations (Honic, Breaking the Angelic Image 1; Zipes, Art of Subversion 97). George MacDonald (1824-1905), a prolific Scottish theologian, whose unspoken sermons, essays, novels, fantasies and children‘s fairy tales deliberately engage with such issues as gender, mortality, class, poverty and morality, was one such author (Ellison 92). This thesis critically examines how the Victorian writer George MacDonald portrays the notion of a ‗self‘ in terms of fixed ‗character‘ and mutable physical appearance in his fairy tales for children. Chapter One provides a foundation for this study by studying MacDonald‘s literary and religious context, particularly important for this former preacher banned from his pulpit (Reis, 24). Chapter Two explores a series of examples of the interaction between characters and their physical bodies. This begins with examining portrayals of characters synonymous with their bodies, before contrasting this with characters whose bodies appear differently than their inner selves. Chapter Two finishes by observing those characters whose physical forms alter throughout the course of the tale. As these different character-body interactions are observed, a marked separation between character and body emerges. In Chapter Three, the implications of this separation between character and body are explored. By writing such separations between the character and their body, MacDonald creates a space where further questions can be asked about our understanding of issues such as identity and mortality. Chapter Three begins with an analysis of the observations made in the first chapter, posing that MacDonald crafted characters consisting of an inner self and a physical body. This was then further explored through images of recognition in the tales, finding that characters are expected to recognize one another despite complete physical alterations; the inner self is able to know and be known. Chapter Three concludes by studying mortality in the tales, particularly MacDonald‘s portrayals of the possibility of life after death.
AFRIKAANSE OPSOMMING: Die Viktoriaanseperiode, wat gereeld voorgehou word as die goue era vir kinderliteratuur, het beide breuke en kontinuïteit gehad met die tradisies van die genre van sprokiesverhale. Menigte skrywers het sprokiesverhale gekies as ‘n middel waardeur hulle sosiale en literêre verwagtinge kon bevraagteken en omseil (Honic, Breaking the Angelic Image 1; Zipes, Art of Subversion 97). George MacDonald (1824—1905) — 'n prolifieke Skotse teoloog, wie se onuitgesproke preke, opstelle, novelle, fantasieë en kindersprokies doelgerig kwessies soos geslag, moraliteit, klas en armoede getakel het — was een só 'n skrywer (Ellison 92). Hierdie tesis ondersoek krities hoe die Viktoriaanse skrywer George MacDonald die idee van ‗self‘ uitgebeeld het in terme van 'n vaste "karakter" en veranderbare fisiese voorkoms in sy sprokiesverhale vir kinders. Hoofstuk Een verskaf 'n fondasie vir hierdie studie deur MacDonald se literêre- en geloofskonteks te bestudeer. Hierdie is besonders belangrik, omdat hierdie gewese predikant voorheen van die kansel verban was (Reis, 24). Hoofstuk Twee ondersoek 'n reeks voorbeelde van die interaksie tussen karakters en hul fisiese gestaltes. Dit begin met 'n ondersoek van uitbeeldings waarin karakters sinoniem met hul voorkoms is. Daarna word 'n kontras getrek met karakters wie se uiterlike voorkoms verskillend is van wie hulle innerlik is. Hoofstuk Twee sluit af deur merking te maak van karakters wie se fisiese voorkoms verander deur die verloop van die verhaal. Soos hierdie verskillende interaksies tussen karakter en voorkoms ondersoek word, word 'n merkbare verdeling tussen karakter en voorkoms ontbloot. In Hoofstuk Drie word die implikasies van hierdie verdeling tussen karakter en voorkoms ondersoek. Deur so 'n verdeling tussen karakter en voorkoms uit te beeld, skep MacDonald 'n ruimte waarbinne verdere vrae gevra kan word oor hoe ons kwessies soos identiteit en moraliteit verstaan. Hoofstuk Drie begin met 'n analise van die opmerkings wat in die eerste hoofstuk gemaak is, waarin gestel word dat MacDonald sy karakters ontwerp het om te bestaan uit 'n innerlike self en 'n fisiese voorkoms. Hierdie word dan verder ondersoek deur te kyk na voorbeelde van gewaarwording in die verhale, waar daar gevind is dat daar van die karakters verwag word om mekaar te herken ten spyte van gehele fisiese veranderinge; die innerlike self kan ken en geken word. Hoofstuk Drie sluit af deur die moraliteit van die stories te bestudeer, veral MacDonald se uitbeelding van die moontlikheid van lewe na die dood.
5
何倬榮 and Cheuk-wing Ho. "Engendering children: from folk tales to fairy tales." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31227363.
Full text
6
Tse, Chun-yip, and 謝雋曄. "Publications for children in late Qing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50434408.
Full textAbstract:
Traditional publications for Chinese children were based on core value and belief systems in Confucianism. After the First Opium War, foreign missionaries began to disseminate Western knowledge and religious beliefs within the Chinese society on a wider scale, reaching children through the avenue of education. At this time, however, most Chinese intellectuals held fast to their belief in traditional Chinese methods of education which emphasised the Confucian principles.
The loss of the Sino-Japanese War brought a realization within China that its society and education system were relatively backward when compared with those of Western powers. Chinese intellectuals became more aware of the necessity for an entire education reform which should start from the younger generations in an attempt to revitalize China. As a result of this realization, Chinese educators began to adopt the missionaries’ practice of using publications targeted specifically at children. From the mid-19th century onwards, these publications underwent a period of vigorous development in China.
