Past CIRCL MA Dissertations
Here is an alphabetical list of most past MA dissertations written for the CIRCL MA in Children’s Literature. This list has now been updated to 2012 and 2016 has also been added now, but not 2013-15 yet, but further years may be added with a lapse of time, so please do contact us if you are looking for information and cannot find it here.
Please e-mail the CIRCL Director, Professor Karin Lesnik-Oberstein on firstname.lastname@example.org if you need access to the dissertations or wish more information about any of them. Please note however that we can not send out dissertations, they can only be accessed by appointment at the University of Reading.
Adams, Julia Anne.
Sexing the daemon: definitions of the human, the body, sexuality and gender in Philip Pullman’s His Dark Materials. 2005.
“Girls and boys come out to play….”: an account of the history of nursery rhymes. 1997.
Investigating patterns within Rupert Bear. 1999.
Alliston, Marian L.
A study of Charles Causley’s poetry for children: with particular reference to reader response. 1997.
Constructing identities in David Shannon’s ‘David’ picturebooks. 2008.
Constructions of autism: the Individual versus the Community. 2004.
Almond’s tales of innocence and experience: a study of Skellig, Kit’s Wilderness & Heaven Eyes. 2001.
Appellation in Coraline Novel by Neil Gaiman. 2016.
The battle of interpretation: Treehorn revisited. 1997.
The literary fairy tale and education in Holiday House, At the Back of the North Wind, and Christmas-tree Land. 2002.
Atinmo, Olabisi A.
Autobiography: narrative constructions of subjectivity in Dave Pelzer’s A Child Called ‘It’ and The Lost Boy. 2005.
Incontinent elephants to interactive websites: an analysis of Blue Peter as it faces 2000. 1999.
The nine resolutions of Ellie Allard. An analysis of three chapters in Jacqueline Wilson Girls in Love. 2012.
Bailey, Sarah Elizabeth.
Writing, watching and knowing adolescence in The Virgin Suicides‘. 2003.
Reading the un-child: An examination of the adult in children’s literature criticism. 2012
Banham, Christopher M.
Morality and similarity: examining the relationship between the ‘school story genre’ and The Adventures of a Three Guinea Watch by Talbot Baines Reed. 2001.
Bark, Deborah, Louise.
The child in verse: problems of address and the child’s voice in Christina Rossetti’s Sing-song and Robert Louis Stevenson’s A Child’s Garden of Verses‘. 2006.
Herculean tasks: examining gender and the ‘rules’ of Greek myth in contemporary retellings for children. 2005.
The evolution and meaning of the tomboy and the sissy in England and America 1830-1930. 1998.
Beatty, Katharine Lorraine.
Sonya Hartnett’s Thursday’s Child: wandering through the language of names. 2003.
“We aimed you”: governments and individuals in Orson Scott Card’s Ender’s Game. 2005.
Learning from the past: a study of the connection between history and the individual in Jane Yolen’sThe Devil’s Arithmetic and Janet Lunn’s The Root Cellar. 2006.
Billinger, Elizabeth, A.
Nourishing the child: reading from The Uses of Enchantment and debates on children’s diets. 2006.
The secret space between past and future: a study of age and time in three children’s texts. 2000.
Shades of slavery. 1993.
The idea of the journey in James and the Giant Peach. 2003.
Who needs dads? A study of masculinity in families in three contemporary children’s texts. 2001.
Broad, Sara Eileen.
Of mice and men: reading subjectivity in the film Stuart Little. 2004.
‘Food, Glorious Food?’ Reflections on Eating in the Asterix Series. 2010.
Brown, Katie Alice.
Reading ‘Meaning’ in Janne Teller’s Nothing. 2016.
Exploring Difference in Northern Lights. 2011.
First a second look: an analysis of a selection of prize-winning picture books from the past decade. 1991.
The Constructed Child (in relation to ideas of censorship). 2011.
Surviving death: the protagonist’s journey through the death of another in four children’s novels. 1998.
Cameron-Wilson, Frances Palmer.
Home matters: twentieth century windows on homelife in nineteenth century American children’s literature. 1993.
Caraveo, Amber J.
Telling tales on wicked witches: an exploration of the witch figure in children’s literature. 1995.
Carter, James, 1959-
Mice-en-scene: a critical insight into the multiple syntheses that occur in the process of adapting children’s novels into animated films, with particular reference to Russell Hoban’s The Mouse and his Child. 1996.
The Gothic invasions: a study of the shaping effects of Gothic themes and imagery on children’s literature as it has developed from the 19th century to the present day. 1995.
