Exploring the ethical questions posed by, in, and about children’s literature, this collection examines the way texts intended for children raise questions of value, depict the moral development of their characters, and call into attention shared moral presuppositions. The essays in Part I look at various past attempts at conveying moral messages to children and interrogate their underlying assumptions. What visions of childhood were conveyed by explicit attempts to cultivate specific virtues in children? What unstated cultural assumptions were expressed by growing resistance to didacticism? How should we prepare children to respond to racism in their books and in their society? Part II takes up the ethical orientations of various classic and contemporary texts, including 'prosaic ethics' in the Hundred Acre Wood, moral discernment in Narnia, ethical recognition in the distant worlds traversed by L’Engle, and virtuous transgression in recent Anglo-American children’s literature and in the emerging children’s literature of 1960s Taiwan. Part III’s essays engage in ethical criticism of arguably problematic messages about our relationship to nonhuman animals, about war, and about prejudice. The final section considers how we respond to children’s literature with ethically focused essays exploring a range of ways in which child readers and adult authorities react to children’s literature. Even as children’s literature has evolved in opposition to its origins in didactic Sunday school tracts and moralizing fables, authors, parents, librarians, and scholars remain sensitive to the values conveyed to children through the texts they choose to share with them.

Poetics and Ethics of Anthropomorphism: Children, Animals, and Poetry investigates a kind of poetry written mainly by adults for children. Many genres, including the picture book, are considered in asking for what purposes ‘animal poetry’ is composed and what function it serves. Critically contextualising anthropomorphism in traditional and contemporary poetic and theoretical discourses, these pages explore the representation of animals through anthropomorphism, anthropocentrism, and through affective responses to other-than-human others. Zoomorphism – the routine flipside of anthropomorphism – is crucially involved in the critical unmasking of the taken-for-granted textual strategies dealt with here. With a focus on the ethics entailed in poetic relations between children and animals, and between humans and nonhumans, this book asks important questions about the Anthropocene future and the role in it of literature intended for children. Poetics and Ethics of Anthropomorphism: Children, Animals, and Poetry is a vital resource for students and for scholars in children’s literature.

From the authors of the popular blog and resource for teachers, The Classroom Bookshelf, this book offers a framework and teaching ideas for using recently released children’s and young adult literature to build a culture of inquiry and engagement from a text-first approach. Reading With Purpose is designed to help K–8 teachers tap into their inner reader, to make intentional text selections for their students, and to create joyful and purpose-driven literacy learning experiences. The heart of the book is organized according to four purposes for selecting and using literature: care for ourselves and one another, connect with the past to understand the present, closely observe the world around us, and cultivate critical consciousness. Each chapter includes classroom stories, accessible research, reasons for why this matters now, and criteria for selecting for this purpose. A final section provides teaching invitations that pair with suggested books but can also be used with any high-quality book teachers may already have in their classrooms. Book Features: Builds on important work from thought leaders urging teachers to create their own reading identities to help them do so for their students.Describes a simple, sustainable framework teachers and teacher educators can use immediately to make more purposeful text selections.Provides myriad teaching ideas, narrative anecdotes from diverse classrooms, student work samples, and reflective questions.Offers a list of recommended, recently published children’s and young adult literature.

In her reappraisal of canonical works such as Black Beauty, Beautiful Joe, Wind in the Willows, and Peter Rabbit, Tess Cosslett traces how nineteenth-century debates about the human and animal intersected with, or left their mark on, the venerable genre of the animal story written for children. Effortlessly applying a range of critical approaches, from Bakhtinian ideas of the carnivalesque to feminist, postcolonial, and ecocritical theory, she raises important questions about the construction of the child reader, the qualifications of the implied author, and the possibilities of children's literature compared with literature written for adults. Perhaps most crucially, Cosslett examines how the issues of animal speech and animal subjectivity were managed, at a time when the possession of language and consciousness had become a vital sign of the difference between humans and animals. Topics of great contemporary concern, such as the relation of the human and the natural, masculine and feminine, child and adult, are investigated within their nineteenth-century contexts, making this an important book for nineteenth-century scholars, children's literature specialists, and historians of science and childhood.

An investigation of identity formation in children's literature, this book brings together children’s literature and recent critical concerns with posthuman identity to argue that children’s fiction offers sophisticated interventions into debates about what it means to be human, and in particular about humanity’s relationship to animals and the natural world. In complicating questions of human identity, ecology, gender, and technology, Jaques engages with a multifaceted posthumanism to understand how philosophy can emerge from children's fantasy, disclosing how such fantasy can build upon earlier traditions to represent complex issues of humanness to younger audiences. Interrogating the place of the human through the non-human (whether animal or mechanical) leads this book to have interpretations that radically depart from the critical tradition, which, in its concerns with the socialization and representation of the child, has ignored larger epistemologies of humanness. The book considers canonical texts of children's literature alongside recent bestsellers and films, locating texts such as Gulliver’s Travels (1726), Pinocchio (1883) and the Alice books (1865, 1871) as important works in the evolution of posthuman ideas. This study provides radical new readings of children’s literature and demonstrates that the genre offers sophisticated interventions into the nature, boundaries and dominion of humanity.

The Mythology of the Animal Farm in Children’s Literature: Over the Fence analyzes the ways in which myths about farmed animals’ lives are perpetuated in children’s materials. Specifically, this book investigates the use of five recurring thematic devices in about eighty books for young children published during the past five decades. The close readings of texts and images draw on a wide range of fields, including animal theory, psychoanalytic and Marxian literary criticism, child development theory, histories of farming and domestication, and postcolonial theory. In spite of the underlying seriousness of the project, the material lends itself to humorous and not overly heavy-handed explications that provide insight into the complex workings of a literary genre based on the covering up of real animal lives.

For readers of The Second Machine Age or The Soul of an Octopus, a bold, exciting exploration of how building diverse kinds of relationships with robots—inspired by how we interact with animals—could be the key to making our future with robot technology work There has been a lot of ink devoted to discussions of how robots will replace us and take our jobs. But MIT Media Lab researcher and technology policy expert Kate Darling argues just the opposite, suggesting that treating robots with a bit of humanity, more like the way we treat animals, will actually serve us better. From a social, legal, and ethical perspective, she shows that our current ways of thinking don’t leave room for the robot technology that is soon to become part of our everyday routines. Robots are likely to supplement—rather than replace—our own skills and relationships. So if we consider our history of incorporating animals into our work, transportation, military, and even families, we actually have a solid basis for how to contend with this future. A deeply original analysis of our technological future and the ethical dilemmas that await us, The New Breed explains how the treatment of machines can reveal a new understanding of our own history, our own systems, and how we relate—not just to nonhumans, but also to one another.

Despite the central role that animals play in African writing and daily life, African literature and African thinkers remain conspicuously absent from the field of animal studies. The Postcolonial Animal: African Literature and Posthuman Ethics demonstrates the importance of African writing to animal studies by analyzing how postcolonial African writing—including folktales, religion, philosophy, and anticolonial movements—has been mobilized to call for humane treatment of nonhuman others. Mwangi illustrates how African authors grapple with the possibility of an alternative to eating meat, and how they present postcolonial animal-consuming cultures as shifting toward an embrace of cultural and political practices that avoid the use of animals and minimize animal suffering. The Postcolonial Animal analyzes texts that imagine a world where animals are not abused or used as a source of food, clothing, or labor, and that offer instruction in how we might act responsibly and how we should relate to others—both human and nonhuman—in order to ensure a world free of oppression. The result is an equitable world where even those who are utterly foreign to us are accorded respect and where we recognize the rights of all marginalized groups.