Introduction

Elisabeth Wesseling, Andrea Mei Ying Wu, Claudia Nelson

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript

1 Citation (Scopus)

Abstract

The study of children's literature as literature may be understood within the broader context of societal de-hierarchization, a phenomenon evolving from the mid-1960s and accelerating in the later decades of the twentieth century, especially in the global north. Interdisciplinarity also received a strong impetus from the emergence of childhood studies in the 1990s, a field that creates bridges among all disciplines that have studied children's literature, inviting conversations between the social sciences and humanities involved in the study of childhood. Contesting the monopoly of the canon on research and teaching also created room for children’s literature. Initially, as work by Zohar Shavit and Maria Nikolajeva (among others) has shown, literary scholars were heavily invested in elevating the status of children’s literature to a mode of literature in its own right, admittedly different from, but not necessarily less than, literature for adult readers.

Original languageEnglish
Title of host publicationThe Routledge Companion to Children’s Literature and Culture
PublisherTaylor and Francis
Pages1-6
Number of pages6
ISBN (Electronic)9781000984460
ISBN (Print)9781032103594
DOIs
Publication statusPublished - 2023 Jan 1

All Science Journal Classification (ASJC) codes

  • General Arts and Humanities

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