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Journal articles on the topic 'Young adult historical fiction'
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1
Kaywell, Joan F., and Kathleen Oropallo. "Young Adult Literature: Modernizing the Study of History Using Young Adult Literature." English Journal 87, no. 1 (January 1, 1998): 102–7. http://dx.doi.org/10.58680/ej19983519.
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Presents brief annotations of 61 books of young adult historical fiction and nonfiction that address other time periods (biblical time period, the 1700s, the 1800s, the 20th century, political unrest overseas, and chronicles) that could be used in the classroom as part of a unit of study. Describes possible activities using five of the books.
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Lesesne, Teri S. "BOOK TALK: What Books Should Anyone Working with Teens Know?" Voices from the Middle 9, no. 3 (March 1, 2002): 47–52. http://dx.doi.org/10.58680/vm20022404.
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Presents an annotated list of 44 young adult books that represent the wide range of young adult literature available for teens. Represents a variety of genres from poetry to science fiction/fantasy to historical fiction and story collections. Lists the 2002 winners for six major awards.
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Russo, Stephanie. "Contemporary Girlhood and Anne Boleyn in Young Adult Fiction." Girlhood Studies 13, no. 1 (March 1, 2020): 17–32. http://dx.doi.org/10.3167/ghs.2020.130103.
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Anne Boleyn has been narrativized in Young Adult (YA) historical fiction since the nineteenth century. Since the popular Showtime series The Tudors (2007–2010) aired, teenage girls have shown increased interest in the story of Anne Boleyn, Henry VIII’s second and most infamous queen. This construction of Boleyn suggests that she was both celebrated and punished for her proto-feminist agency and forthright sexuality. A new subgenre of Boleyn historical fiction has also recently emerged—YA novels in which her story is rewritten as a contemporary high school drama. In this article, I consider several YA novels about Anne Boleyn in order to explore the relevance to contemporary teenage girls of a woman who lived and died 500 years ago.
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Schmidt, Gary D. "The Distant Mirror: Reflections on Young Adult Historical Fiction (review)." Lion and the Unicorn 31, no. 1 (2007): 67–71. http://dx.doi.org/10.1353/uni.2007.0008.
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Athanasiou-Krikelis, Lissi. "Representing Turks in Greek Children's and Young Adult Fiction." International Research in Children's Literature 13, no. 1 (July 2020): 76–91. http://dx.doi.org/10.3366/ircl.2020.0329.
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What do Greek children learn about the Turk-Other from children's literature, and how does this image of the enemy inform their national Self? Has the representation of the Turk-Other remained static or do recent publications demonstrate a change in its portrayal? This article explores such questions in the context of contemporary Greek texts for children and young adults. The image of the Turk-soldier has been and remains overwhelmingly negative. The Turk who represents the Ottoman Empire is the vicious victimiser and ruthless conqueror. The Turk-friend, however, features a more complex conglomeration of attributes, some degrading and others elevating. Fictional histories, that is narratives with a strong inclination towards historical accuracy, are less favourable to the Turk-Other, aiming to preserve a homogenised version of the nation and to justify the deeds of war heroes. These observations persist throughout the twentieth century and do not deviate from the patterns found in adult literature. Nonetheless, in more recent publications the image of the Turk-Other is slightly more positive due to two related factors: the foregrounding of the weaknesses of the national Self and the problematising of the historical representation. By juxtaposing negative portrayals of both Turkish and Greek behaviours and by questioning historical truisms, the image of the Turk is being re-humanised.
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Papantonakis, Georgios. "Colonialism and Postcolonialism in Science Fiction for Greek Children." MANUSYA 13, no. 1 (2010): 24–43. http://dx.doi.org/10.1163/26659077-01301003.
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In contemporary Greek history we do not encounter the historical and social phenomena of colonialism or postcolonialism with the exception of cases where nations conquered Greek islands; the Dodecanese Islands and the Eptanisa (Seven Islands) were conquered by the English and the Italians, and Cyprus was conquered by the British in the Middle Ages and in contemporary times. These historical situations have been transferred into certain historical Greek fictions in adult literature and in the literature of children and young adult. The focus of this essay is on investigating and depicting colonialist attitudes and post-colonialist situations in science fiction for Greek Children. Initially, we attempt a brief introduction to the literature of children and young adults and mainly science fiction for children in Greece, and following this we outline the aims of our research. Then we define the terms “colonialism,” “postcolonialism” and the new suggested terms “historical colonialism” and “literary colonialism” and refer to their relationship with science fiction. This is due to the fact that the setting of these narratives “is dictated” by a group of events that the writers themselves have either brought about or believe will take place in the future. Afterwards we point out the criteria that are used to distinguish between five types of colonization in the texts and we investigate at greater length the role that children and adolescents play in the texts, as they participate actively as liberators and saviors, as protectors for peace and the environment or as characters that take on the roles of adults. The children and young adults remain passive spectators of a peaceful colonization or do not participate in the action since the heroes in the story are insects. In this case, they are limited to the role of reader. Through the study of these texts, we detect similarities to similar situations, both in antiquity and at a later date, or during contemporary times where similar policies in certain countries have been regarded. Finally, we realize that after the inversion of colonialism and the liberation of the colonized planets, these planets are governed democratically, according to Plato’s and Aristotle’s ideas on politics.
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Bickford, John H. "The representations of LGBTQ themes and individuals in non-fiction young adult literature." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 182–98. http://dx.doi.org/10.1108/ssrp-05-2017-0021.
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Purpose Social justice themes permeate the social studies, history, civics, and current events curricula. The purpose of this paper is to examine how non-fiction trade books represented lesbian, gay, bisexual, transsexual, transgender, and queer (LGBTQ) individuals and issues. Design/methodology/approach Trade books published after 2000 and intended for middle grades (5-8) and high school (9-12) students were analyzed. Findings Findings included main characters’ demography, sexuality, and various ancillary elements, such as connection to LGBTQ community, interactions with non-LGBTQ individuals, the challenges and contested terrain that LGBTQ individuals must traverse, and a range of responses to these challenges. Publication date, intended audience, and subgenre of non-fiction – specifically, memoir, expository, and historical text – added nuance to findings. Viewed broadly, the books generally engaged in exceptionalism, a historical misrepresentation, of one singular character who was a gay or lesbian white American. Diverse sexualities, races, ethnicities, and contexts were largely absent. Complex resistance structures were frequent and detailed. Originality/value This research contributes to previous scholarship exploring LGBTQ-themed fiction for secondary students and close readings of secondary level non-fiction trade books.