Reading travel guidebooks as a genre: an analysis of Time Out London for Children and Knapsack Guide to London: Essential Guides for Streetwise Kids. 2007.
The idea of identity and identification and the idea of child: an exploration on the narration of one paragraph in Julie of the Wolves. 2005.
Utterly ‘Utterly Me, Clarice Bean’: discussions about the reading of Utterly Me, Clarice Bean. 2006.
Language, gender and education in Ursula le Guin’s A wizard of Earthsea. 2003.
Undermining the distinction between animal-ness and human-ness in Philip
Pullman’s Northern Lights. 2006.
Chung-Chi Tsai, Giselle.
Carrots: a child of ambiguity. 2004.
Claridge, Laura Anne.
A Reading of the C. S. Lewis Essay ‘It All Began with a Picture…’, with a further Consideration of ‘Seeing Pictures’ in Relation to Story. 2016.
The acceptance and denial of the strange and mysterious in Harry Potter and the Philosopher’s Stone. 2006.
Garner’s patterns: ‘she wants to be flowers but you make her owls’. 1998.
Cocks, Neil Hayward.
A conflict of ages: the double in children’s literature. 1995.
Collins, Carol Anne.
Discourses of dilemma: a consideration of the family and the role of the female adolescent identity in Neil Gaiman’s and Dave McKean’s The Wolves in the Walls and MirrorMask. 2007.
Collins, Fiona M.
Pick me up and … read me: an investigation into the ideological and stylistic changes in bookjackets from 1950 to 1993. 1993.
What has Disney done to the fairy tale?. 1997.
Crowley, Sarah Elizabeth.
The forgotten text?: an investigation of the preface within two works of children’s literature. 2002.
D’Arcy Ryan, Emma.
A study of Charlie and the Chocolate Factory in relation to identity, power, construction and the meaning of chocolate. 2002.
A web of relations: a feminist study of the construction of familial relationships in the work of Paula Fox from the 1880s and 1990s. 1997.
What wond’rous life in this I lead: towards a study of the garden in the work of four children’s writers. 1993.
Davis, Helen Ruth.
‘His dark Pullmans’: readings of critical readings of the trilogy His Dark Materials by Philip Pullman. 2003.
Little women and little men: the construction of adolescence to adults in two nineteenth-century American novels. 2001.
Desmarais, Helena Mary.
Ideas of the “spoiled child” in four novels. 2008.
Discussions of Popular Text: Twilight Anti-Fandom, Contradiction and Superiority. 2011.
Duff, Saskia. An uncanny return: Post-modernity children’s literature criticism and Robert Cormier’sThe Bumblebee flies Anyway. 2012
Dunn, Gemma Susan.
Figurations of Sylvia Plath: reading the child and The Bed Book. 2006.
Truth, justice and the American way: a critical assessment of Superman. 1999.
Edwards, Catrin Mair.
The pivoting reader: meaning and its (in)stability in John Stephens’ Language and Ideology in Children’s Fiction. 2007.
Eldridge, Elisabeth Frances, 1979-
The darkest tunnels of our dreams: exploring the underground in Thursday’s Child, Kit’s Wildernessand The Tombs of Atuan. 2003.
Out to the edge, and back: a study of the heroic journeys made by women in the Tillerman stories of Cynthia Voigt, with particular reference to Homecoming, Dicey’s Song, The Runner and Seventeen Against The Dealer. 1998.
Evans, Lucy Anne.
Perspectives on violence and death in His Dark Materials by Philip Pullman. 2009.
What is the realtionship between myth and fairytale?. 2007.
At the Threshold: Doors and the Construction of Liminality in Parallel-World Fantasy Literature. 2009.
A discussion of ‘play’ in Ezra Jack Keats’s picture books. 2007.
Fisher, Judith M.
Adolescents’ reading and re-reading: an examination of the relationship between the sex of the reader and the approach to and reading of the text. 1988.
Fong, Lynn Su-Yen.
Words and pictures in the picturebook: what is the difference? 2004.
Uncovering a myth of Anne Frank: a closer look at the book cover and ‘blurb’ of one edition of The diary of Anne Frank. 2001.
Friedman, Robbin Ellis.
Handling the past, shaping the future: the issue of authorship in two novels by Lowis Lowry. 2005.
Construction of identity in White Stranger, The Other Side of Truth and The Friends. 2000.
Subjectivity & narration in Sonya Hartnett’s Surrender. 2007.
The house in children’s literature: a study of aspects of the house with particular reference to the Green Knowe stories. 1994.
Surviving the war: World War II in British and Greek children’s literature. 1997.
Really True Somewhere: Ideas of Writing in the Work of Diana Wynne Jones. 2011.
