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  Subjects -> EDUCATION (Total: 1805 journals)
    - ADULT EDUCATION (24 journals)
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    - E-LEARNING (22 journals)
    - EDUCATION (1513 journals)
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EDUCATION (1513 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: 1)
@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: 60)
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: 53)
Accounting & Finance     Hybrid Journal   (Followers: 49)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 6)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 61)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 41)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 282)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 15)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 173)
Adult Education Quarterly     Hybrid Journal   (Followers: 156)
Advanced Education     Open Access   (Followers: 9)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 25)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 7)
Africa Education Review     Partially Free   (Followers: 25)
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: 9)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
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  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 20)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     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: 162)
American Journal of Business Education     Open Access   (Followers: 11)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 191)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 32)
American Journal of Physics     Full-text available via subscription   (Followers: 56)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
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: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 34)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
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: 21)
Asian Association of Open Universities Journal     Open Access  
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: 146)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 40)
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: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 9)
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: 24)
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: 35)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
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: 442)
Australian Journal of Teacher Education     Open Access   (Followers: 23)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
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: 235)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 5)
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: 5)
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  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 8)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 186)
British Journal of Educational Studies     Hybrid Journal   (Followers: 160)
British Journal of Educational Technology     Hybrid Journal   (Followers: 151)
British Journal of Music Education     Hybrid Journal   (Followers: 21)
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: 18)
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)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 98)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 16)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 25)
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: 20)
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: 6)
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: 17)
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: 2)
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  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 10)
Cogent Education     Open Access   (Followers: 2)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 13)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 20)

        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  [2351 journals]
  • 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
    • 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
  • “Let the Little Children Come to Me”: (Anti-)Religious Films for Young
           Spectators of the Soviet and Post-Soviet Period
    • Authors: Natalia Naydenova
      Pages: 308 - 325
      Abstract: The article is a comparative analysis of three films focusing on anti-religious and religious propaganda (targeting both Orthodoxy and sectarianism) and featuring children among the main characters: The Miracle Worker (1960), Armageddon (1962) and Serafima’s Extraordinary Journey (2015). The three films feature a similar set of characters and artifacts which serve as the springboard for the unfolding of the individual plots. However, the techniques used in the characters’ portrayal are very different in each of the films, leading to contrasting outcomes. This article explores the way the characters are portrayed, including the use of discursive strategies and intertextual mechanisms, with special emphasis given to the propaganda characteristic of the different periods in the country’s history. It highlights the reversal of values between Soviet and post-Soviet societies, resulting in a drastic change in the didactic messages conveyed by cinema over these 50+ years.
      PubDate: 2017-12-01
      DOI: 10.1007/s10583-016-9284-4
      Issue No: Vol. 48, No. 4 (2017)
  • Following Reading Primers the Wrong Way: Pedagogical Nonsense in Dr. Seuss
    • Authors: Lichung Yang
      Pages: 326 - 340
      Abstract: A well-versed writer on the limitations and possibilities of the English language, Seuss follows the conventional primers the wrong way, not by retracing the tradition of the genre, but by working his way against the current. Drawing upon Jean-Jacques Lecercle’s notion of nonsense, this essay is a small attempt to examine three of Dr. Seuss’s beginner books—The Cat in the Hat, One fish, two fish, red fish, blue fish, and Green Eggs and Ham—along with Mikhail Bakhtin’s ideas. It argues that Bakhtin’s concepts of chronotope, carnivals and dialogism offer themselves as toolkits to illuminate the nonsensical chronotopes prevalent in Seuss’s books, including multiple mini-chronotopes, narratorial voices, and mixing of the everyday and fantasy in a dialogic way. The Seussian world in the three books is read as a collection of nonsensical chronotopes in which everyday scenes are converted into carnivalesque mini-chronotopes, parallel to the real world but having their own logics. The Seussian rhymes are also far from being monologic in nature, but are woven and constructed as a dialogic mode of discourse. Seussian nonsense texts partake in the invention of a genre by demonstrating a radical pedagogy of priming that sees a word more than a concept but also endowed with certain physicality and dialogicity. The nonsensical chronotopes also demonstrate a dialogic demand on readers, inviting them to engage with books, have fun reading, and see the world in an alternative way.
