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  Subjects -> EDUCATION (Total: 1900 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1602 journals)
    - HIGHER EDUCATION (122 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (30 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1602 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 52)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 18)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 267)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 166)
Adult Education Quarterly     Hybrid Journal   (Followers: 153)
Advanced Education     Open Access   (Followers: 9)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 27)
Advances in High Energy Physics     Open Access   (Followers: 18)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 7)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 161)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 177)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 15)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 21)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 11)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 22)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 139)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 41)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 23)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 33)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 9)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 446)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 245)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 185)
British Journal of Educational Studies     Hybrid Journal   (Followers: 154)
British Journal of Educational Technology     Hybrid Journal   (Followers: 147)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 10)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 4)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover Children's Literature in Education
  [SJR: 0.214]   [H-I: 9]   [10 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-1693 - ISSN (Online) 0045-6713
   Published by Springer-Verlag Homepage  [2350 journals]
  • Black Girls Matter: Black Feminisms and Rita Williams-Garcia’s One
           Crazy Summer Trilogy
    • Authors: Mary J. Henderson
      Abstract: Media platforms frequently report on “Black Lives Matter” in order to raise awareness about institutional racism. However, these platforms often focus on African American male teenagers (Trayvon Martin in a hoodie and “Hands Up, Don’t Shoot” for Michael Brown). Noticeably absent are images of Black girls. As a response to these male-focused images, the hashtag movement #BlackGirlsMatter draws attention to the injustices Black girls face. Unfortunately, the reach of this hashtag movement is limited; only select outlets mention the significance of #BlackGirlsMatter. This limited reach is problematic given that many public schools—where many Black girls experience oppression—are still unaware of the institutional racism within their own policies and procedures. In order for educators and children to become cognizant of the systematic oppression at the intersection of race and gender, they must read texts that clearly align with cultural theories, such as Critical Race Theory and Black feminism, in order to potentially empower young readers. This article demonstrates how Black feminist theory can provide a useful framework for exploring the nuances of children’s novels, using Rita Williams-Garcia’s One Crazy Summer trilogy as an example. One Crazy Summer (Amistad, New York, 2010), P.S. Be Eleven (Amistad, New York, 2013), and Gone Crazy in Alabama (2015) contain representations of Black women and girls that assist readers in recognizing and naming systematic racism and sexism so that they may become more aware of paths for social justice.
      PubDate: 2018-04-07
      DOI: 10.1007/s10583-018-9358-6
       
  • The Effeminate Boy and Queer Boyhood in Contemporary Chinese Adolescent
           Novels
    • Authors: Lisa Chu Shen
      Abstract: This article explores the representation of the figure of the effeminate boy in two contemporary adolescent novels written in Chinese which break the silence in addressing alternative gender and sexual identities. In A Beautiful Heart, the transsexual and homosexual tendencies evinced by an effeminate boy are treated as forms of sexual perversion to be cured through professional psychotherapy. The narrative’s tensions and contradictions, however, call into question the reductive discourse of pathology. Such questioning unsettles, but does not subvert, the text’s explicit conservatism, nor does it attribute legitimacy to queer identities. The Dream of A Beautiful Lad, on the other hand, sets out expressly to interrogate and shatter the monopoly of received opinions about boyhood, gender, maturity and adulthood. In presenting cases of gender nonconformity, however, the text reveals its own complicity in binarism, carrying with it strong traces of androgynous humanism which, in its intention to validate queer existence, is inevitably coloured by heteronormative and heterosexist prejudices. It is concluded that the various forms of gender-crossing and trans-phenomena represented as accompanying queer boyhood do not necessarily entail transcendence or subversion. The figure of the effeminate boy is nonetheless a welcome presence in children’s and adolescent literature, unleashing possibilities for resistance and intervention in a rigidly gender-defined society.
      PubDate: 2018-04-04
      DOI: 10.1007/s10583-018-9357-7
       
