Playing with words: child voices in British fantasy literature 1749-1906

• Main Author: Tomlinson, Johanna Ruth Brinkley
• Other Authors: Mangum, Teresa, 1954-
• Format: Others
• Language: English
• Published: University of Iowa 2014
• Subjects: Children's Literature; Education; Empire; Fantasy Literature; Reading; Victorian Literature; English Language and Literature
• Online Access: https://ir.uiowa.edu/etd/5865; https://ir.uiowa.edu/cgi/viewcontent.cgi?article=7343&context=etd

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 the expected hierarchy found in children's literature wherein the adult actively narrates a story and the child silently listens and learns. However, the children of Rudyard Kipling's Puck of Pook's Hill do something else--they question and challenge. At the end of the story, Dan declares, "I don't believe they were Devils" and backs up his disbelief by drawing on other books he has read. While much scholarship on children's literature reads child characters through the lens of adult desire and finds them voiceless and empty, I seek out moments wherein these imagined children, like Dan and Una, challenge adult dissemination of knowledge. Building upon recent scholarship that sees the child less as a straightforward projection of desire and more complexly as a site for conflicting ideologies and tensions, my dissertation enters into the critical conversation concerning the figure of the child and suggests a fresh, new approach to reading adult-child relations in children's literature. Urging readers to focus on the ways in which fantasy literature imagines and represents child characters' relationships to language--as readers, authors, storytellers, and questioners--I argue that whether deliberately or unselfconsciously these works imagine a child capable of interacting with language in order to seize power and thus unsettle the force of adult desire. Even as the characters themselves remain the products of adult creation, the relationship to language they model for their implied readers transcends a simple one-to-one correlation of adult authorial desire and a child reader's internalization. Each of my four chapters focuses on a pair of authors: Sarah Fielding and Mary Martha Sherwood, Lewis Carroll and George MacDonald, Frederika Macdonald and Frances Hodgson Burnett, and Rudyard Kipling and E. Nesbit. Instead of mere escapism and fancy, these portraits of childhood address debates surrounding the emerging genre of the novel, religious censorship, educational legislation, imperial ideology, medical discourses, and textbook publication. By juxtaposing these novels in pairs alongside these significant historical contexts, my project brings the child's voice, which we often ignore, to the surface. Like Dan and his declaration of disbelief, the readers imagined by these important works of fantasy refuse to sit in silence and instead play with words to question, create, and challenge.