Language Gender And Children S Fiction

Looks at gender in relation to children's fiction And The role that language plays in this relationship.

New York Times Bestseller The Reese Witherspoon x Hello Sunshine Book Club Pick “Every once in a while, I read a book that opens my eyes in a way I never expected.” —Reese Witherspoon (Reese’s Book Club x Hello Sunshine book pick) People Magazine’s Top 10 Books of 2017 Bustle’s 17 Books Every Woman Should Read From 2017 PopSugar’s Our Favorite Books of the Year (So Far) Refinery29's Best Books of the Year So Far BookBrowse’s The 20 Best Books of 2017 Pacific Northwest Book Awards Finalist The Globe and Mail's Top 100 Books of 2017 Longlisted for 2019 International DUBLIN Literary Award “It made me laugh, it made me cry, it made me think.” —Liane Moriarty, #1 New York Times bestselling author of Big Little Lies This is how a family keeps a secret...and how that secret ends up keeping them. This is how a family lives happily ever after...until happily ever after becomes complicated. This is how children change...and then change the world. This is Claude. He’s five years old, the youngest of five brothers, and loves peanut butter sandwiches. He also loves wearing a dress, and dreams of being a princess. When he grows up, Claude says, he wants to be a girl. Rosie and Penn want Claude to be whoever Claude wants to be. They’re just not sure they’re ready to share that with the world. Soon the entire family is keeping Claude’s secret. Until one day it explodes. Laurie Frankel's This Is How It Always Is is a novel about revelations, transformations, fairy tales, and family. And it’s about the ways this is how it always is: Change is always hard and miraculous and hard again, parenting is always a leap into the unknown with crossed fingers and full hearts, children grow but not always according to plan. And families with secrets don’t get to keep them forever.

When children read fiction they are exposed to the beliefs which inform and structure their society. The books encourage child readers to internalise particular ways of seeing the world and help shape their development as individuals. Although this process forms a key part of their education, it remains largely invisible. As well as a story, fictions impart a significance to readers - often without revealing its presence or ground - and therefore have considerable potential to socialize their audience. John Stephens analyses this process and shows how fictions can work to constrain or liberate audience responses. He explores picture books as well as historical, realistic and fantastic fictions to show how both a character within the narrative and the implied reader are positioned within ideology. The author considers areas of ideology not previously examined and offers new perspectives on realism and fantasy. The book will be of interest to linguists and teachers as well as to the general reader.

This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children’s picture books. Drawing on cutting-edge theoretical work in multimodality, including multimodal cognitive linguistics, multimodal discourse analysis, and visual social semiotics, the book expands on descriptive-oriented studies to offer a more linguistically driven perspective on children’s picture books. The volume explores the choice afforded to and the lexico-semantic and discursive strategies employed by writers and illustrators in conveying representational, interpersonal, and textual meanings in the verbal and non-verbal components in these narratives in order to challenge gender stereotypes and promote the social inclusion of same-sex parent families. This book will be of particular interest to students and scholars in multimodality, discourse analysis, social semiotics, and children’s literature. Chapters 1 & 8 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

A companion to The Directory of rural development projects, Voices... encourages networking the exchange of significant means to sustainable development. The effective principles require accomodation to the subject country's culture, system of government, stage of economic growth and resource availability related to local needs. A study of the child figure in American fiction and of the language of children in literature, based on close readings of novels and short stories, from the classics of Hawthorne, James, and Cather to modern and contemporary works by Henry Roth, William Peter Blatty and Toni Morrison. Annotation copyrighted by Book News, Inc., Portland, OR

No previous collection of criticism has focused on gender in the broad range of children's literature. No previous collection has embraced both children's literature and material culture. Beverly Lyon Clark and Margaret R. Higonnet bring together twenty-two scholars to look closely at the complexities of children's culture. Girls, Boys, Books, Toys asks questions about how the gender symbolism of children's culture is constructed and resisted. What happens when women rewrite (or illustrate) nursery rhymes, adventure stories, and fairy tales told by men? How do the socially scripted plots for boys and girls change through time and across cultures? Have critics been blind to what women write about "masculine" topics? Can animal tales or doll stories displace tired commonplaces about gender, race, and class? Can different critical approaches—new historicism, narratology, or postcolonialism—enable us to gain leverage on the different implications of gender, age, race, and class in our readings of children's books and children's culture?

When children read fiction they are exposed to the beliefs which inform and structure their society. The books encourage child readers to internalise particular ways of seeing the world and help shape their development as individuals. Although this process forms a key part of their education, it remains largely invisible. As well as a story, fictions impart a significance to readers - often without revealing its presence or ground - and therefore have considerable potential to socialize their audience. John Stephens analyses this process and shows how fictions can work to constrain or liberate audience responses. He explores picture books as well as historical, realistic and fantastic fictions to show how both a character within the narrative and the implied reader are positioned within ideology. The author considers areas of ideology not previously examined and offers new perspectives on realism and fantasy. The book will be of interest to linguists and teachers as well as to the general reader.

Over the past few decades there have been intense debates in education surrounding children’s literacy achievement and ways to promote reading, particularly that of boys. The Harry Potter book series has been received enthusiastically by very many children, boys and girls alike, but has also been constructed in popular and media discourses as a children’s, particularly a boys’, literacy saviour. Children’s Literacy Practices and Preferences: Harry Potter and Beyond provides empirical evidence of young people’s reported literacy practices and views on reading, and of how they see how the Harry Potter series as having impacted their own literacy. The volume explores and debunks some of the myths surrounding Harry Potter and literacy, and contextualizes these within children’s wider reading.