Gillespie, Hannah Elizabeth.
‘The Most Important Relationship’: The Construction of the Family in Jacqueline Wilson’s Texts. 2016.
“A series of unintelligible shrieks”: ‘baby talk’ in children’s literature and criticism. 2005.
Graham, Annie Jane Charlotte.
‘The Irony of Family’: Containing the Subversive in Just William. 2016.
Digging into holes. 2001.
A feminine coming of age. 1993.
Meaningless jabber: communication between the human and the animal. 2004.
Writing their names in the land: a study of women, daughters and the landscape in North American prairie fiction. 2000.
Hammond, Maria Catherine.
‘Would I Make Noises Like my Mother?’ A Reading of Sexuality in Forever. 2009.
What to Look For in a Narration of ‘What to Look For in …’ 2010.
Hankin, Joanna Christiane.
Ideas of story and of storytelling in The Silver Sword. 2002.
Imagination, reality and the child: textual studies on A Dog So Small and the Pooh stories. 2001
Analysis of the Preface… 2009.
Harvey-Jones, Jemma-Marie Marjorie.
The construction of ‘adventure’ in the text Kim by Rudyard Kipling. 2008.
Rides of passage: the rise and fall of the pony book. 1994.
A Grimm tale?: a consideration of the value and significance of the Grimm’s fairytales, with particular reference to Snow White. 1991.
‘In the Great Forest a Little Elephant was Born’: Investigating Jean de Brunhoff’s Babar Picture-books and Where They are Situated in Relation to an Idea of Series Fiction. 2010.
Hon, Ng Back.
Name and identity in Arilla Sun Down and A Wizard of Earthsea. 2007.
Tragic or magic? A comparison of racial ideology structured through Harry Potter and the Imperial War Museum’s Holocaust Exhibition. 2001.
Hopkins, Gillian Travis.
Arden to Harden to Harding; the construction of class in The House of Arden and Harding’s Luck by Edith Nesbit. 2006.
Hornby, Stephanie Christina.
‘Just leave it to me, what a gown this will be!’ Women and their clothes in Disney Classic and Disney Pixar films. 2016.
Secret movements of a deeper self: an examination of the concern about boys’ reading habits. 2008.
A study on the construction of toy characters and the meanings of their adventures in four toy fantasies. 2001.
Put on the Naughty Step: How are Elizabeth, Betty, Mildred and the Girls of St Trinian’s Constituted as Naughty Schoolgirls? 2010.
Language and the emergence of subjectivity in Patricia MacLachlan. 1997.
Hunt, Verity Jane.
Ideas of framing in picture book narratives. 2002.
Hutanan, Nachanok (Wi).
Constructions of Ideas of Beauty in Shrek I. 2011.
Your attention please: the nuclear threat in teenage fiction. 1991.
Jackson, Stephanie Caroline.
The skull beneath the skin: images of death in Terry Pratchett, Philip Pullman and Ursula le Guin. 2003.
Jennings, Katherine Marie.
Exploring the issues that are present within children’s crime fiction. 2003.
From Skazka to Scieszka: defining the folktale. 2002.
Readings of perspective in Save the Children’s webpage ‘Syria Crisis: Donate now’. 2016.
One End Street revisited: a reappraisal of the work of Eve Garnett. 1998.
A reading of how ideas of the witch are framed in three texts: Valerie Thomas and Korky Paul’sWinnie the Witch, T.H. White’s The Sword in the Stone, and Hans Christian Anderson’s The Snow Queen. 2007.
Looking closely at narration in selected children’s books. 2006.
National identity in Australian children’s literature. 1999.
A reading of power, magic, the ordinary and the strange in Matilda and The Haunting. 2005.
‘Tell me about …’: an account of an approach to literature in a middle school. 1988.
Stories, Bargains, Spells and Talking Life into Things: The Art of Creating, Realizing and Circumventing Meaning. 2011.
Kinley, Sarah Jane.
‘Differing in Degree Only’: Constructions of Animal Consciousness in Black Beauty and White Fang. 2011.
Farewell to Christianity: A Study of Reading Religiousness in Across the Nightingale Floor and The Last Battle. 2010.
The child’s role in a family mosaic: Alki Zei leads her child-hero to maturity. 1998.
[title forthcoming] 2009.
Stopping for death: a case of poetry anthology reading. 2004.
The Negotiated ‘Child’ in the United Nations Convention on the Rights of the Child. 2009.
A study of oral narrative in the culture of traveller children and its relationship to their competence in literacy. 1988.
Lee, Brenda Yu-lien.
