As Amanda Diekman and Sarah Murnen (2004) note, studies of "nonsexist" children's books tend to focus on girls performing stereotypically masculine behaviors without consideration of how boy characters perform gender (p. 381); however, this narrow focus on girl figures in the identification of nonsexist works has two side-effects:…

Two children, Dan and Una, sit in the woods and listen to a story of Britain's early history told to them by Sir Richard, a spirit conjured from the past for this instructive purpose. In this tale, Sir Richard gains treasure by defeating the "devils" that terrorize a village of African people. In many ways, this framed narrative sets up…

Mothers are essential facilitators of early Theory of Mind development and intrinsic to the acquisition, as well as the content, of many basic schemas learnt in infancy. In this article it is argued that the "mother" schema in children's literature can ease a child's transition into literary discourse by exploiting the child's…

The purpose of this phenomenological study was to describe four children's lived spiritual experiences of literary texts as generated through their responses to two toy fantasy novels for children, "The Miraculous Journey of Edward Tulane" by Kate DiCamillo (2006) and "The Mouse and his Child" by Russell Hoban (1967). The…

Each of the papers in this collection offers a much-needed antidote to the forces that disconnect educators from the places in which they teach, learn, and live. Together, they provide an opportunity to reflect on the power of place in education. This issue offers an opportunity--an invitation--to embrace all that the places both in and outside…

This article explores ways to utilize students' interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not…

The goals of higher education often entail the development of students' character. Rarely, however, are these character development goals connected to the unique design and delivery of distance education programs. Additionally, the research literature that explores the character development aspects of distance education is sparse. Thus the purpose…

Discusses the design of a syllabus for the study of fantasy literature. (AA)

Notes negative responses of contemporary Americans to fantasy literature. Notes that as the prejudice against fantasy literature diminished, more American children's authors began working in this area. Suggests that perhaps the real reason so many Americans have attempted to suppress fantasy literature for children is because they fear the…

This report discusses the opposition to fantasy, as well as the support for it, both as an activity of the mind and as literature, and concludes that fantasy literature is useful in promoting language development and literature appreciation. The report then discusses characteristics of fantasy literature, lists works suitable for class use, and…

States that finding a critical language in which to speak about children's fantasy texts is not as straightforward as might first appear. Discusses ideas held by T. Todorov and J.R.R. Tolkien. Argues that fantasy is a metaphorical mode, and details an anatomy of children's fantasy. Concludes that children's fantasy can be described as a body of…

Presents a brief discussion of critical topics addressed in fantasy literature that can help build a foundation for bringing this well-loved genre into the classroom in a meaningful way. Considers fantasy literature's mythic structures and heroic cycles, and religious commentary. Discusses history in fantasy, gender roles, and social commentary of…

Uses the fantasy genre as a vehicle of generating discussion about gender issues in a seventh-grade classroom. Uses 4 fantasy titles and describes how 10 class days were organized. Gives students' reactions to the book and assesses the impact of the unit. (SG)

Maintains that fantasy literature, based on archetypal rites-of-passage, provides a context in which students can gain insight into their own struggles for growth and self-awareness and that this "link to life" is one of the genre's most attractive features. (FL)

Chronicling a year-long project to study fantasy literature, this book presents essays, teaching units, student writing, and "jack tales." The project chronicled in the book consisted of a 3-week intensive study program for librarians and teachers of grades 2 through 7 throughout the Appalachian region, followed up by two more meetings…