COMPLICATING AND COMPLICATED GIRLS IN CHILDREN'S LITERATURE

Louise JohnsonMCRp

A recurring argument within children's literature is that children need to read representative texts (Rudine Sims Bishop, 1990) and as Karen Coats recognises, gender plays a vital part in such issues of representation yet remains underexplored (2017). By delivering a series of papers which work to destabilise, question and interrogate theorisations about the 'girl' within both children's and young adult literature, this panel seeks to address that critical lacuna. In particular, it looks to take both a "pleasure in the confusion of boundaries" and a "responsibility in their construction" (Haraway, 1991: 149), by arguing against dominant reductionist readings of both girls and girlhood and instead working to reclaim, theorise and celebrate her complexity.

Alison Baker - University of East London
Louise Johnson - University of York
Mia Khachidze - Open University

Works cited:-
Bishop, Rudine Sims. "Mirrors, Windows, and Sliding Glass Doors" Perspectives : Choosing and Using Books for the Classroom. 6.3, 1990.
Coats, Karen. "Teaching the conflicts: Diverse responses to diverse children’s books" The Edinburgh Companion to Children's Literature. ed. Clementine
Béauvais and Maria Nikolajeva. Edinburgh University Press, 2017.
Haraway, Donna. Simians, Cyborgs and Women : the reinvention of Nature. Routledge, 1991.

Fri 3:30 pm - 4:45 pm