The pedagogical use of art for cultural transmission in Anthony Browne’s Willy’s Pictures and The Shape Game. 2005.
Sounds and letters: What it means for a child to learn phonetically. 2011.
One reader reading: an individual study in reader response. 1989.
New age awareness in children’s literature. 1994.
Ideas of narration, motherhood and knowledge in Peter Pan. 2002.
Author, producer, and personhood: a reading of the idea of authorship in Rachel Field’s Hitty: Her First Hundred Years. 2008.
Constructing adolescence in novels about young adults. 1998.
The Representation of Chinese Culture and Gender Roles in Walt Disney’s Mulan. 2011.
Lisowski, Heather Maryse.
Rabbits, hobbits, and sailing ships: the feminine presence in three boys’ adventure stories. 2001.
Trouble in paradise: I Can’t Live Without You. 2006.
Moving the pictures: shifting the frame. 1997.
Tomorrow’s world: past, present and future. 1998.
Identity and secrecy in Danny the Champion of the World. 2004.
The nativity in picture books. 2002.
Ideas of desire and property in the Little House on the Prairie and Walkabout. 2001.
Readings of ideas about night, bedtime, and sleep. 2006.
“The same but different”: a study of similarity and difference in Philip Pullman’s His Dark Materialstrilogy and Nicholas Wright’s stage adaptation of the same. 2005.
McCall, Peter D.
Bang ’em up young: the institutional world of Greyfriars. 1994.
McCalman, Donna L.
Singing a black girl’s song: black American female identity as portrayed in the realistic adolescent fiction of Rosa Guy and Mildred Taylor. 1995.
Pigs and kids growing up. 1999.
An exploration of narrative viewpoint in the adaptation of children’s literature for television. 1995.
Medhurst, Jessica Anne.
What is Inkheart?: a discussion of notions of text in Inkheart. 2008.
The Wind in the Willows and after: Kenneth Grahame, Jan Needle and the concept of Englishness. 1994.
Exploring ideas of re-telling. 2004.
First Signs: Reading Constructions of Language and Thought in Sign Language Acquisition Texts. 2010.
The eternal great mother: a study of the moon in picture books. 1998.
Framing the villain: narratives and villainy in The Frog Prince Continued, The True Story of the Three Little Pigs, and The Three Pigs. 2007.
“Check it out – high school never looked so good”: Seventeen magazine’s “School zone”: youth, individuality and language. 2001.
Aspects of the life and works of Elsie Jeanette Oxenham, author of some 80 stories for girls (1880-1960). 1989.
Morris, Miriam E.
The adventure of instability: a reading of narration in Enid Blyton’s Famous Five. 2006.
Animals and clothes: how do clothes interact with character? in The Tale of Mrs. Tiggy-winkle, The Tale of Jemima Puddle-duck, and The Tale of Peter Rabbit. 2007.
‘In a land of oranges I am faithful to apples’: women, adolescence and poetry: the fruits of the wilderness. 1998.
In defence of unnatural women: a study of the witch figure in some examples of late twentieth century children’s literature. 1996.
Left in the past: towards the images of the others in The Story of the Amulet. 2003.
Animals in animal stories: a reading of The Tale of Jemima Puddle-duck, The Tale of Peter Rabbitand A Bear Called Paddington. 2006.
‘Not Just Mother and Child, but Marigold, Star and Dolphin’, Reading ‘The Sort of Family’ in The Illustrated Mum. 2016.
Netley, Noriko Shimoda.
WWII, ideology and children’s literature: the Fifteen-Year War and the Pacific War as depicted in children’s literature. 1993.
A consideration of children’s fantasy novels in the twentieth century. 1998.
Enduring journeys: pattern, structure and meaning in novels by Cynthia Voigt and Katherine Paterson. 1991.
Orton, Helen Louise.
The language and narration of magic in children’s ‘fantasy’ literature. 2006.
The daughter’s quest: a study of representations of female identity in contemporary young adult literature. 1998.
Time and time again: a study of the development of the time fantasy story for children. 1995.
Rites of passage (or was that a left?): the labyrinth myth in literature for older children. 1995.
Constructed childhood in Pippi Longstocking: the ideas of dependency, freedom, power and education. 2004.
Bringing the bully to book: a study on bullying which includes the representation of the bully and the victim in children’s literature from 1857-1992. 1993.
Pembroke, Janet S.
A brave new world: a study of three novels by Robert Swindells. 1999.
Pennicard, Kirsty Louise.
A reading of chapter one of Robert Cormier’s The Bumblebee Flies Anyway. 2003.