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Stover, Lois T. "What’s New in Young Adult Literature for High School Students?" English Journal 86, no. 3 (March 1, 1997): 55–62. http://dx.doi.org/10.58680/ej19973356.
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Discusses, from the perspective of the co-editor of the National Council of Teachers of English’s annotated yearly booklist for high school students, new young adult literature and trends. Presents annotations of adolescent literature on hot topics (AIDS, abuse, death), choices and transitions, poetry, nonfiction, diversity issues, and historical fiction.
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Bieber, Ada, and Richard Gooding. "Streams of Consciousness: The Downriver Narrative in Young Adult Fiction." International Research in Children's Literature 13, no. 1 (July 2020): 61–75. http://dx.doi.org/10.3366/ircl.2020.0328.
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This article draws on adaptation and genre theory to argue that the downriver narrative constitutes a distinct genre in literature for youth. This genre is characterised by a repertoire of narrative elements including alternations between the river as a space of reflection and refuge, social interactions that occur on land, and the social and political commentary voiced by the river travellers. These patterns appear in diverse cultural and historical contexts, as exemplified by Auguste Lazar's Jan auf der Zille [Jan on the barge] (1934/1950), Richard Scrimger's Into the Ravine (2007), and David Almond's Heaven Eyes (2000). Published in Germany, Canada, and the UK, these novels deploy episodic accounts of journeying downstream to perform a range of cultural work, including articulating discourses about citizenship and nationhood, raising critical awareness about questions of difference, and promulgating Romantic models of childhood.
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Shikhmanter, Rima. "History as Politics: Contemporary Israeli Children's and Young Adults' Historical Fiction and the Israeli–Palestinian Conflict." International Research in Children's Literature 9, no. 1 (July 2016): 83–97. http://dx.doi.org/10.3366/ircl.2016.0184.
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Historical fiction serves as a powerful source for the dissemination of historical images and the determination of collective memory. These roles are of particular significance in the context of severe political conflicts. In these cases historical fiction shapes the narrative of the conflict, explains its source and central events, and therefore forms the readers' political stances towards the conflict and its consequences. This article examines the role contemporary Jewish Israeli historical fiction for young adults plays in presenting the Israeli–Palestinian conflict to young readers. It discusses two of the political perspectives this fiction addresses: the traditional hegemonic narrative and the left-wing narrative. Associated with the right-wing sector of Israeli politics, the former promotes the Zionist myth and seeks to justify the necessity and morality of its premises while ignoring and/or dismissing the legitimacy of the Palestinian narrative. The lack of a consensual Jewish historical narrative that does not negate the Palestinian narrative on the one hand, and the ongoing public delegitimisation of the left-wing on the other, forces historical-fiction authors to place their plots at a historical remove, locating them in other places and times.
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Makowska, Kaja. "Young adult literature in translation: The state of research." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 16/4 (December 11, 2019): 179–94. http://dx.doi.org/10.26881/bp.2019.4.07.
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The aim of the article is to examine the concept of young adult literature, provide its historical timeframe, identify its key components, and, finally, discuss young adult literature in translation by presenting the state of research on the topic. After analysing the concept of a young adult, the article moves on to provide a brief summary of adolescent fiction’s history, concluding that J. D. Salinger’s The Catcher in the Rye and S. E. Hinton’s The Outsiders largely contributed to the recognition of the genre. The paper mentions characteristic style choices employed by the authors of young adult fiction, the most prominent being the blend of registers or ‘code-switching’ between teen and adult speech, as acknowledged by Penelope Eckert and Chuck Wendig. Code-switching constitutes one of the main translation problems and is discussed at large in two compelling papers on the topic of young adult literature translation, namely Translating Young Adult Literature. The High Circulation Rate of Youth Language and Other Related Translation Problems in “The Catcher in the Rye” and “The Outsiders” by Saskia Tempert and Translating Young Adult Literature: Problems and Strategies. John Green`s “An Abundance of Katherines” by Loana Griguta. Both dissertations analyse the language of adolescent novels (in the twentieth and the twenty first century) and devise a list of strategies dedicated to adequately rendering English source versions into Dutch and Romanian, respectively. These writings indicate a growing interest in the field of young adult literature translation. The article expresses the hope that more scholars will elaborate on the topic.
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Bickford, John H., and Megan Lindsay. "Franklin Delano Roosevelt’s historical representation within children’s and young adult literature." Social Studies Research and Practice 12, no. 2 (September 11, 2017): 125–38. http://dx.doi.org/10.1108/ssrp-04-2017-0012.
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Purpose Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers’ uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the new expectations, yet, research indicates that historical inaccuracies and misrepresentations frequently emerge. The paper aims to discuss these issues. Design/methodology/approach The authors’ inquiry explored trade books’ historical representation of Franklin Delano Roosevelt, America’s longest serving president. The data pool was organized by early grades (Kindergarten-4), middle grades (5-8), and high school (9-12) to contrast patterns of representation between and within grade ranges. Findings Findings included patterns of representation regarding Roosevelt’s noteworthiness and accomplishments, advantages and assistances, and moral and political mistakes. Social implications Classroom suggestions included guiding students to identify historical gaps and interrogate primary sources to fill these gaps. Originality/value Similar research has not been conducted on this historical figure.
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WILSON, KIM. "The Past Re-imagined: Memory and Representations of Power in Historical Fiction for Children." International Research in Children's Literature 1, no. 2 (December 2008): 111–24. http://dx.doi.org/10.3366/ircl.2008.0001.
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This article argues that historical fiction functions as a collective memory: it provides a social framework for recollections that speak of a national agenda often through personal experiences. Taking as its examples three Australian and New Zealand fictions for children and young adults, from the late twentieth and early twentieth-first century, the article examines texts that focus on how we remember the past and what aspects of that past should be remembered: Memorial (1999), a picture book by Gary Crew (author) and Shaun Tan (illustrator), The Divine Wind (1998) by Garry Disher, and The Swap (2004) by Wendy Catran. Close analysis of these texts suggests that, like memory itself, historical fiction tends to eulogise the past. In historical fiction, for children especially, whilst power relations of cultural significance can be perpetuated, they can also be re-positioned or re-invented in order to re-imagine the past. Shifts in the present understanding of past power relationships contribute towards the reinvention of race relations, national ideologies and the locus of political dissent. The article concludes that historical fiction, because of its simultaneous claim to fact and imagination, can be a powerful and cunning mode of propaganda.
