Global Children's Literature in the College Classroom explores the importance of children's literature as a pedagogical resource in any college course. It can be used to introduce a complex topic, give students a glimpse into a specific culture, or expand the way students think about education and teaching. Global children's literature is particularly useful in language classrooms, education programs, and classes that discuss globalism and colonialism. This book includes fifteen essays (representing fifteen countries and eight languages) divided into four sections. The first section of essays, "Across the University," looks at children's literature in non-traditional settings including British literature and multicultural studies, which considers what children's literature specifically brings to these courses. The second section, "Borders and Crossings," examines how children's literature defines or defies political and cultural separations. The third section, "Childhood Studies and Education," considers the importance of global children's literature in education classrooms as a way of promoting diversity and inclusion. The fourth section, "Non-English Texts and Texts in Translation," focuses on the use of children's literature to teach language and folklore traditions in France, Russia, and Italy. The essay that closes this section discusses using children's literature to teach translation skills at the University of Taipei.
Sara Austin is assistant professor of English at Kentucky Wesleyan College.
Tanja Nathanael is lecturer at San Jose State University where she teaches children’s literature and fantasy & science fiction.
Introduction: Children’s Literature as Serious Reading, Sara Austin and Tanja Nathanael
Section 1: Across the University
Chapter One: Starting a Conversation on Integrating Filipino Children’s Literature in Teaching University Courses, Danilo M. Baylen and Johann Frederick A. Cabbab
Chapter Two: Children’s Literature and Literary Analysis in the College Classroom: Evidence from Actual Classroom Practice in Turkey, Yasemin Yılmaz Yüksek
Chapter Three: “And Stole Our Children”: Anti-Colonial Picturebook Discourses in the Critical Ethnic Studies Classroom, Sara Austin
Chapter Four: “Hurricane Hits England”: Teaching Caribbean Poetry for Younger Readers to Undergraduate Students in
British Literature, Stephen Dudas
Section II: Borders and Crossings
Chapter Five: Arbitrary Boundaries: Mapping Pausewang’s Traitor with Undergraduates Studying Children’s Literature, Tanja Nathanael
Chapter Six: International Texts on the Border: Broadening Worlds, Inspiring Reading, Audrey Isabel Taylor
Chapter Seven: “Vessels of Hope, Healing, and Social Change”: Connecting Preservice Teachers to the World through Global Literature, Mary Napoli and Deanna Day
Section III: Childhood Studies and Education
Chapter Eight: On the Shores of Story Cove: Transnational Encounters in Children’s Literature, Emily Murphy
Chapter Nine: The Trope of Disability in Fiction for Children as a Model for Teaching Children’s Literature, Jean Webb
Chapter Ten: It’s a Rainbow World, Debalina Banerjee
Chapter Eleven: Authors of Color Reclaiming Black Bodies in Dutch Children’s Literature: A Culturally-Critical Analysis, Sara Van den Bossche
Section IV: Non-English Texts and Texts in Translation
Chapter Twelve: Monsters and Monstrosity in French and Francophone Fairy Tales and Folktales, Christa Catherine Jones
Chapter Thirteen: Teaching Russian Folklore, Fairy Tales, and Feminine Agency in a Combined Literature and Russian Culture Course, Erika Haber
Chapter Fourteen: Dead Cats and Doomsday Crickets: Italian Children’s Literature and Childhood, Maria Truglio
Chapter Fifteen: Teaching Translation of Children’s Literature in a Master’s Program of the Department of English Instruction, Hung-Shu Chen
Conclusion: The Search for Global Children’s Literature: Challenges and Resources, Sara Austin and Tanja Nathanael
About the Contributors
Appendices are available for download on the Features tab
Children's Literature scholars have always known the secret: children's literature is a cultural artifact. But that children's literature is valuable across the curriculum is still not widely held to be true. This collection offers concrete ways to integrate children's literature across the curriculum, showcasing the value of children's literature in the college classroom and giving due respect to the authors and illustrators from around the world who create smart, artful children’s literature.
This book makes the case for using an often overlooked and underestimated genre of literature – global children’s literature – in college level classrooms around the world to engage students in dialogue about difficult but important topics including (but not restricted to) race and culture, borders and boundaries, disability studies, nationhood and nationality, language, and translations. Specifically, the essays in this collection call attention to effective classroom practices that educators can employ to develop students’ critical thinking skills. They also serve to provide instructors with working models, discussion questions, and hands-on activities so that they, too, can integrate similar pedagogical practices into their own classrooms. After all, it is imperative that students be able to make connections between the texts that they read and the larger world around them. Timely and relevant, this volume would make a great addition to any educator’s collection.
Drawing from a variety of perspectives, Global Children’s Literature in the College Classroom offers creative strategies for including and engaging with children’s literature in college courses. What is particularly significant about this volume is that it disrupts the Euro- and US-centrism of Children’s Literature Studies by showcasing the diversity of and intersections between childhoods and children’s narratives around the world.
A compelling collection of essays that suggests ways to use global children’s literature to anchor cross-cultural pedagogical practice, Austin and Nathanael’s volume offers a counter-curriculum to instructors from college-level literature and culture to teacher education classrooms. With its wide-ranging suggestions for texts, approaches, and assignments, Global Children’s Literature in the College Classroom thoughtfully addresses the integral role that international, transnational, world, and translated writing for the young, among others, can play in not simply reflecting, but also shaping and structuring our notions of global communities and spaces.
Appendices for Global Children’s Literature in the College Classroom
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