Among the legacies of the colonial encounter are any number of contemporary ‘mixed-race' populations, descendants of the offspring of sexual unions involving European men (colonial officials, traders, etc.) and local women. These groups invite serious scholarly attention because they not only challenge notions of a rigid divide between colonizer and colonized, but beg a host of questions about continuities and transformations in the postcolonial world. This book concerns one such group, the Eurasians of India, or Anglo-Indians as they came to be designated. Caplan presents an historicized ethnography of their contemporary lives as these relate both to the colonial past and to conditions in the present. In particular, he forcefully shows that features which theorists associate with the postcolonial present — blurred boundaries, multiple identities, creolized cultures — have been part of the colonial past as well. Presenting a powerful argument against theoretically essentialized notions of culture, hybridity and postcoloniality, this book is a much-needed contribution to recent debates in cultural studies, literary theory, anthropology, sociology as well as historical studies of colonialism, ‘mixed-race' populations and cosmopolitan identities.

Examining the aspects of childhood in the American colonies between the late 16th and late 18th centuries, this text contains essays and documents that shed light on the ways in which the process of colonisation shaped childhood, and in turn how the experience of children affected life in colonial America.

Looks at the homes, clothes, family life, and community activities of boys and girls in the New England colonies.

This book brings together the newest and the most innovative scholarship on Nigerian children—one of the least researched groups in African colonial history. It engages the changing conceptions of childhood, relating it to the broader themes about modernity, power, agency, and social transformation under imperial rule.

Operating at the intersection of history, anthropology, and law, this book reveals the unacknowledged but central role of race in the definition of French nationality. The author weaves together the perspectives of jurists, colonial officials, and more, and demonstrates why the French Empire cannot be analyzed in black-and-white terms.

In a pioneering study of childhood in colonial Spanish America, Bianca Premo examines the lives of youths in the homes, schools, and institutions of the capital city of Lima, Peru. Situating these young lives within the framework of law and intellectual history from 1650 to 1820, Premo brings to light the colonial politics of childhood and challenges readers to view patriarchy as a system of power based on age, caste, and social class as much as gender. Although Spanish laws endowed elite men with an authority over children that mirrored and reinforced the monarch's legitimacy as a colonial "Father King," Premo finds that, in practice, Lima's young often grew up in the care of adults--such as women and slaves--who were subject to the patriarchal authority of others. During the Bourbon Reforms, city inhabitants of all castes and classes began to practice a "new politics of the child," challenging men and masters by employing Enlightenment principles of childhood. Thus the social transformations and political dislocations of the late eighteenth century occurred not only in elite circles and royal palaces, Premo concludes, but also in the humble households of a colonial city.

Colonial India in Children’s Literatureis the first book-length study to explore the intersections of children’s literature and defining historical moments in colonial India. Engaging with important theoretical and critical literature that deals with colonialism, hegemony, and marginalization in children's literature, Goswami proposes that British, Anglo-Indian, and Bengali children’s literature respond to five key historical events: the missionary debates preceding the Charter Act of 1813, the defeat of Tipu Sultan, the Mutiny of 1857, the birth of Indian nationalism, and the Swadeshi movement resulting from the Partition of Bengal in 1905. Through a study of works by Mary Sherwood (1775-1851), Barbara Hofland (1770-1844), Sara Jeanette Duncan (1861-1922), Rudyard Kipling (1865-1936), Upendrakishore Ray (1863-1915), and Sukumar Ray (1887-1923), Goswami examines how children’s literature negotiates and represents these momentous historical forces that unsettled Britain’s imperial ambitions in India. Goswami argues that nineteenth-century British and Anglo-Indian children’s texts reflect two distinct moods in Britain’s colonial enterprise in India. Sherwood and Hofland (writing before 1857) use the tropes of conversion and captivity as a means of awakening children to the dangers of India, whereas Duncan and Kipling shift the emphasis to martial prowess, adaptability, and empirical knowledge as defining qualities in British and Anglo-Indian children. Furthermore, Goswami’s analysis of early nineteenth-century children’s texts written by women authors redresses the preoccupation with male authors and boys’ adventure stories that have largely informed discussions of juvenility in the context of colonial India. This groundbreaking book also seeks to open up the canon by examining early twentieth-century Bengali children’s texts that not only draw literary inspiration from nineteenth-century British children’s literature, but whose themes are equally shaped by empire.

This book considers how contemporary British children’s books engage with some of the major cultural debates of recent years, and how they resonate with the current preoccupations and tastes of the white mainstream British reading public. A central assumption of this volume is that Britain’s imperial past continues to play a key role in its representations of race, identity, and history. The insistent inclusion of questions relating to colonialism and power structures in recent children’s novels exposes the complexities and contradictions surrounding the fictional treatment of race relations and ethnicity. Postcolonial children’s literature in Britain has been inherently ambivalent since its cautious beginnings: it is both transgressive and authorizing, both undercutting and excluding. Grzegorczyk considers the ways in which children’s fictions have worked with and against particular ideologies of race. The texts analyzed in this collection portray ethnic minorities as complex, hybrid products of colonialism, global migrations, and the ideology of multiculturalism. By examining the ideological content of these novels, Grzegorczyk demonstrates the centrality of the colonial past to contemporary British writing for the young.

Introduces key terms, global concepts, debates, and histories for Children's Literature in an updated edition Over the past decade, there has been a proliferation of exciting new work across many areas of children’s literature and culture. Mapping this vibrant scholarship, the Second Edition of Keywords for Children’s Literature presents original essays on essential terms and concepts in the field. Covering ideas from “Aesthetics” to “Voice,” an impressive multidisciplinary cast of scholars explores and expands on the vocabulary central to the study of children’s literature. The second edition of this Keywords volume goes beyond disciplinary and national boundaries. Across fifty-nine print essays and nineteen online essays, it includes contributors from twelve countries and an international advisory board from over a dozen more. The fully revised and updated selection of critical writing—more than half of the essays are new to this edition—reflects an intentionally multinational perspective, taking into account non-English traditions and what childhood looks like in an age of globalization. All authors trace their keyword’s uses and meanings: from translation to poetry, taboo to diversity, and trauma to nostalgia, the book’s scope, clarity, and interdisciplinary play between concepts make this new edition of Keywords for Children’s Literature essential reading for scholars and students alike.