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Skowron Schmidt, Pauline. "Carpe Librum: Seize the (YA) Book: “The More Things Change …”: A New Generation of Historical Fiction." English Journal 104, no. 5 (May 1, 2015): 96–97. http://dx.doi.org/10.58680/ej201527221.
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Z. Alkhafaji, Mayada, and Ansam Yaroub. "HUMAN LAB RATS IN JAMES DASHNER’S THE MAZE RUNNER SERIES (2009 – 2011): HISTORICAL REFERENCES, PRESENT ALLUSIONS, AND DYSTOPIAN FUTURE." Humanities & Social Sciences Reviews 7, no. 5 (November 5, 2019): 1121–29. http://dx.doi.org/10.18510/hssr.2019.75148.
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Purpose: This study aims to shed the light on allusions to real lab rats in Dashner’s trilogy: The Maze Runner (2009), The Scorch Trails (2010), and The Death Cure (2011). It also aims to trace the historical documents and chronicles essential to reveal the justifications behind the vague political and scientific crimes. Methodology: The researchers have used the literary analytical approach to study and analyze selected prominent aspects from each novel; such as the concept of lab rats and genocide crimes in The Maze Runner; references to weather experiments, the climate change conspiracy, gas chambers, and the Holocaust in The Scorch Trails; and finally, the man-made diseases and biological weapons in The Death Cure. Results: The outcomes confirm the necessity of knowing history whether bright or dark as a keyword to understand the present and predict the future. Also, Dashner has based The Maze Runners series on historical references as well as present-day vital scientific issues to predict a catastrophic future if a decision is not made. Young adult is chosen to lead the revolution against human abusing crimes and make a change. Applications: To develop a high understanding of young adult fiction, the researchers recommend those who are interested in literature with the necessity to apply this study to other post-apocalyptic, survival, adventure, science and dystopian series fictions, movies adaptations of related books, and related video games series that addressing young adults’ mind in order to diagnose any dilemma . Novelty/Originality: Hence, this study makes a difference in the sense of exposing the genocide crimes committed by the name of science embedded in Dashner's The Maze Runners series by tracing the historical, social, political, and scientific justifications regarding the concept of human lab rats as one of the worst human abusing experiences still used by tyrant regimes till now in ethnic and sectarian purification.
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Wilson, Kim. "Living History Fiction." Papers: Explorations into Children's Literature 20, no. 1 (January 1, 2010): 77–86. http://dx.doi.org/10.21153/pecl2010vol20no1art1151.
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During my research into historical fiction for children and young adult readers I came across a range of texts that relied on a living or lived experience of history to frame the historical story. These novels were similar to the time-slip narrative; however, not all examples used the traditional convention of time-slippage. I wanted to bundle these novels together - 'time-slip' novels included - as examples of 'living history' narratives because they appeared from the outset as a distinct literary form requiring particular reading strategies. These texts, which I will refer to as Living history novels, require readers to align uncritically with modern perception. Readers are persuasively invited to assume that the modern characters' perception of the past is authentic because it has been formed by a lived experience of history. In Living history novels, readers are positioned to perceive both the strengths and weaknesses of past and present times, ultimately reconciling the two in a present that faces chronologically forwards. Modern focalising characters in Living history fiction place modern perception in a superior relationship to that of the past.This sub-genre of historical novels is distinctive in its strong and consistent modern character focalisation and point of view. The Living history novel creates a confluence of past and present, be it physically or psychically. Characters are variously conveyed from a generalised present, or past, to an explicit historical period or event. The Living history novel is distinctive in its intense character introversion, quest journey and self-discovery. The most important outcome of the living history experience is that characters learn something significant about themselves. Because the story is about the modern character's quest and self realisation, the past is consistently perceived from their point of view. Modern characters are transported in time and readers are only rarely invited to see the past from a past point of view.
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Bickford, John H. "Abraham Lincoln’s historical representation in children’s literature and young adult trade books." Social Studies Research and Practice 13, no. 2 (September 10, 2018): 147–67. http://dx.doi.org/10.1108/ssrp-12-2017-0068.
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Purpose History-based trade books have an important and expanding role in various curricula. Contemporary education initiatives urge English and language arts educators to spend half their time on non-fiction and history and social studies teachers to include diverse sources starting in the early grades. Diverse professional organizations annually make financial commitments to promote new trade books. Research indicates misrepresentations abound in history-based trade books, yet few empirical studies have been completed. The purpose of this paper is to research examine the historical representation of Abraham Lincoln, arguably the most consequential nineteenth-century American. Design/methodology/approach Data samples included trade books intended for early grades and middle grades students. These grade ranges were selected because these students have the least prior knowledge and are perhaps most dependent on the text. Qualitative content analysis research methods were employed. Findings Misrepresentations emerged regarding Lincoln’s poverty, actions, motivations for actions, and implications of his actions as seemingly necessary historical content was minimized, vaguely included, or omitted. Findings are juxtaposed across and between selected grade ranges. Practical implications Discussion focused on the significance of findings for teachers and researchers. Teachers are guided to supplement trade books with primary sources to position students to distinguish historical misrepresentations. Originality/value This research builds on previous scholarship on Lincoln-based trade books by expanding grade range, data samples and research questions.
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Preston, Michelle. "Ghostly Children: The Spectre of Melancholy in Sonya Hartnett’s The Ghost’s Child." Papers: Explorations into Children's Literature 19, no. 1 (January 1, 2009): 40–50. http://dx.doi.org/10.21153/pecl2009vol19no1art1156.