  • Shoujo Versus Seinen' Address and Reception in Puella Magi Madoka
           Magica (2011)
    • Authors: Catherine Butler
      Abstract: This article uses the Japanese television anime series Puella Magi Madoka Magica (2011) as a case study through which to problematise the relationship between two prominent traditions within children’s literature criticism: narratology, with its vocabulary of implied readers and textual address; and reception studies, which typically gather data through empirical work with children. The figure of the “child reader” is claimed by both traditions, although in one case that reader is a textual construct and in the other a human being; yet this ambiguity is not typically addressed within studies of individual texts. Puella Magi Madoka Magica, a complex work that disrupts viewer expectations and genre assumptions, both destabilises its implied viewership and challenges conventional beliefs about the tastes and capacities of actual viewers, especially the extent to which those viewers can be categorised by age or gender. I argue that, by taking a sideways step from page to screen, and especially by analysing a non-Western work, it is possible to highlight the contingent and arbitrary nature of some of the assumptions that permeate literary critical discussion, and to help bring narratalogical and reception studies into a more productive relationship.
      PubDate: 2018-03-15
      DOI: 10.1007/s10583-018-9355-9
       
  • Editorial
    • Authors: Victoria de Rijke
      PubDate: 2018-03-10
      DOI: 10.1007/s10583-018-9354-x
       
  • On the Contribution of Tenniel’s Illustrations to the Reading of the
           Alice Books
    • Authors: Ahmet Süner
      Abstract: While John Tenniel’s illustrations to Lewis Carroll’s Alice books are nearly as famous as the books themselves, the question of whether these illustrations contribute to or compromise the effects produced by the written text has rarely been explored. In this paper, it is argued that the status of the illustrations is problematic unless the actual process of reading is taken into account. However humorous, strange or witty they may appear on paper, Carroll’s words ultimately depend on the reader’s interest to achieve their desired effects fully. Words alone may prove to be insufficient to achieve the sense of nonsense within the vicissitudes of a temporal reading. Focusing on several of John Tenniel’s illustrations, which attempt to draw out the impossible references and the strangely humanized animals of Carroll’s text, this article shows that Tenniel’s illustrations often reinforce the effect of nonsense that might remain buried in a perfunctory reading or, without them, might not be generated at all.
      PubDate: 2018-03-10
      DOI: 10.1007/s10583-018-9353-y
       
  • Wondering About Rapunzel: Reading and Responding to Feminist Fairy Tales
           with Seventh Graders
    • Authors: Ashley K. Dallacqua
      Abstract: Shannon Hale, Dean Hale, and Nathan Hale’s graphic novel set Rapunzel’s Revenge (2008) and Calamity Jack (2010) features fractured fairy tales that take up the issue of ‘the damsel in distress,’ questioning and complicating traditional gender roles in fairy tales. Throughout both graphic novels Rapunzel’s character challenges traditional representations of being feminine within the heterosexual matrix (Butler, 2006). And, in many instances, Rapunzel does this by blending masculine and feminine traits, rather than trading one for the other. However, she also falls back into traditional fairy tale tropes that maintain boundaries around who women are and what they can do in these narratives. Because of the opposing narratives of femininity in these Rapunzel-influenced graphic novels, there were openings for seventh grade students reading these texts in their English Language Arts class to notice, critique, and question the texts and their messages. By exploring both the texts and students’ responses to them in detail, this article focuses on textual tensions around gender representation that offer opportunities for young people to critique and analyze reading a “wonder tale.” These young readers wondered and re-imagined how gender and femininity could be represented, not only in fairy tales, but also in their worlds beyond the text. Ultimately this article seeks to advocate for books that take up a more complex and fluid portrayal of what it means to be human and reading practices that support that complexity and fluidity.
      PubDate: 2018-03-08
      DOI: 10.1007/s10583-018-9352-z
       