Well-hyped trash or hidden treasure?: a study of teen series romance fiction. 1993.
Phiotaki, Eftichia E.
Snow White & Cinderella in Greece & North-West Europe. 1996.
Is Tom dead?: analyzing puzzling relationships in The Water Babies. 2004.
Pike, Helen Elizabeth.
A closer look at A Closer Look at Harry Potter. 2002.
Povey, Susan Mary.
An exploration into the narrative construction of reality and temporal uncertainty with reference to the film text The Village and the fairytale narratives of Little Red Riding Hood. 2008.
Prue, Margaret Straker.
Should children’s fiction set out to tackle controversial problem issues and, if so, how?: a consideration of Berlie Doherty’s Carnegie Medal-winning novel about teenage pregnancy: Dear Nobody. 1993.
Landmarks of identity: childhood in Peter and Wendy. 2007.
Education in Goodnight Mister Tom. 2005.
‘There an End’: Endings and the Idea of the Child in Children’s Literature. 2009.
Radburn, Jeremy C.
What devalues professionally performed children’s theatre texts?: a study of the controls on production, the forms and ideas in works for children’s theatre. 1988.
Additions to Peter and Wendy: Reading Sequels and Retellings. 2016.
Reale, Antony ‘Lessons for Children: A close analysis’. 2012.
Reed, Clare Louise.
Present absences: how the holocaust is not narrated in John Boyne’s The Boy in the Striped Pyjamas, Sandi Toksvig’s Hitler’s Canary and Markus Zusak’s The Book Thief. 2008.
My palace beautiful: a study of the work of L. T. Meade and her art of popular authorship. 1994.
The creative use of mythology to explore the spiritual odyssey of adolescence in the novels of Alan Garner and Patricia Wrightson. 1988.
Rhodes, Katie Louise.
‘What’s in a Name?’ Reading Constructions of Shakespeare in Versions of Macbeth for Children. 2016.
I want coconuts: ideologies of adolescent fiction. 1991.
Women in waiting: construction of girlhood. 2000.
The fantasy of childhood constructed as fact in the teaching of history. 2008.
In quest of the Achilles heel of a fairy tale: a critical approach to the way contemporary texts deal with stereotypical representations reinforced by Grimms’ “Little Snow White”. 2001.
Roberts, Jessica Mary.
Constructing the Text: Reading Constructions of Originality, Readership and Translation in Gulliver’s Travels and Winnie-the Pooh. 2009.
The lion, the daemon and the conflict: how C. S. Lewis and Philip Pullman rewrote the world. 2001.
Rond, Roxana de.
Hyde-ing the truth: internal exposure through personification. 1998.
Rosen, Michael, 1946-
An investigation into dominant ideas of childhood and their subversion in children’s literature. 1993.
The Birth of the Brownies into Literature: Constructing Agency from Perceived Absence in The Brownies’ Book. 2011.
Ross, Amy Silence and censorship, truth and reality: Reading The Boy in the Striped Pyjamas and its criticism. 2012.
Round, Lucy Anne.
Putting children in the picture: art and the child: how art is presented to the child in children’s art books. 2007.
Taking the text and playing it: a study of the illustrations for J. M. Barrie’s novel Peter and Wendy(1911). 1993.
Framing the narrative: reading wordless picture books. 1991.
My Pal Violet: Narratives of Education and Identity. 2010.
Ruffles, Samantha Jane.
Discovering heroism and moral worth in J. M. Barrie’s Peter Pan. 2003.
Russhard, Melissa Jayne.
The exercise and exorcise of transgression. 2007.
Ryan, Emma D’Arcy.
A study of Charlie and the chocolate factory in relation to identity, power, construction and the meaning of chocolate. 2002.
Sandis, Dominique E.
Fear in children’s literature: a study in the influences, portrayal, and construction of fear in various narrative and illustrative texts. 1997.
Not in front of the children: a study of the role of contemporary censorship in the editing, publication and distribution of children’s literature in the United Kingdom and the United States of America. 1993.
Seddington, Hayley J.
“I have a bad feeling about this”: reading, re-readings and mis-readings of the films collectively known as Star Wars. 2001.
‘Dear Child, from Moominmamma’: Reading the Uncanny in Finn Family Moomintroll. 2012.
‘Do you ever look at someone and wonder, what is going on inside their head? Well I know. I-well-I know Riley’s head.’ Defining the ‘Inside’ in Pixar’s Inside Out. 2016.
Sheldon, Georgiana Alice.
‘How toys become real’: the construction of the real toy in two children’s texts. 2005.
A study of the construction of toy characters and the meanings of their adventures in four toy fantasies. 2001.