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Images of alienation in young adult fictions are common, arguably because they mirror the cultural discourses around adolescence as displaced between two (constructed) 'knowable' states: childhood and adulthood. The connection between displacement and melancholy in texts for young adults provides a vast array of narrative symbolism that often blurs reality and fantasy as knowable versus unknowable states respectively. Sonya Hartnett's approach to adolescent introspection and states of melancholy-depression is often confrontational and her (critically acclaimed) young adult fiction interleaves often destructive narratives of incest, familial violence, murder and suicide with contemporary and historical landscapes.'The Ghost's Child' (2007), is a fictionalized and historicized account of individual alienation and sadness whereby, melancholy and depression serve as powerful forces (of lossdesire) able to induce spectral presences in the life of the protagonist in ways that allow fantasy to become a means to negotiate loss and combat alienation. The overt psychological dimensions of the narrative are obviated through images of melancholy, madness, abjection and death. This paper initiates a discussion of the text's psychoanalytic connotations through the ideas of both Freud and Kristeva. However, in order to question if/how the narrative moves beyond the traditional parameters that construct melancholy as either a clinical pathology or a useful literary/aesthetic device, melancholy is also discussed through the ideas of Gilles Deleuze. The incorporation of Deleuze's work enables a way to re-think conventional representations of the melancholic as an essentially abject and marginalised subject position.
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Васильєва М. В. "ІСТОРИЧНИЙ ФАКТ І ПОДІЯ В УКРАЇНСЬКІЙ ЛІТЕРАТУРІ ДЛЯ ДІТЕЙ ТА ЮНАЦТВА: ВІД ДАВНИНИ ДО СУЧАСНОСТІ." International Academy Journal Web of Scholar 2, no. 9(39) (September 30, 2019): 25–32. http://dx.doi.org/10.31435/rsglobal_wos/30092019/6692.
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The article deals with Ukrainian literature for children and youth on a historical topic from the time of Kiev Rus to the present. Historical- adventure and historical-biographical works have been analyzed. An overview of the historical topic in literature for young readers in the works of writers of the Ukrainian diaspora is given. The main genre varieties of contemporary literature for children and youth of historical direction can be seen in the works of A. Bachinskyi, Ye. Bilousov, O. Havrosh, A. Kokotiukha, Zirka Menzatiuk, V. Rutkivskyi (e.g. biographical, adventure, detective, fantasy, fiction works). It is emphasized that works on historical themes often do not have a clear focus, they can be considered for a multi-age reader, both adult and child.
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Bélanger, Audrey. "Béatrice Finet: The Holocaust Told to Children, a Literary Education? – A Secondary Publication." Education Reform and Development 6, no. 4 (May 16, 2024): 162–66. http://dx.doi.org/10.26689/erd.v6i4.6853.
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Béatrice Finet’s work significantly contributes to pedagogical reflection on the formative potentials and limitations of the tripartite encounter of narration, fiction, and history through historical fiction on the Holocaust. In her previous writings, Finet emphasized the importance of avoiding strictly utilitarian readings, instead advocating for a nuanced understanding of events through the reading process. Expectations were high for her recent work, which largely met them. In this book, Finet focuses on describing and analyzing a youth-oriented work on the Holocaust, a significant historical event mandated in primary school curricula since 2002, to illuminate the educational implications it raises. While primarily aimed at educators, the book will undoubtedly interest anyone interested in children’s literature or Holocaust history. Finet presents a diverse corpus of works, such as Les Arbres Pleurent Aussi or Otto. Autobiographie d’un Ours en Peluche, which, despite their educational value, can personally appeal to both young and adult literature enthusiasts. The title, posed a question, La Shoah Racontée Aux Enfants, Une Éducation Littéraire? immediately prompts reflection on how literary reading of children’s literature can lead young readers to critically engage with literature, better understand and interpret its revelations, and consider what it may omit. This title also suggests that the Holocaust story is being told to children, prompting the potential benefit of adult mediation to guide them toward literary education.
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Green, Dani, and Angel Daniel Matos. "Right to Read: Reframing Critique: Young Adult Fiction and the Politics of Literary Censorship in Ireland." ALAN Review 44, no. 3 (June 21, 2017): 54–60. http://dx.doi.org/10.21061/alan.v44i3.a.6.
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If you briefly peruse the American Library Association’s annual compilation of the “Top Ten Most Frequently Challenged Books,” it would not be farfetched for you to assume that censorship is an act that is nearly exclusive to children’s and young adult (YA) literature. The complex and close relationship between informational suppression and YA fiction should come as no surprise—authority figures and institutions often want to “protect” children and adolescents from ideas and depictions of realities that they consider harmful. At times, these parental and institutional forces outright question teenagers’ competence when it comes to comprehending and thinking through difficult social and literary issues. While YA literature is often susceptible to acts of censorship, is it possible that the very literary traits of this genre might provide us with the critical tools needed to counteract the suppression of information and ideas? To what extent do YA novels articulate ideas and critiques that other genres of literature refuse (or are unable) to discuss? This issue of The ALAN Review is particularly invested in expanding our understanding of YA literature by exploring the stories that can or cannot be told in different contexts, communities, and locations. While an understanding of the acts of censorship that occur in a US context offers us a glimpse into the tensions that arise between ideas, publishers, and target audiences, an examination of censorship in non-US contexts allows us to further understand the historical and cultural foundations that lead to the institutional suppression of knowledge. Additionally, a more global understanding of these issues could push us to understand the ways in which YA fiction thwarts censorship in surprising, unexpected ways. To nuance our understanding of censorship by adopting a more global perspective, I have collaborated with my friend and colleague Dani Green, who offers us an account of contemporary acts of censorship in Ireland and the ways in which Irish YA literature is particularly suited to express ideas that are deemed unspeakable and unprintable. Dani is a scholar of 19th-century British and Irish literature with an interest in issues of modernity, space, and narrative. As an academic who specializes in both historicist and poststructuralist study, Dani is particularly suited to think through the fraught historical and literary situation of contemporary Ireland and the ways in which YA fiction escapes (and perhaps challenges) the pressures of nationalistic censorship and self-censorship. In the following column, she provides us with a brief overview of the past and present state of censorship in Ireland, focusing particularly on how contemporary Irish writers steer away from offering critiques of Ireland’s economic growth during the mid-1990s to the early 2000s. After sharing this historical context, Dani conducts a case study in which she focuses on how Kate Thompson’sYA novel The New Policeman (2005) blends elements from fantasy and Irish mythology to both communicate and critique Ireland’s economic boom. By taking advantage of elements commonly found in YA texts, she argues that Thompson’s The New Policeman enables a cultural critique that is often impossible to achieve in other forms of Irish literature. Dani ultimately highlights the potential of YA fiction to turn censorship on its head through its characteristic implementation of genre-bending, formal experimentation, and disruption of the familiar.