  • Caught in a Web of Abjection: High-Stakes Testing in Miriam Cohen’s
           First Grade Takes a Test and Andrew Clements’ The Report Card
    • Authors: Anne W. Anderson
      Abstract: Standardized achievement testing of children began in the United States in the 1960s. Since then, the data produced from such tests has been extrapolated to measure schools, teachers, and principals. Today, testing and its corollaries consume much of the time and energy of teachers and students. Miriam Cohen’s (2006/1980) First Grade Takes a Test and Andrew Clements’ (2004) The Report Card invite young readers to question the purposes and validity of the tests they are required to take. Both authors clearly present the more insidious aspects of testing and question the tests’ assumptions of normalcy, and each suggests the adults themselves are caught in the same web created by the agencies and institutions they serve. However, when read in the light of Kristeva’s (1982/1980) descriptions of the abject as that which is on the border of identity, Cohen’s and Clements’ stories go further, raising the specter of a disturbing scenario involving an underlying and diabolical institutional mindset—a mind behind the test—that, through the guise of testing, blurs borders of identity, collapses meaning and perceptions of what is normal, and contributes to the resulting abjection of all participants, especially children identified as geniuses.
      PubDate: 2018-02-26
      DOI: 10.1007/s10583-018-9350-1
       
  • From “I Don’t Like Mondays” to “Pumped Up Kicks”: Rampage School
           Shootings in Young Adult Fiction and Young Adult Lives
    • Authors: Gwynne Ellen Ash; Jane M. Saunders
      Abstract: This essay considers 12 books of contemporary young adult fiction, published in the United States between 2000 and 2016, with plots directly related to rampage school shootings. It compares the shooters’ psychological types, ages, races, genders, roles, motives and the narrative points of view in the books with dominant cultural scripts for rampage school shootings and explains how the fictional texts confirm, critique, or extend these scripts.
      PubDate: 2018-02-26
      DOI: 10.1007/s10583-018-9351-0
       
  • Giving Education a Bad Name: Bookish Boys in Contemporary American School
           Stories
    • Authors: David Aitchison
      Abstract: This article discusses contemporary American school stories that appear to advocate learning and literacy as a democratic good, but actually undermine democratic possibilities by teaching young readers to think of academic inquiry as a means to selfish, petty ends. Since “learning” and “literacy” are catchwords for educators dedicated to remedying neoliberal inequities, it is understandable why authors of school fiction such as Andrew Clements and Tommy Greenwald are celebrated by educators for foregrounding the exploits of bookish characters. Yet, as is shown, the narrative arcs in works such as Frindle by Clements and Charlie Joe Jackson’s Guide to Not Reading by Greenwald ultimately endorse the market consciousness, deregulation, and excessive individualism for which neoliberalism is known. Examining the ways in which these two novels intersect with ongoing debates over literacy standards, learning outcomes, and academic honesty, it is argued that the didactic-pedagogical imagination in contemporary American fiction for young people has a biased conception of student development and life preparedness, ideologically at odds with democratic curriculum provision.
      PubDate: 2018-02-12
      DOI: 10.1007/s10583-018-9346-x
       
  • Children’s Ecoliterature and the New Nature Study
    • Authors: Nathalie op de Beeck
      Abstract: This essay explores how nineteenth-century nature study principles inform a twenty-first century New Nature Study movement, and gives examples of a trend toward nature writing in recent picture books. The pedagogical principles of nineteenth-century nature study, ascendant at the turn of the twentieth century and implicit in interwar children’s literature, yielded to a model founded on Cold War competition rather than environmental stewardship. In mid-century narratives for children, technological progress prevailed. In the 1990s, the ideals of the first nature study movement reemerged in a call for meaningful conservation to sustain future generations. Like the original nature study, the New Nature Study arises from anxieties about industrial development, habitat loss and extinction, and hazards to childhood itself. The New Nature Study treats children as agents for change and citizens being denied their full human rights when their land, soil, water, and lives are bought and sold.
      PubDate: 2018-02-05
      DOI: 10.1007/s10583-018-9347-9
       