Who of us is philosopher enough to put himself in the child’s place?: ideas of place, learning and ownership in Rousseau’s Emile. 2002.
Fantastic worlds & where to find them. 2003.
“Hey guys look; its the real Buzz Lightyear!”: seeking an approach to reality in the film Toy Storyusing perspective as a defining factor. 2003.
Smith, Hannah Amy.
Sexuality and Selfhood in Dive and Hey, Dollface. 2002.
Narrative Framing in the Television Series The Secret World of Alex Mack, Eerie Indiana and Are You Afraid of the Dark? 2010.
Dark times or new beginnings? Spiritual and religious themes: Susan Cooper The Dark is Rising and Philip Pullman His Dark Materials. 2001.
Solomons, Angela L.
An awfully big adventure: readings from Peter Pan. 2003.
“Under the influence …”: a discussion of the development of, and influences upon Anthony Browne’s picture book style. 1994.
‘Here we are then – THE ENORMOUS CROCODILE – for very young children’: The Cape Archive and the ‘flight’ of meaning. 2012.
On ‘littleness’. Veneering the device of ‘adolescence’ with the consuming physicality of diminutives on-screen. 2007.
Comics and the reader: a study in relationships. 1993.
Stothard, Louise C.
Malcolm Saville the missionary: a reappraisal of the children’s author and his works, with particular reference to the ‘Lone Pine’ series. 1996.
“There’s a whole world out there…”: a study of literature in translation for children. 1996.
Tension between the Ideas of Humanization and Dehumanization in Wall-E. 2011.
Su-Yen Fong, Lynn
Words and pictures in the picturebook: what is the difference? 2004.
Teenagers Suck? Reading Teenage Sexuality in Twilight. 2011.
How the Law is Constructed in the 19th [Century] Text. 2010.
Thomas, Jenifer Lesley.
In and out of time: a study of aspects of time used in some fantasy literature for children with particular reference to the works of Penelope Farmer. 1988.
Lifting the floorboards: a reappraisal of the works of Mary Norton. 1991.
A wider view from the next bend: aspects of the work of Geoffrey Trease. 1996.
Thomas, Roseanna Kate.
Narrating the gendered animal. 2009.
Thongpanich, Pancharle (Andy).
Reading Anne Frank: Narration, Perspective, and Self. 2011.
Arden to Harden to Harding: the construction of class in The House of Arden and Harding’s Luck by Edith Nesbit. 2006.
Tsai, Giselle Chung-Chi.
Carrots: a child of ambiguity. 2004.
Constructing outsiders: textual analysis of Stalky and Co. and The Chocolate War. 1999.
A philosophical study of the Earthsea quartet: from the perspective of “negation” concept. 1993.
Wandering protagonist’s journey in search of self-identity in novels by Katherine Paterson. 2002.
Children in quest of home. 2002.
Undrill, Fiona A.
Big bad wolves and wild things: the origins and appetites of child-eating beasts. 1996.
Valle, Laura Vinas.
The contribution of R. L. Stine to the field of children’s literature. 1998.
Van Ryne, Fiona.
Fact to fiction: the process of adaptation in Lucy Maud Montgomery’s Anne and Emily books. 1994.
“What’s the use of stories that aren’t even true?”: a consideration of the concept of metafiction inHaroun and the Sea of Stories and The Neverending Story. 1998.
Vaughan, Brittany Elisabeth.
The fictional Dahl: reading Roald Dahl as a character. 2008.
The child materialised: constructions of child, education and power in The Ruby in the Smoke. 2001.
The fantasy world of contemporary Japanese comics. 1998.
Nonsense in Perspective. 2010.
The portrait of the British evacuee in children’s literature set in the Second World War: There. And back again? 1994.
Bear-faced truths: telling stories about Rupert Bear. 1998.
‘What is a Child?’ Constructions of a Transcendentalist Childhood. 2011.
White, Charlotte Emma.
Is Peter Wolf?: the construction of character in two retellings of Sergei Prokofiev’s Peter and the Wolf. 2007.
Wildbore, Beth Marguerite.
A discussion of Alan Garner’s The Owl Service and the debate that rages within. 2006.
Alive and kicking: how the school story has survived its reported death, with illustrations from William Mayne, Antonia Forest and J. K. Rowling. 2003.
Wong, Wing Heng Vivien.
Gender identities in Disney’s Mulan. 2005.
Finding a way through the curtain. 1998.
‘The real’ fantasy: senses of fantasy and reality in C.S. Lewis’s The Chronicles of Narnia. 2006.
To know or not to know: a textual reading of Clockwork or All Wound Up and I Was a Rat or The Scarlet Slippers. 2002.