Missionaries and Chinese intellectuals in the late Qing period had thus, between them, helped to prepare the ground for the modernization of China by educating the future generations to employ new ideas and values.
This historical survey aims to investigate the development of Chinese publications for children from the mid-19th to the early 20th centuries, and offering a closer look at childhood education in China during this period. Some basic clarifications on the definition of children and the nature of books for children is given in the Introductory Chapter, and a brief account of the previous works and articles related to the study is also included. The main part of this thesis starts with a critical examination of the changes of the traditional Chinese primers for children education like Three Character Classic (《三字經》) under the influence of western ideas. Then it proceeds to an exploration of the emergence of modernized textbooks in Chapter Three with a critical appraisal of noted writers and publishers such as Wang Hengtong (Wang Hang-T’ong 王亨統) and the Commercial Press (商務印書館). Chapters Four to Seven present case studies of four children’s periodicals representing different parties of interest in the reform of children education, they are respectively the missionary publication The Child’s Paper (Xiaohai yuebao 《小孩月報》), The Children’s Educator (Mengxue bao《蒙學報》) published by the Chinese reformist, Enlightenment Pictorial (Qimeng huabao《啟蒙畫報》) published by enlightened Chinese intellectuals, and The Children’s World (Tongzi shijie 《童子世界》) published by the Chinese revolutionist. Chapter Eight attempts to reveal the nature of leisure readings and the development of children’s literature in late Qing China while the final Chapter provides conclusions and suggestions for further investigation.
By writing this thesis, I am committed to provide readers with a comprehensive and solid historical sketch of the development of children’s publication in a critical period of pre-modern China.published_or_final_version
Chinese
Doctoral
Doctor of Philosophy
7
Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.
Full text
8
Daniel, Carolyn. "Eating into culture : food and the eating body in children's literature." Monash University, School of Literary, Visual and Performance Studies, 2004. http://arrow.monash.edu.au/hdl/1959.1/5259.
Full text
9
Wagenaar, Peter Simon. "The shadowed corners of sunlit ruins: Gothic elements in twentieth century children's adventure fiction." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002293.
Full textAbstract:
This thesis examines the way in which children's adventure fiction makes use of Gothic features, how these features have been modified for a younger audience and how these modifications have been influenced by other developments in children's and popular fiction: Chapter One sets out to define the nature of Gothic and isolate those aspects of it relevant to the proposed study. It puts forward a theory to account for the movement of Gothic trends into later children's fiction. Chapter Two examines the use of landscape, setting and atmospheric effects in Gothic and the way in which children's fiction has used similar trappings to create similar effects. Children's fiction, emphasising pleasurable excitement rather than fear has, however, muted these effects somewhat and played down the role of the supernatural, so intrinsic to Gothic. Chapter Three emphasises the Gothic's use of stereotypes, focusing on the portrayal of heroes and heroines. Those of children's fiction are portrayed very similarly to those of Gothic and the chapter compares and, on occasion, contrasts them noting, inter alia, their adherence to rigid moral codes and narrowly defined norms of masculine and feminine behaviour. Chapter Four looks at the portrayal of villains and the way in which their appearance defines them as such (as, indeed, does that of heroes and heroines). It examines in some detail their relationship to and interaction with the heroes and heroines, noting, for example, the 'pseudo-parental' role of villains who are characteristically older and in socially approved positions to exert power over heroes and heroines. The Conclusion addresses the fantasy aspect of these novels,referred to several times in passing in the course of earlier chapters, and comments on how the features detailed in Chapters Two, Three and Four all operate within the conventions of a fantasy.
10
Chou, Mei-ching Tammy, and 周美貞. "Feminism and the representations of teenaged girls in 20th century children's literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31940201.
Full textBooks on the topic "Children's literature, Australian History and criticism"
1
M, Saxby H., ed. Images of Australia: A history of Australian children's literature, 1941-1970. Gosford, NSW: Scholastic Press, 2002.
Find full text
2
Reading race: Aboriginality in Australian children's literature. Carlton, Vic: Melbourne University Press, 2001.
Find full text
3
Children's Literature Conference (2nd 1993 University of Wollongong). Australian children's literature: Finding a voice : proceedings of the Second Children's Literature Conference, 27 March 1993. Wollongong, Australia: New Literatures Research Centre, Dept. of English, University of Wollongong, 1993.
Find full text
4
Foster, John. Australian children's literature: An exploration of genre and theme. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University, 1995.
Find full text
5
Crewe, Judy. Children's literature for multicultural Australia. Ultimo: Library Association of Australia, School Libraries Section N.S.W. Group, 1986.
Find full text
6
Saxby, H. M. The proof of the puddin': Australian children's literature, 1970-1990. Sydney: Ashton Scholastic, 1993.
Find full text
7
Cultural encounters in translated children's literature: Images of Australia in French translation. Manchester, U.K: St. Jerome Pub., 2007.
Find full text
8
Australasian Children's Literature Association for Research (ACLAR) (2nd : 1998 : Wagga Wagga, Australia), ed. Something to crow about: New perspectives in literature for young people. Australia: Centre for Information Studies in association with the Australasian Children's Literature Association for Research, 1999.
Find full text
9
Michael, Pollak. Days never done: The life and work of Hesba Fay Brinsmead. Woollahra, N.S.W: Unity Press, 2002.
Find full text
10
Ern, Finnis, Nimon Maureen, and Charles Sturt University. Centre for Information Studies., eds. Bush, city, cyberspace: The development of Australian children's literature into the twenty-first century. Wagga Wagga, N.S.W: Centre for Information Studies, 2005.
Find full text