  • School Fights: Resisting Oppression in the Classroom in Gloria
           
    • Authors: Sonia Alejandra Rodríguez
      Abstract: There is a long history of discrimination and marginalization of Chicanas/Latinas in the classroom due to xenophobia, language barriers, citizenship status, oversexualization, and much more. Through an analysis of Gloria Velasquez’s (Juanita Fights the School Board, Piñata Books, Houston, 1995) I seek to demonstrate the ways in which Chicanas/Latinas have been resisting the oppressions they experience in the classroom by creating alternative ways of knowing. In Velasquez’s narrative, Juanita is expelled for fighting and must appear before the school board to make a case for why she should be allowed to return to school. As the novel progresses, it is revealed that the policies, teachers, and administrators of Roosevelt High School are biased against students of color. By way of Juanita Fights the School Board, I introduce my concept of “conocimiento narratives” as a way to read stories like these as having the potential for healing in the lives of Chicanas/Latinas. Juanita uses the knowledges imparted by her family, her communities, and her culture to challenge and transform the discrimination she experiences at school.
      PubDate: 2018-02-03
      DOI: 10.1007/s10583-018-9348-8
       
  • Contesting Controlling Images: The Black Ballerina in Children’s
           Picture Books
    • Authors: Dawn Heinecken
      Abstract: Though critics have debated the gendered ideologies at work in the ballet book genre, discussion so far has overlooked how race shapes the meanings of such stories and the ways that stereotypes about black females have caused them to be excluded from representation in both the world of classical dance and ballet stories. This essay provides a close textual analysis of seven recent picture books about black ballerinas that counter this history and employ the figure of the ballerina in ways that challenge social constructions of black female embodiment. While stories about black ballerinas share with the larger ballet book genre a sometimes troubling construction of femininity, they simultaneously embody the affirmative tradition of African American literature by asserting the beauty and competency of black girls and challenging what Patricia Hill Collins calls “controlling images” of black femininity.
      PubDate: 2018-02-03
      DOI: 10.1007/s10583-018-9345-y
       
  • Education Gone Bad: Cautionary Tales from the United States
    • Authors: Elizabeth A. Marshall; Lissa Paul
      PubDate: 2018-02-01
      DOI: 10.1007/s10583-018-9349-7
       
  • Vampires and Witches Go to School: Contemporary Young Adult Fiction,
           Gender, and the Gothic
    • Authors: Michelle J. Smith; Kristine Moruzi
      Abstract: In the twenty-first century, the Gothic has experienced a cultural resurgence in literature, film, and television for young adult audiences. Young adult readers, poised between childhood and adulthood, have proven especially receptive to the Gothic’s themes of liminality, monstrosity, transgression, romance, and sexuality (James, 2009, p. 116). As part of the Gothic’s incorporation into a broad range of texts for young people, the school story—a conventionally realist genre—has begun to include supernatural gothic characters including vampires, witches, angels, and zombies, and has once again become a popular genre for young readers. In the past decade, in particular, a large number of Gothic young adult series with female protagonists set in boarding schools have been published (These include Shadow Falls (2011–2013) by C.C. Hunter, Covenant (2011–2013) by Jennifer L. Armentrout, House of Night (2007–2014) by P.C. Cast, Mythos Academy (2011–2014) by Jennifer Estep, The Dragonian (2013–2015) by Adrienne Woods, The Morganville Vampires (2006–2014) by Rachel Caine, Blue Bloods (2006–2013) by Melissa de la Cruz, and Fallen (2009–2012) by Lauren Kate). In this article, we will consider the first books in three such supernatural Gothic series that feature vampires and witches: Richelle Mead’s Vampire Academy (2007), Claudia Gray’s vampire romance Evernight (2008) and Rachel Hawkins’ Hex Hall (2010). These books are significant for the ways in which the traditional school story is adapted and transformed by the Gothic to define models of contemporary girlhood. Although Diane Long Hoeveler suggests that “the ‘body’ that emerges from female gothic textuality is a highly gendered one” (1998, p. 18), what we see in these texts is how the school story setting enables Gothic female protagonists who are unique, disruptive, and potentially transformative, despite the limitations enforced by the heterosexual romance plot. We argue that these novels, while conservative in some respects, rework the school story genre in that they foreground the sexual and romantic desires of girl protagonists regardless of the threat they constitute to the institution and the safety of others.
      PubDate: 2018-02-01
      DOI: 10.1007/s10583-018-9343-0
       
