Titlebook: Literary Cultures and Twentieth-Century Childhoods; Rachel Conrad,L. Brown Kennedy Book 2020 The Editor(s) (if applicable) and The Author(

Brain-Imaging

CULP

Yoshiko Uchida: Loss, Displacement, and Identitye to the frequent conflation of “Japanese-American” literature with “internship literature,” offering a sensitive portrait of the complex cultural, economic, and political relationships between the Japanese community and its neighbors, relationships that conditioned the experience of internment and its aftermath.

梯田

Kali Grosvenor, Aurelia Davidson, and the Agency of Young Black Poetsrventions influenced the presentation, performance, and cultural life of their poems. These cases are instructive for considering how young poets’ control over their art can be compromised or rendered incomplete as it enters the public sphere.

foliage

agglomerate

Induction

A Subjunctive Imagining: June Jordan’s , and the Conditions of Black Agencyd agency beyond realism and resistance. Indeed, the idiom of the subjunctive is relevant to the book’s material history and to Jordan’s negotiation of the publishing industry, such that subjunctivity frames the story of Jordan’s authorship. ., then, is a meta-text, a book about black looking and making and being.

Incise

Seeing Red: The Inside Nature of the Queer Outsider in , and of Anne Shirley. Anne and Stephen are studies of early emotional deprivation and loneliness, and both characters passionately identify with places and even trees, strong symbols of primitive natures. As odd girls ready for serious educational training, they deconstruct unnaturalness in girls and women who act in accordance with their nature.

Endoscope

Assemble

Reading for Success: Booker T. Washington’s Pursuit of Education in Two Children’s Booksrt, Amper-Reeves book obscures its role, emphasizing Washington’s white mentors. . associates black achievement with assimilating to the dominant culture, while . posits an alternative approach insisting on the compatibility of blackness and print culture.

SLAG

“I remember. Oh, I remember”: Traumatic Memory, Agency, and the American Identity of Holocaust Time ld educate others, . does not focus on what American youth are to do with their Holocaust knowledge, nor the dangers of being a bystander. Instead, it gestures toward a different understanding of the purpose of time travel, one in which the attainment of memory is enough.