Nevertheless, criticism tends to fracture between a liberal-humanist and educationalist view that children’s literature should adhere to and inculcate “traditional” literary and cultural values and a more postmodern and theoretical view that texts for children are part of a complex cultural matrix and should be treated nonjudgmentally. The distinctions that apply in other literary systems between “literature” and “popular literature” or “literature” and “nonliterature” are not necessarily useful in this field. Although its practitioners position themselves at different points on the spectrum between “book-oriented” and “child-oriented,” the study is held together by the “presence” of some concept of child and childhood in the texts. The study of children’s literature as an academic discipline has developed since the 1980s from its roots in education and librarianship to its place in departments of literature and childhood studies. Popular Culture and Children’s Literature.Picture Books, Comics, and Illustration.Empire, Colonialism, and Postcolonialism.Essay Collections from Journals and Conferences.
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