  • Reading ‘Fundamental British Values’ Through Children’s Gothic:
           Imperialism, History, Pedagogy
    • Authors: Chloé Germaine Buckley
      Abstract: This paper reads the U.K. Government’s “fundamental British values” project alongside two children’s Gothic novels, Coram Boy (2000) by Jamila Gavin and City of Ghosts (2009) by Bali Rai. In 2011 the U.K. Government outlined what it described as “fundamental British values” (FBV), making it a requirement for U.K. schools to promote these values. Many critics have shown that the root of FBV lies in Islamophobia and imperialist nostalgia and suggested that the promotion of “British” values in school will exclude minority groups already under siege from racist elements in contemporary Britain. Other critics argue that the promotion of FBV reduces opportunities to explore issues of belonging, belief, and nationhood in the classroom. This article argues that the Gothic fictions of Jamila Gavin and Bali Rai offer a space in which to critically examine British history (and so, its values) in a way that is acutely relevant to these education contexts. Coram Boy and City of Ghosts use the Gothic to interrogate aspects of British history elided by the FBV project. That is, they point to Britain’s imperial and colonial history and offer a rejoinder to the Government’s insistence that “British Values” equate to democracy, respect for the rule of law and mutual respect and tolerance of those from different faiths and religions. Furthermore, Gavin’s and Rai’s use of the Gothic creates a space in which the ambiguities and contradictions inherent in FBV can be explored. However, their “gothicized” histories of Britain do not render the idea of shared values invalid. The diversity and interconnectedness of the characters offer an alternative version of identity to the patronising and arrogant FBV project, which is aimed at promoting a national identity based on sameness and assimilation. Rai and Gavin look to Britain’s past through the lens of the Gothic not only to refute nationalism and racism, but also to offer a productive alternative that gestures towards a more cosmopolitan vision of identity.
      PubDate: 2018-01-25
      DOI: 10.1007/s10583-018-9344-z
       
  • “There is No Sun Without The Shadow and it is Essential to Know The
           Night”: Albert Camus’ Philosophy of The Absurd and Shaun Tan’s The
           Red Tree
    • Authors: Jessica Phillips
      Abstract: Shaun Tan’s 2001 picture book The Red Tree features a nameless, redheaded protagonist wandering through a series of surreal, strange and overwhelmingly dark landscapes. Tan himself, together with his commentators, has characterised The Red Tree’s contents as “absurd,” yet this term has not been defined, nor have any connections been traced between the themes of the text and one of the most important thinkers of the absurd: the twentieth-century French philosopher Albert Camus, whose notion of the absurd is explicated in The Myth of Sisyphus. This article argues not only that Camus’ notion of the absurd provides insights into Tan’s The Red Tree, but also that Tan’s work can help readers develop an understanding of Camus’ philosophy. It focuses on three significant aspects of Camus’ work that serve to unite these two writers, namely the journey of self-explication one undergoes after sensing the absurd, strangeness, and hope.
      PubDate: 2018-01-06
      DOI: 10.1007/s10583-017-9342-6
       
  • “A Pleasant Way of Teaching the Little Ones to Recognise Flowers”:
           Instructional Nature Plays in Early 20th Century Britain
    • Authors: Amy Palmer
      Pages: 341 - 354
      Abstract: This article analyses plays written for child performers in the early twentieth century. The plays chosen are classified as “instructional” and aimed at developing pupils’ knowledge of the curriculum. The focus is on understanding why these plays were useful for Froebelian educators in the period. Friedrich Froebel (1782–1852) was a German pedagogue, who is most widely known for establishing the kindergarten movement and for promoting child-centred learning. The use of instructional drama was appealing to many of his followers, as it chimed with their understanding of the need for experiential approaches to education. Nature study was particularly important to Froebel, and therefore this article evaluates instructional plays about the natural world, offering a close examination of five examples. They contain active, holistic and multi-sensory learning experiences which would have appealed to Froebelian teachers. They all use elements of anthropomorphism and some also use fairies to engage children with the subject matter. Such devices could be problematic in texts that were written for the purpose of teaching scientific realities and the representation of a human sensibility trapped in plant or animal form could sometimes result in emotionally distressing situations. However, the medium of drama gave children the power to make their own meaning from the material presented, perhaps through re-interpreting the plot with unscripted actions or through lightening the mood with a touch of humour. This was an advantage which the plays had over other forms of literature. These works merit increased respect as educational tools that supported innovative learning.
      PubDate: 2017-12-01
      DOI: 10.1007/s10583-016-9283-5
      Issue No: Vol. 48, No. 4 (2017)
       