Alternative families and the role of secrets in From the Mixed-up Files of Mrs. Basil E. Frankweiler. 2004.
Yates, Brita Jean.
Fairy tales revisited: modern fairy tales and the teenage reader – a reader response case study. 1991.
Obliterating boundaries: a textual reading of A Quality of Violence and Drought. 2001.
The portrayal of women in classic fairy tales. 2012.
'The Reading MA in Children's Literature was a stimulating and thoroughly enjoyable experience for me. The course is intellectually demanding and wide-ranging in its approach to the field of children's literature and its cultural context. Though it focuses on the child in literature it is not restrictive. Many of the issues raised during the course of study are pertinent to all kinds of literature. There are ample opportunities for students to engage in discussion and to make their own con...Read More
'The Reading MA in Children's Literature was a stimulating and thoroughly enjoyable experience for me. The course is intellectually demanding and wide-ranging in its approach to the field of children's literature and its cultural context. Though it focuses on the child in literature it is not restrictive. Many of the issues raised during the course of study are pertinent to all kinds of literature. There are ample opportunities for students to engage in discussion and to make their own contributions to the continuing development of this fascinating field of study.'Read LessHilary Fraser, CIRCL MA 1999-2000, CIRCL PhD 2009
'The Children’s Literature MA has aided my development of extensive academic skills and has introduced me to complex and fascinating theoretical approaches, which can be used to question supposedly obvious or accepted ideas encountered not just in Children’s Literature but across all types of literature. However, I also feel the MA has provided me with some essential skills including problem-identifying and solving by working out the implications and effects of the claims made by others, ...Read More
'The Children’s Literature MA has aided my development of extensive academic skills and has introduced me to complex and fascinating theoretical approaches, which can be used to question supposedly obvious or accepted ideas encountered not just in Children’s Literature but across all types of literature. However, I also feel the MA has provided me with some essential skills including problem-identifying and solving by working out the implications and effects of the claims made by others, as well as, to use an (albeit apt) cliché, really encouraging me to think outside of the box. I have now gone on to secure a job in the educational charity sector and believe the skills I have acquired from the MA not only helped me to get the job in the first place, but will continue to be invaluable tools I can use in the future.'Read LessGemma Budd, CIRCL MA 2010-11
'I gained much more than I had expected from the MA. The course was not just about children's literature; it led me to reconsider the way I read, think, and argue. It prepared me for my PhD research and had an influence on my whole life. I can sincerely say that the MA in Children's Literature at Reading is worth attending, even if you need to travel all the way from the other side of the earth (which is more or less what I did, as an international student).'Yuko Ashitagawa, CIRCL MA 2001-2, CIRCL PhD 2002-5
'Studying the MA in Children's Literature was an excellent introduction to and preparation for academic practice and further research as it provided me with an opportunity to engage in discussions surrounding the issues addressed by current researchers during CIRCL seminars in a nurturing and supportive environment.'Catrin Edwards, CIRCL MA 2006-7, CIRCL PhD 2010
The [M(Res)] seminars I attended in CIRCL during my one year’s visit are always inspiring and profound, which have greatly improved my research skills and changed my mindset for doing research in children’s literature. The seminars taught me to find the perspectives in the text we analysed and develop my own judgment, which is the most challenging yet most rewarding thing in doing research. From my own experience as a teacher, such seminars are most effective in forging critical and indepe...Read More
The [M(Res)] seminars I attended in CIRCL during my one year’s visit are always inspiring and profound, which have greatly improved my research skills and changed my mindset for doing research in children’s literature. The seminars taught me to find the perspectives in the text we analysed and develop my own judgment, which is the most challenging yet most rewarding thing in doing research. From my own experience as a teacher, such seminars are most effective in forging critical and independent thinking, which is not only crucial for learning to do research on any MA programme, but also essential for our life and career in the long run. I am greatly grateful for Karin, Neil and Sue for their very generous help and friendship.Read LessXU Derong (David), Associate Professor, Ocean University of China, CIRCL Academic Visiting Fellow, 2016-17
Lisa Stallard, CIRCL MA 2011-12
'Studying the Children’s Literature MA at Reading was a hugely challenging and rewarding experience for me. When I began the course I had no idea how much my own thinking, reading and argument would develop, so much so that by the end I considered continuing with a PhD. A year after completing the MA I won University Studentship funding to undertake a PhD at CIRCL. I would recommend the Children’s Literature MA to anybody who wishes to develop their critical thinking in any subject area, n...Read More