      PubDate: 2017-12-01
      DOI: 10.1007/s10583-016-9278-2
      Issue No: Vol. 48, No. 4 (2017)
  • “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)
  • “Springtime in the South is Like a Song in My Heart”: Raina
           Telgemeier’s Drama , the Romanticization of the Plantation South, and
           the Romance Plot
    • Authors: Michelle Ann Abate
      Pages: 355 - 377
      Abstract: This essay explores the complex relationship that exists between the romance plot and the romanticization of the antebellum South in Raina Telgemeier’s critically acclaimed and commercially successful graphic novel, Drama. The text’s use of a Gone With the Wind-style musical as its romantic and thematic pivot point complicates its political message and calls into question its seemingly progressive stance on social issues. While critics have praised Telgemeier’s text for its racially and ethnically diverse cast of characters, the moonlight-and-magnolias musical that forms the centerpiece to Drama traffics not simply in a historical myth, but in a white-centric fantasy. In so doing, the graphic novel demonstrates the limitations of LGBTQ youth advocacy that does not remain cognizant of intersectionality, while it also highlights the problem with millennial forms of liberal multiculturalism that omit critical discussions about race.
      PubDate: 2017-12-01
      DOI: 10.1007/s10583-016-9299-x
      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
  • “You Are My [Camp]fire”: Tradition and Structure in Maggie Thrash’s
           Graphic Memoir Honor Girl
    • Authors: Christine N. Stamper
      Abstract: This essay argues that Maggie Thrash’s Honor Girl navigates a multi-liminal space allowing it to participate in and expand upon traditions that already exist within children’s literature, graphic memoirs, the comics medium, and the history of girl camps as homosocial spaces. By discussing graphic memoirists for adults (such as Alison Bechdel and Phoebe Gloeckner) and children (such as Raina Telgemeier and Cece Bell), the paper establishes that Thrash adopts practices of representing sexual desire from both traditions in order to establish new territory for adolescents. Turning then to camp environments, the essay examines how camp becomes a space for campers to experiment and come to be true versions of themselves, with the all-girls camping environment being particularly suited for young lesbians. Finally, this paper looks at how Thrash utilizes the medium of comics to draw Erin and Maggie together (both literally and figuratively), illuminating how this relationship, while certainly not subtextual, is also not presented as explicitly as heterosexual romance for a younger audience. By operating both within and outside traditions, Honor Girl allows for the possibility for queer content within memoirs for young people, while also raising an expectation that queer identities still must be shielded and coded.
      PubDate: 2017-11-17
      DOI: 10.1007/s10583-017-9336-4
  • Envisaging “Our” Nation: Politicized Affects in Minority
           Language Literature
    • Authors: Lydia Kokkola
      Abstract: This paper draws on two forms of cognitive studies to examine how a minority language literature cultivates feelings of in-group belonging. The minority in focus are the Tornedalingar: Swedish nationals who live near the Torne River which marks the border with Finland. The official language of the Tornedalingar is “Meänkieli” which literally translates as “our language”. The first part of the paper draws on the work of Sara Ahmed to show that emotions are both embodied and culturally specific, the second half of the paper takes this argument a step further, drawing on studies of children’s poetry by Karen Coats and Debbie Pullinger to show how the rhythmical patterns of Meänkieli poetry entrain children into a culturally specific sense of belonging.
      PubDate: 2017-11-01
      DOI: 10.1007/s10583-017-9340-8
  • “Unless Someone Like You” Buys a Ticket to this Movie: Dual Audience
           and Aetonormativity in Picturebook to Film Adaptations
    • Authors: Meghann Meeusen
      Abstract: As critical study of adapted texts moves away from a focus on fidelity to explore questions of adaptive practice, picturebook to film adaptation offers unique opportunities to redirect discourse related to the value of adaptive changes. Because feature-length films made from children’s picturebooks require filmmakers to add substantial content, they open discussion of how adaptive changes engage key ideas related to children’s literature more broadly, including dual audience, didacticism, and aetonormativity. This essay explores how these concepts transform in picturebook to movie adaptation, drawing on two family films made from iconic picturebook source texts—Dr. Seuss’s The Lorax (1971) and Chris Van Allsburg’s Jumanji (1981)—to posit that added content foregrounds adult presence within the story and participation in viewership far more than in the films’ picturebook counterparts, positioning adults as learners while at the same time reinforcing adult/child hierarchies.
      PubDate: 2017-11-01
      DOI: 10.1007/s10583-017-9334-6
  • 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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