  • Space and Place and the “American” Legacy: Female Protagonists and the
           Discovery of Self in Two Novels for Young Adults
    • Authors: Wendy J. Glenn
      Pages: 378 - 395
      Abstract: This qualitative literary analysis explores the intersection of place, space, and identity in two novels for young adults to explore how the provision of a new physical place provides space for independence development among female teen protagonists and the implications of this development given the authors’ identities as non-US authors writing about the US. Through the application of theories centered on conceptions of space and place and how they work together to influence the identity development of characters in literature, the piece examines how experiences in new places can provide space to redefine one’s personal identity and foster a sense of belonging. It recognizes the value of place-based narratives as stories that offer hope and inspiration to those longing to visit while simultaneously encouraging educators to support students in a critical reading of place to challenge misconceptions and romanticized views and build more complex understandings of communities and cultures that lie beyond the national borders in which they reside.
      PubDate: 2017-12-01
      DOI: 10.1007/s10583-016-9310-6
      Issue No: Vol. 48, No. 4 (2017)
       
  • Cultural and Textual Encounters in Gavin Bishop’s The House that Jack
           Built , a New Zealand Picture Book
    • Authors: Vivien J. van Rij
      Abstract: The House that Jack Built by multi-award winning author-illustrator, Gavin Bishop, is one of New Zealand’s most sophisticated picture books for children. Recently republished by Gecko Press in Te Reo Māori as well as English, it depicts the colonisation of New Zealand from 1798 to around 1845, and the beginning of the New Zealand Wars between Māori and Pākehā over land. Rather than simplistically depicting antitheses, the book emphasises mixed truths and a fusing of sides. This article considers the book’s interweaving of diverse cultures through its multi-layered story, which conflates several narratives, including those that are global and local, exotic and indigenous and, finally, those that are oral, written and visual. It examines the book’s deepest “truth,” which lies in its interaction with other texts, and the fact that the multi-literate reader must engage in the book’s playful intertextuality in order to access this larger “truth.” Drawing on ethnographic studies of historical, cross-cultural encounters, the article also explores Bishop’s appropriation and theatricalising of found texts, which he incorporates into his socio-political ideology, thus producing a work that forms an ironic counterbalance to more standard and sedimented versions of the past.
      PubDate: 2017-12-16
      DOI: 10.1007/s10583-017-9341-7
       
  • Escaping Adolescence: Sonya Hartnett’s Surrender as a Gothic
           Bildungsroman for the Twenty-first Century
    • Authors: Adam Kealley
      Abstract: This paper explores the subversion of the bildungsroman in the young adult novel, Surrender (Penguin, Camberwell, 2005), by the Australian author, Sonya Hartnett. It is suggested that, in reinscribing the traditional bildungsroman within a Gothic discourse, this novel reveals the effect on subjectivity that the horrors of postmodernity pose for the contemporary adolescent. The employment of Gothic tropes to depict the journey of the narrator, Anwell, highlights the trauma of locating an agentic subject position in a context where authoritative social institutions have been revealed as corrupt. In such a world, typical pathways to agency are problematised. Traditional bildungsroman novels suggest agency is attained by finding one’s place in the world, most often in accordance with socially prescribed schemata, although some contemporary examples confer agency through rebellion or resistance instead. Surrender posits a controversial alternative, suggesting that embracing abjection and, ultimately, death, may be considered a legitimate—if transgressive—form of agency for the othered adolescent. Rather than finding a place in the world that Anwell sees as having failed him, he demonstrates a subversive form of agency in choosing to escape from this world entirely.
      PubDate: 2017-08-18
      DOI: 10.1007/s10583-017-9331-9
       
 
 
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