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Chick, Kay A. "Promoting Democratic Ideals and Social Action: Children’s Literature on the Civil Rights Movement and School Integration." Social Studies Research and Practice 2, no. 1 (March 1, 2007): 58–68. http://dx.doi.org/10.1108/ssrp-01-2007-b0005.
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This article highlights the role of social studies educators in promoting democratic ideals and social action. The benefits of incorporating children’s and young adult literature into the social studies curriculum in the elementary and middle school grades are discussed. Biography, historical fiction, poetry, and information books are presented to teach students about the civil rights movement and school integration. Literature extension activities are designed to encourage students to examine issues of equality, social justice, and human dignity, while also considering their own prejudices and perspectives on social action.
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Waters, Stewart, and Leah Jenkins. "Young Adult Historical Fiction in the Middle Grades Social Studies Classroom: Can Literature Increase Student Interest and Test Scores?" Learning and Teaching 8, no. 2 (January 1, 2015): 39–61. http://dx.doi.org/10.7459/lt/08.2.04.
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Rebellino, Rachel Rickard. ""I'll Write What Needs to Be Remembered": The Use of Verse in Children's and Young Adult Historical Fiction about the Vietnam War." Lion and the Unicorn 42, no. 2 (2018): 162–79. http://dx.doi.org/10.1353/uni.2018.0016.
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Somerset, Jo. "Juxtaposing and Jostling: The Art of Writing History?" European Journal of Life Writing 9 (December 28, 2020): C91—C114. http://dx.doi.org/10.21827/ejlw.9.35933.
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This reflective essay seeks to question, through my creative practice, methods of writing the history of post-1945 events for a young adult reader. Using creative techniques to add depth to the research, I explore the scope of the future project through a palimpsest diagram as well as poetry, word association and vignettes of my lived experiences. I compare how other creative writers have treated historical narrative in fiction, memoir and drama. Building on schoalrly debate on the role of life writing in historical processes, both source materials and historiography, the essay analyses the scholarship on postmodern representations of the recent past in literature, including personalised life writing and autobiography as well as novels. Problems jostle for attention: blank spaces of the historical records, unreliable memories, competing definitions of truth, Western class-bound identity and twenty-first century retrospection. My conclusions suggest that novelistic and lyrical techniques and voices may be an effective medium for shining a spotlight on the themes of the late twentieth century. The resulting work of auto/history will be written and read through a personal lens which that is at the same time a memoir, history and historiography, which juxtaposes a microscopic life against the constellation of world events.
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Hassan, Nurul Izzati, and Wan Nur Madiha Ramlan. "Puteri Gunung Ledang in Popular Media: Womanhood, Femininity and Gender in Puteri Gunung Ledang (2004) and Magika (2010)." Malay Literature 36, no. 1 (June 1, 2023): 65–88. http://dx.doi.org/10.37052/ml36(1)no4.
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This paper examines two recent films about the legend of Puteri Gunung Ledang in order to analyse what they might tell us about contemporary representations of the mythical figure. In doing so, it will focus on how evolving ideas of womanhood, femininity, and gender portray how Puteri Gunung Ledang is represented in contemporary media. Stories of Puteri Gunung Ledang in 21st century films will be studied using a poststructuralist feminist approach, which is guided primarily by Julie Sanders’ theory of Adaptation and Appropriation. Puteri Gunung Ledang is one of the most popular tales in Malay culture and is included in Sulalatus Salatin, a text that highlights some of the most important historical events during the Malacca Sultanate. Today Puteri Gunung Ledang has been rewritten for children and young adult fiction and adapted into other media, such as films and plays. However, the portrayal and characterization of the titular character have evolved, not just in printed versions of the story but also in other popular cultural forms, such as film.
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Webb, Jean. "Ghosts, murder and mutation: The portrayal of pandemics in children’s and YA fiction." Book 2.0 11, no. 1 (August 1, 2021): 65–79. http://dx.doi.org/10.1386/btwo_00044_1.
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The coronavirus pandemic has stimulated a number of texts, which are aimed at helping children to cope with situations alien to them. For example, the picture book Staying Home by Sally Nichols and Vivienne Schwarz (2020) deals with the conditions of lockdown and family isolation, whilst Piperpotamus by Annis Watts endeavours to explain COVID-19. This pandemic is not the only such event in history. The Black Death swept across Europe (1347–51) followed by the Spanish flu pandemic (1918–20). Both of these have stimulated historical fiction for older children and Young Adults and have done so by employing differing literary approaches. For instance, Cat Winters’ In the Shadow of Blackbirds (2013) incorporates a ghost story set against the contexts of séances and spirit photographers as the bereaved hope to gain comfort, whilst Charles Todd’s An Unmarked Grave (2012) is a murder mystery. Dystopian science fiction has also been employed to examine the equivalent circumstances of such pandemics. The plague in Gone (2008–14) by Michael Grant follows a nuclear disaster, which has produced a world where only those under fifteen have survived beneath a dome created by a young autistic child at the point of the explosion. Unforeseen forces have erupted resulting in mutation where individuals have supernatural powers taking them into a posthuman state. Their world is later blighted by plague and the children have to deal with remaking their lives and their society without the help of adults. This article will consider the various ways that such texts have approached these world-changing disasters and the common themes, which emerge to give our current generation of children ways of thinking about their present and their future.
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Shalimova, Nadezhda S. "‘A frightening, scary book about children…’: the Poetics of the Novel ‘The Little Friend’ by D. Tartt." Вестник Пермского университета. Российская и зарубежная филология 14, no. 4 (2022): 134–43. http://dx.doi.org/10.17072/2073-6681-2022-4-134-143.
