Finally, time to listen? ‘Unsilencing’ the child in children’s literature research

ABSTRACT

This think piece argues for a more equitable approach in researching and writing about children’s literature. Namely, it suggests that adults seeking to explore and understand this literary genre might best do so with explicit reference to what children themselves have to say about ‘their’ literature. Given the context that listening to ‘actual’ children is still relatively rare in children’s literature studies, this article is essentially a manifesto for why, as scholars, we must seek ways to genuinely listen to young readers and value their responses. This is because of the key attitudes and insights they offer associated with personal experiences of growing up and living in the contemporary period, that as adult critics we are necessarily exempt from. From a theoretical standpoint, I also argue that such an equitable approach offsets Jacqueline Rose’s claim that continues to characterise the discipline; that children’s literature is a problematic or ‘impossible’ form, due to children’s lack of agency in the field.

KEYWORDS:

• Children’s literature
• reader-response
• qualitative research
• unsilencing
• listening

Additional information

Notes on contributors

Ben Screech

Ben Screech is a Lecturer in Education and Teacher Trainer at the University of Gloucestershire in Cheltenham, UK.