Cover not available
Part of
Transnational Books for Children 1750-1900: Producers, consumers, encounters
Edited by Charlotte Appel, Nina Christensen and M.O. Grenby
[Children’s Literature, Culture, and Cognition 15] 2023
► pp. 1–15

Introduction

|
Article outline
  • What is the “transnational”?
  • Drivers of transnational circulation
  • Further questions
  • Note
  • References
Published online: 8 August 2023
DOI logo
https://doi.org/10.1075/clcc.15.int
References (33)
References
Bachleitner, Norbert. 2009. A proposal to include book history in translation studies. Arcadia 44 (2): 420–440. DOI logoGoogle Scholar
Bannet, Eve Tavor. 2017. Eighteenth-Century Manners of Reading Print: Culture and Popular Instruction in the Anglophone Atlantic World. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Beckett, Sandra & Maria Nikolajeva (eds). 2006. Beyond Babar. The European Tradition in Children’s Literature. Lanham, MD: Scarecrow Press.Google Scholar
Belle, Marie-Alice & Hosington, Brenda M. 2017. Translation, history and print: A model for the study of printed translations in early modern Britain. Translation Studies 10.1: 2–21. DOI logoGoogle Scholar
Bhabha, Homi. 1994. The Location of Culture. London: Routledge.Google Scholar
Boucher, Warren. 2016. Intertraffic: Transnational literatures and languages in late Renaissance England and Europe. In International Exchange in the Early Modern Book World, Matthew McLean & Sara Barker (eds), 343–373. Leiden: Brill. DOI logoGoogle Scholar
Bradford, Clare. 2011. Children’s literature in a global age: transnational and local identities. Barnelitterært Forskningstidsskrift. Nordic Journal of ChildLit Aesthetics, 2.1: 20–34.Google Scholar
Broomans, Petra. 2021. The Meta-Literary History of Cultural Transmitters and Forgotten Scholars in the Midst of Transnational Literary History. In Cultural Transfer Reconsidered. Transnational Perspectives, Translation Processes, Scandinavian and Postcolonial Challenges, Steen Bille Jørgensen & Hans-Jürgen Lüsebrink (eds), 64–87. Leiden: Brill. DOI logoGoogle Scholar
Christensen, Nina. 2017. Imagining equality: The emergence of the ideas of tolerance, universalism, and human rights in Danish magazines for children, 1750–1800. In Imagining Sameness and Difference in Children’s Literature. From the Enlightenment to the Present Day, Emer O’Sullivan & Andrea Immel (eds), 111–127. London: Palgrave. DOI logoGoogle Scholar
Crain, Patricia. 2016. Reading Children. Literacy, Property, and the Dilemmas of Childhood in Nineteenth-Century America. Philadelphia: University of Pennsylvania Press. DOI logoGoogle Scholar
Damrosch, David. 2018. What is World Literature? Princeton: Princeton University Press. DOI logoGoogle Scholar
Darnton, Robert. 1982. What is the history of books? Daedalus 111.3: 65–83.Google Scholar
Field, Hannah. 2019. Playing with the Book. Victorian Movable Picture Books and the Child Reader. Minneapolis, Minnesota: University of Minnesota Press. DOI logoGoogle Scholar
Good, Katie Day. 2020. Bring the World to the Child. Technologies of Global Citizenship in American Education. Cambridge, MA: MIT Press. DOI logoGoogle Scholar
Grenby, M. O. 2011. The Child Reader 1700–1840. Cambridge: Cambridge University Press.Google Scholar
Guignery, Vanessa, Pesso-Miquel, Catherine & Specq, François (eds). 2012. Hybridity. Forms and Figures in Literature and the Visual Arts. Newcastle: Cambridge Scholars Press.Google Scholar
Gutierrez, Anna Katrina. 2017. Mixed Magic. Global-Local Dialogues in Fairy Tales for Young Readers. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Hazard, Paul. 1932. Les livres, les enfants et les hommes. Paris: Flammarion.Google Scholar
Helgesson, Stefan & Thomsen, Mads Rosendahl (eds). 2019. Literature and the World. London: Routledge. DOI logoGoogle Scholar
Hunt, Peter (ed). 2004. International Companion Encyclopedia of Children’s Literature. 2nd edition. 2 vols. Abingdon: Routledge. DOI logoGoogle Scholar
Immel, Andrea & Witmore, Michael (eds). 2005. Childhood and Children’s Books in Early Modern Europe, 1550–1800. New York: Routledge.Google Scholar
Jay, Paul. 2021. Transnational Literature. The Basics. New York: Routledge. DOI logoGoogle Scholar
Juska-Bacher, Britta, Grenby, Matthew, Laine, Tuija & Sroka, Wendelin (eds). 2023. Learning to Read, Learning Religion. Catechism Primers in Europe from the Sixteenth to the Nineteenth Centuries. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Klingberg, Göte. 1987. Denna lilla gris gar till torget. Och andra brittiska toy books i Sverige 1869–79. Falköping: Rabén & Sjögren. [With a summary and bibliographies in English]Google Scholar
Lathey, Gillian. 2010. The Role of Translators in Children’s Literature. Invisible Storytellers, New York: Routledge. DOI logoGoogle Scholar
Lerer, Seth. 2008. Children’s Literature. A Reader’s History, from Aesop to Harry Potter. Chicago: University of Chicago Press. DOI logoGoogle Scholar
Nel, Philip (ed). 2018. Migration, Refugees, and Diaspora in Children’s Literature. [A special issue of] Children’s Literature Association Quarterly, 43 (4). DOI logoGoogle Scholar
Oittinen, Riitta. 2000. Translating for Children. New York: Garland.Google Scholar
O’Sullivan, Emer. 2005. Comparative Children’s Literature. New York: Routledge. DOI logoGoogle Scholar
Pickering, Samuel F., Jr. 1993. Moral Instruction and Fiction for Children, 1749–1820. Athens, GA: University of Georgia Press.Google Scholar
Pratt, Mary Louise. 1991. Arts of the Contact Zone. Profession (1991): 33–40.Google Scholar
Stephens, John (ed). 2018. The Routledge Companion to International Children’s Literature. London: Routledge.Google Scholar
Weikle-Mills, Courtney. 2013. Imaginary Citizens. Child Readers and the Limits of American Independence, 1640–1868. Baltimore: Johns Hopkins University Press.Google Scholar