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The article is devoted to comprehensive research on the novel The Little Friend by D. Tartt. It investigates the narrative features and genre characteristics of the literary work. The immanent method was used in research to study the narrative model: the symbolic meaning of the title, the specifics of the settings and plot structure, means of characterization, the theme of racial inequality, intertextuality, and photographic ekphrasis in the novel. The contextual method allowed us to identify the features of the ‘southern noir’ in the novel, as well as to consider the traditional and innovative manifestations of the characteristics of young adult literature. The theme of growing up in the novel is associated with traditional motives of loss, experiencing death, illness, mental pain, disappointment, and self-attainment. The Little Friend is third-person narration, this is the only work by D. Tartt where it is used, opposite to the retrospective confessional narration of the novels The Secret History and The Goldfinch. The story is told by the omniscient author who enters the mind of his character. It gives the writer the possibility to focus not only on the inner world of the main characters but also to present the historical and cultural background, as well as to create expressive psychological portraits of the minor characters and their families. The tone of the novel is quite conversational; the narrator is very exact in describing the characters and places. The paper concludes that the novel simultaneously contains the features of young adult fiction – the theme of growing up through overcoming trials (loneliness, loss, fighting the evil / awareness of the illusory nature of ideas about it), and the characteristics of the literature of the American South, the contexts of which play a crucial role for D. Tartt as a writer and a person.
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Sutton, Katie, Abigail D. Grafmeyer, and Daniel Reynolds. "The Beam in Our Own Eyes: Antiracism and YA Literature Through a Catholic Lens." Journal of Catholic Education 26, no. 1 (April 2023): 102–18. http://dx.doi.org/10.15365/joce.2601062023.
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As Catholic schools serve an increasingly racially diverse population of students, they must grapple with the critical requirement to address these students’ unique needs while heeding the call from modern Catholic Church leaders to engage in explicit antiracist action. Using the Historically Responsive Literacy Framework (HRL), this article equips Catholic high school English language arts (ELA) teachers with practical and powerful ways to create antiracist curriculum. To do this effectively, we place antiracist Young Adult (YA) literature (both fiction and nonfiction) in conversation with Catholic canonical texts and modern voices from Catholic clergy members. By connecting with students’ complex identities and creating authentic antiracist learning experiences, Catholic high school ELA teachers can better prepare their students to use both their knowledge and criticality of Catholic social teachings and their individual identities to combat racism.
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Schmideler, Sebastian. "“Nobody should Take the History of the World as if Written for Mere Diversion” – Historical Fiction in Children’s and Young Adult Literature by Gustav Nieritz (1795-1876)." Libri et Liberi 1, no. 1 (April 10, 2012): 29–44. http://dx.doi.org/10.21066/carcl.libri.2012-01(01).0046.
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Harris, Marla. ""A History Not Then Taught in History Books": (Re)Writing Reconstruction in Historical Fiction for Children and Young Adults." Lion and the Unicorn 30, no. 1 (2006): 94–116. http://dx.doi.org/10.1353/uni.2006.0007.
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Ajibola, Opeyemi. "The Trauma Continuum: Narrating Deprivation, Dissent and Desecration in Elnathan John and Tricia Nwaubani’s Fiction." International Journal of Language and Literary Studies 5, no. 3 (September 30, 2023): 37–49. http://dx.doi.org/10.36892/ijlls.v5i3.1343.
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Northern Nigeria has in contemporary time been renowned for dissent that manifests in civil unrest, violence and insurgency. Elnathan John’s Born on a Tuesday and Tricia Nwaubani’s Buried Beneath the Baobab Tree, are closely read, to underscore the texts’ recreation of northern Nigerian young adults’ experiences of trauma occasioned by the Boko Haram insurgency. This is to foreground the writers’ insiders’ perspectives on the causes and consequences of dissent, with a view to underscoring the novels’ contribution to a nuanced understanding of dissent as a complex and multidimensional reality. Aligning with Ngugi wa Thiong’o’s certainty on the novel’s capacity to advocate for political change, and the estimation of trauma, especially within the postcolonial context as pluralistic, I read dissent, deprivation and desecration as normatively traumatogenic categories cum sites, thereby foregrounding the primacy of social contexts and historical processes in the complex interplay of place and power that undergird insurgency. The novels reveal that youths, who bear the brunt of insurgency-induced traumas the most, must arise and raise the cudgel against the inept leaders under whose watch insurgency and banditry have become the highest income-grossing enterprise, if the trauma continuum of deprivation, dissent and desecration will be terminated.
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Dewey, Christopher. "Inflexibly Enacted Traditional Masculinity Norms (IE-TMNs) and Their Impact on Adolescent and Young Adult Depression: The Hybrid Case Study of "Tommy"." Pragmatic Case Studies in Psychotherapy 16, no. 3 (December 29, 2020): 237–304. http://dx.doi.org/10.14713/pcsp.v16i3.2077.
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The purpose of this study is to explore and discuss the effects of inflexibly enacted traditional masculinity norms (IE-TMNs) on adolescent and young adult males with depression and how to address such issues in therapy. This study provides a literature review of the subject of IE-TMNs and how such a worldview holds a potentially negative influence and impact on the physical and mental health of boys and young men. Specifically, the study aims to highlight how these beliefs, attributes, and values influence the extent to which these individuals seek help, express emotion, and utilize healthy coping skills when experiencing depressive symptoms and how such behaviors can be addressed in therapy. Treatment considerations are explored through the hybrid case example of "Tommy," a depiction of a depressed college freshman following IE-TMNs while going through a difficult life transition. A fictional case, Tommy serves as a composite character informed by real life psychotherapy cases and clinical examples found in relevant literature. Tommy’s course of treatment depicts potential clinical issues that could come up when working with a depressed male client with strong internalized masculinity norms and how some of these themes can be adequately addressed to create a more flexible masculine identity. Through use of a qualitative, disciplined inquiry approach, I explore therapeutic interventions that could be utilized to meet the unique needs of such a client within the context of historical, contextual, and cultural factors. Tommy’s case material is analyzed qualitatively and quantitatively in accordance with the pragmatic case study research format (Fishman, 2013). The hybrid case of Tommy explores how client-centered therapy, motivational interviewing, harm reduction interventions, and cognitive-behavioral interventions can be integrated to assist adolescent boys and young men with strongly internalized and rigid beliefs about masculinity, while also utilizing Bronfenbrenner’s ecological systems theory to explore the proximal and distal factors in one’s environment that contribute to such a worldview. The hybrid case study of Tommy is designed to serve as a resource for therapists working with clients with IE-TMNs and provides guidance about how to alter unhelpful coping strategies; increase emotional expression and help-seeking behaviors; and explore personal beliefs, goals, and values. This case study concludes with a critical discussion of future directions for research on this topic, as well as the advantages and limitations of the hybrid case study design.
