Tone of foreign children by robert louis stevenson
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In the 2012 spring semester, I taught my first section of a children’s literature course that has now become a staple for me. To be more precise, I only taught the first half of the semester: halfway through, I went on maternity leave with my first child. As a result, my growth as a parent has gone hand-in-hand with my growth as an instructor of children’s literature. While there have been many ways in which my understanding of children has helped me better understand the literature written for them, perhaps nowhere is this more apparent than in how I think of audience. When one teaches children’s literature in the college classroom, there are two levels of audience at play: the audience of young readers for whom the literature is marketed, and the audience of college students and instructors who read and interpret the works. The distance between these audiences can sometimes be quite significant, and teaching this class meant that I had to adapt by better understanding how children, rather than adults, might read a text. In this article, I use Robert Louis Stevenson’s poem “Foreign Children” to explore two levels of adaptation: the question of how to adapt a body of poetry for a new cultural context, and the more personal issue of how I adapted in response to a better understanding of childhood.
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