'Studying the Children’s Literature MA at Reading was a hugely challenging and rewarding experience for me. When I began the course I had no idea how much my own thinking, reading and argument would develop, so much so that by the end I considered continuing with a PhD. A year after completing the MA I won University Studentship funding to undertake a PhD at CIRCL. I would recommend the Children’s Literature MA to anybody who wishes to develop their critical thinking in any subject area, not just Children’s Literature. The reading and analytical skills that I developed on the MA [became] central to the argument of my PhD thesis.'Read LessHelen Ainslie, CIRCL MA 2004-5, CIRCL PhD 2006-9
'My undergraduate degree was English Literature with Education Studies at the University of Cambridge and as part of that course I took a module in Children's Literature and absolutely loved it. I therefore decided to research MA courses so that I could further develop my interest. I was advised by my tutors at Cambridge that the most rigorous course was the one offered by the University of Reading and I was thrilled to be offered a place. During the MA the tutors were friendly and support...Read More
'My undergraduate degree was English Literature with Education Studies at the University of Cambridge and as part of that course I took a module in Children's Literature and absolutely loved it. I therefore decided to research MA courses so that I could further develop my interest. I was advised by my tutors at Cambridge that the most rigorous course was the one offered by the University of Reading and I was thrilled to be offered a place. During the MA the tutors were friendly and supportive and I made lots of new friends. The course was as rigorous as promised with an emphasis on developing critical thinking and analytical skills. During the course I felt like my academic reasoning skills developed in leaps and bounds. I found it to be such a stimulating experience that I applied to extend my studies into a PhD. I was awarded a full studentship and with Karin's support I gained my PhD after just over 3 years. I am now a lecturer in Education Studies at the University of Plymouth [and later University of Exeter] and I find that I still constantly draw on the analytical skills I learnt during my time at Reading.'Read LessHannah Smith (now: Anglin-Jaffe), CIRCL MA 2001-2, CIRCL PhD 2005
'I was nervous doing the course as a part-time student as I worried that I may be at a disadvantage. This was definitely not the case. The course is structured so well, and the support I received from [the MA staff] Karin, Neil and Sue (as well as the other students over both years) ensured that I was given the same opportunities, guidance and experience as everyone else. I have really enjoyed this degree and I can see that it has changed the way I think. I would recommend it to anyone who...Read More
'I was nervous doing the course as a part-time student as I worried that I may be at a disadvantage. This was definitely not the case. The course is structured so well, and the support I received from [the MA staff] Karin, Neil and Sue (as well as the other students over both years) ensured that I was given the same opportunities, guidance and experience as everyone else. I have really enjoyed this degree and I can see that it has changed the way I think. I would recommend it to anyone who enjoys reading, thinking and being challenged.'Read LessSamantha Horsfield, CIRCL MA 2011-13 (part-time)
Sara Broad, CIRCL MA 2003-4
“I thoroughly enjoyed the course. Always challenging, the course approached and encouraged me to deal with many issues in a rigorously academic way. The work on the course was always innovative and now I can see how the course changed the way I can think about problems and solutions in both academic and non-academic contexts. I would recommend this course to anyone who wants to deal with their own and other’s assumptions in a thoughtful and explorative way."Christopher Johnson, CIRCL MA 2015-2016
My one year’s visit in CIRCL is the most rewarding academic experience that I have ever had. I found the [M(Res.)] seminars very stimulating. With “positive reinforcement”, all the participants are encouraged and involved. I am always encouraged and inspired by the discussions that were held in the seminars, which are though-provoking and very interactive, heated sometimes yet always in a very pleasant and harmonious atmosphere. I am greatly indebted to Karin, Neil and Sue for their wonder...Read More
My one year’s visit in CIRCL is the most rewarding academic experience that I have ever had. I found the [M(Res.)] seminars very stimulating. With “positive reinforcement”, all the participants are encouraged and involved. I am always encouraged and inspired by the discussions that were held in the seminars, which are though-provoking and very interactive, heated sometimes yet always in a very pleasant and harmonious atmosphere. I am greatly indebted to Karin, Neil and Sue for their wonderful seminars, which will have long-lasting influence on my career.Read LessJIANG Jianli (Tina), Associate Professor, Qingdao Technological University, China, CIRCL Academic Visiting Fellow 2016-17
'With great support from the tutors and friends I have had a wonderful year in exploring and reconsidering the way I have been thinking all my life. In many ways it is my personal journey during which I have learnt a lot, not only about how to (or not to) find an answer but also about how to raise a question. As an international student I would like to say that the MA is very challenging, yet very liberating.'Sireethorn (Pam) Simawathna, CIRCL MA 2012-13