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Gonzáles Groba, Constante. "Is It Gender or Is It Race? To Kill a Mockingbird and Its Film Adaptation." Polish Journal for American Studies, no. 16 (2022) (December 22, 2022): 11–28. http://dx.doi.org/10.7311/pjas.16/2022.02.
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This article begins by exploring the national climate in which Lee’s novel appeared, at the height of the civil rights movement in the South, which had a crucial impact on its composition and reception. The major film studios were not initially interested in the novel, but independent filmmakers Alan Pakula (producer) and Robert Mulligan (director), influenced by existentialism, felt attracted to stories with strong dramatization over the spectacular. The film is famously characterized by the voice-over narration of the adult Scout, which embodies a paradoxical duality of perspective: the events are seen from the perspective of the young Scout but described in the language of a mature and articulate adult Scout. In the novel, the destabilization of gender norms is the central theme, and the protagonist is clearly Scout going through the pains of growing up female in a South with very strict definitions of gender roles. This dimension is not prominent in the film version, which gave in to the demands of the Hollywood star system and made the girl’s father, played by Gregory Peck, the main character, and made racism the main issue. The article concludes with a necessary reconsideration of Atticus Finch, subjected in recent years to the complaint that both the novel and the film convey the historically inaccurate message that heroic whites, instead of blacks, were the leaders of the anti-racist movements of the twentieth century. Atticus Finch no doubt remains tied to the accommodating values of his class and he never openly questions the structural racism of which he himself is part, but moral horizons of previous eras are often narrow in comparison with our own, and we should avoid the excesses of presentism and maintain the historical perspective that allows us to celebrate the courage and success of fictional white liberals like Atticus and real ones like Harper Lee herself, who could only speak as whites, not as black victims. Despite all its limitations, Mockingbird did contribute to making hearts and minds reconsider race in America, and it remains a socially and historically important film. Thus, we should at least acknowledge its merit in taking a stand during a period when many films avoided controversial racial matters.
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MacRae, Cathi Dunn. "Presenting Young Adult Fantasy Fiction." English Journal 88, no. 3 (January 1999): 115. http://dx.doi.org/10.2307/821601.
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Belbin, David. "What is young adult fiction?" English in Education 45, no. 2 (June 2011): 132–45. http://dx.doi.org/10.1111/j.1754-8845.2011.01094.x.
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White, Donna R. "Young Adult Science Fiction (review)." Lion and the Unicorn 24, no. 3 (2000): 473–75. http://dx.doi.org/10.1353/uni.2000.0036.
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Арутюнова, А. М. "Teenage crisis of faith in the hero of John Updike’s story Pigeon Feathers." Вестник Рязанского государственного университета имени С.А. Есенина, no. 3(80) (September 29, 2023): 110–17. http://dx.doi.org/10.37724/rsu.2023.80.3.011.
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В настоящее время вырос интерес к личности подростка, что во многом продиктовано доминированием антропоцентрического подхода в современной науке и расцветом подростковой литературы, начиная с середины ХХ века. Центральной темой произведений, посвященных такой важной и уникальной фазе взросления, становится поиск ответа на вопросы о смысле жизни и обретении самоидентичности (социальной, исторической, культурной, национальной, расовой, сексуальной и т. д.). Данная статья посвящена исследованию кризиса религиозной веры молодого человека и его дальнейшего самоопределения на материале рассказа Джона Апдайка «Голубиные перья» (1962). Научная новизна исследования заключается в выборе произведения: ранее этот текст не рассматривался в отечественном литературоведении с точки зрения философии бытия. Для анализа рассказа Дж. Апдайка автор обращается к представлениям об обретении идентичности датского философа С. А. Кьеркегора, который предполагал, что процесс самоидентификации заключается в проживании критических ситуаций с обретением своего личного жизненного опыта. В тексте на примере определенных эпизодов рассказа «Голубиные перья» прослеживается постепенное разочарование главного героя в религии. Особое внимание уделяется переломному моменту в жизни молодого человека — обретению веры в бессмертие через смерть. At present, we observe growing interest in a teenager’s personality. This is largely due to the dominance of the anthropocentric approach in modern science and to fiction for young adults that has experienced flourishment since mid-twentieth century. The central theme of books devoted to this important and unique phase of life is the search for answers to questions about the meaning of life and the acquisition of self-identity (social, historical, cultural, national, racial, sexual, etc.). This article focuses on study of the crisis of religious faith in the young hero and further, on his self-determination, as illustrated in John Updike’s short story Pigeon Feathers (1962). The novelty of our study lies in the choice of the work: Russian literary critics have never discussed this story from the point of view of the philosophy of being. In order to analyze Updike’s story, the author refers to the concepts of identity acquisition of S. A. Kierkegaard. This Danish philosopher suggested that the process of self-identification consists in living through critical situations and thus gaining one's personal life experience. Looking into certain episodes of the story Pigeon Feathers, one can trace the protagonist’s growing disappointment in religion. The turning point in the life of the young man occurs when, burying the dead pigeons, he gains faith in immortality.
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Crowe, Chris. "Young Adult Literature: Sports Literature for Young Adults." English Journal 90, no. 6 (July 1, 2001): 129–33. http://dx.doi.org/10.58680/ej2001808.
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Harrison, Jennifer. "Why Young Adult Speculative Fiction Matters." Libri et Liberi 7, no. 1 (September 11, 2018): 172–73. http://dx.doi.org/10.21066/carcl.libri.2018-07(01).0009.
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Wilson, Kim. "Abjection in Contemporary Australian Young Adult Fiction." Papers: Explorations into Children's Literature 11, no. 3 (December 1, 2001): 24–31. http://dx.doi.org/10.21153/pecl2001vol11no3art1325.
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Basu, Balaka. "Female Rebellion in Young Adult Dystopian Fiction." Contemporary Women's Writing 10, no. 1 (July 23, 2015): 147–49. http://dx.doi.org/10.1093/cww/vpv013.
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Rochelle, Warren. "Young Adult Science Fiction (review)." Children's Literature Association Quarterly 25, no. 4 (2000): 223–24. http://dx.doi.org/10.1353/chq.0.1323.
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Mertz, Maia Pank. "Enhancing literary understandings through young adult fiction." Publishing Research Quarterly 8, no. 1 (March 1992): 23–33. http://dx.doi.org/10.1007/bf02680518.
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Lee, Gabriela. "Past Selves, Future Worlds: Folklore and Futurisms in Science Fiction: Filipino Fiction for Young Adults." Comparative Critical Studies 19, no. 3 (October 2022): 417–28. http://dx.doi.org/10.3366/ccs.2022.0456.
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Science fiction written specifically for young readers has had difficulty in establishing itself as a separate genre from fantasy, especially since there is a blurred notion of what constitutes fantasy vis-a-vis science fiction in children’s literature. This difficulty is reflected in the stumbling development of children’s and YA science fiction compared to the relatively clear development of children’s and YA fantasy. As such, trying to define what science fiction for young readers is takes on a malleable, inconsistent quality compared to the more established megatexts of science fiction for adult readers. It is through these unstable definitions of science fiction for adolescents that this essay examines how selected stories from the 2016 anthology Science Fiction: Filipino Fiction for Young Adults, the first anthology of Philippine sf writing that caters directly for a young adult audience, negotiate the genre definitions of ‘science fiction’ and ‘young adult’ for a non-Western audience. Studying how these imagined futures represent the experiences of young non-Western readers who have otherwise been excluded from YA science fiction reveals how the genre can widen and expand its parameters.
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Wadham, Rachel Lynn, Andrew P. Garrett Garrett, and Emily N. Garrett. "Historical Fiction Picture Books." Journal of Culture and Values in Education 2, no. 2 (June 27, 2019): 57–72. http://dx.doi.org/10.46303/jcve.02.02.4.
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Historical fiction picture books represent a small subset of titles in the broader scope of the format. However, these books are important to both readers and educators. As books are used in educational settings it is critical to assess their effectiveness in helping teach children. This is especially true of historical fiction which generates its own unique challenges. To deeply assess historical fiction picture books we gathered and analyzed a sampling of 126 titles to assess trends in the genre. We found that there were multiple conflicts between the genre and format. There were many books in the sample that struggled with directing the content to a young audience, giving a accurate portrayal of race issues, and maintaining general authenticity and accuracy in the writing. There were also some notable examples of historical picture books that did not display these faults, showing that with the right content and approach, historical fiction picture books have the potential to be invaluable tools for teaching children.
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Saxena, Vandana. "‘Live. And remember’: History, memory and storytelling in young adult holocaust fiction." Literature & History 28, no. 2 (September 14, 2019): 156–74. http://dx.doi.org/10.1177/0306197319870380.
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Young adult fiction has emerged as a crucial pedagogical tool for Holocaust education. According to scholars and writers, it promotes empathy and also encourages the readers to become a part of the process of remembering. However, this field of storytelling also grapples with the dilemma of traumatic subject matter and its suitability for young readers. The humanist conventions of young adult fiction are often in conflict with the bleak and horrifying core of Holocaust literature. Young adult novelists have tried to deal with these problematic aspects by using multiple narrative strategies to integrate the memories of genocide and human rights abuse with the project of growth and socialisation that lies at the heart of young adult literature. This paper examines the narrative strategies that make young adult fiction an apt bearer and preserver of the traumatic past. Specifically, these strategies involve fantastical modes of storytelling, liminality and witness testimonies told to the second- and third-generation listeners. These strategies modify the humanist resolution of young adult narratives by integrating growth with collective responsibility.
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Katelyn Mathew. "How Young Adult Crime Fiction Influences and Reflects Modern Adolescents." Digital Literature Review 10, no. 1 (April 18, 2023): 108–19. http://dx.doi.org/10.33043/dlr.10.1.108-119.
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When we read crime fiction, we oftentimes expect a cast dominated by adult characters. This is likely a result of decades’ worth of popular crime fiction narratives almost exclusively containing adult characters. The earliest literature in the mystery and crime genre that was targeted towards younger audiences contained teenage detectives and adult criminals because it allowed the younger audiences to read about powerful teenagers overthrowing adult authority while still only engaging in acceptable moral activities in an attempt to decrease or discourage juvenile delinquency. A newer trend among young adult crime fiction novels is the adolescent playing the part of the criminal in addition to the detective. Applying social cognitive theory explored in the study conducted by Black and Barnes to the roles of adolescents in Karen M. McManus’s young adult mystery novel One of Us Is Lying and its sequel One of Us Is Next, this paper will analyze the novels’ adolescent characters to show how adolescent characters in young adult crime fiction reflect their young audiences’ desires to subvert adult hierarchies while still displaying acceptable morals and how they possibly influence their sense of morality.
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Seo, Seung-hui. "Young Adult Fiction and Gender: Focusing on the Korean Young Adult Literature Award Winner." Education Research Institute, Chungbuk National University 45, no. 1 (April 30, 2024): 31–71. http://dx.doi.org/10.55152/kerj.45.1.31.
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This study focuses on the ways in which Korean society's gender norms are reinterpreted by the winners of the Young Adult Literature Awards. First, I examined how the gendered family system in Korean society has been transformed and reconfigured, and how it affects the youth identity. Families in the Young Adult Fiction do not conform to conventional models of normal families and gender role norms. However, I critically examined the direction of family narratives by pointing out that the newly transformed familism limits the imagination of Young Adult Fiction. Next, I examined the representation of adolescent sexuality as a consistent practice. Male adolescents were often portrayed as the protagonists of events, which is problematic from a gender-sensitive perspective, and female adolescent sexuality had largely been addressed in the realm of pregnancy, abortion, and childbirth. However, I expect to see more narratives exploring female sexual self-determination in a new light. Finally, I highlighted issues of queer identity that are not captured by the gender binary. The winners of the Young Adult Literature Prize tend to deal with queer identity issues in friendships, and the recent winners have portrayed queer issues in new ways and formats through a combination of family, travel narratives, and romance narratives. Unlike in the past, when queer people were categorically excluded, minority issues have recently been addressed in terms of human rights education; however, it remains to be seen whether this will generate meaningful reflections in the future.
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Markland, Anah-Jayne. "“Always Becoming”: Posthuman Subjectivity in Young Adult Fiction." Jeunesse: Young People, Texts, Cultures 12, no. 1 (June 2020): 208–14. http://dx.doi.org/10.3138/jeunesse.12.1.208.
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