Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales

Chapter 7: The Radical Morality of Rats, Fairies, Wizards and Ogres: Taking Children's Literature Seriously

The Radical Morality of Rats, Fairies, Wizards, and Ogres Taking Children's Literature Seriously The continual commotion caused by J.K. Rowling's Harry Potter books, the film, and assorted toys and costumes is more disturbing for me than exhilarating because, I believe, many people are being misled by myths spread about children's literature and about the way children learn to read-and to read the world-through children's literature. I have already noted this dilemma in my critical discussion of the myths that Bruno Bettelheim irresponsibly created and spread about fairy tales as do many critics who use children and their readings as pawns in political and social conflicts. The context in which we discuss children and children's literature is obviously just as important as the children and their reading and customs. So, while I shall eventually talk about the Harry Potter books and some other fairy-tales, fantasy works, and films for young readersfviewers and their value, I want first to address some problems that we all encounter when we talk about children's literature, not with the intention of providing solutions to these problems, but with the purpose of depicting the problematic nature of children's literature. Without recognizing the problematic nature of children's literature, we cannot take it seriously, nor can we appreciate the radical morality of some of the better fairy tales and fantasy works that have been mass-mediated for young readers. The Radical Morality of Rats, Fairies, Wizards and Ogres In my recent book, Sticks and Stones: The Troublesome Success of Children's Literature from Slovenly Peter to Harry Potte~;'I outlined many debatable issues that, I strongly believe, we must take into consideration when we discuss children's literature. Here I should like to summarize some of my theses in capsule form: 1. Children's literature per se does not exist. Literature intended for young readers is always written for the author him or herself and for editors. Their vested interests are invested in the texts and the distribution of this material marketed for young readers. 2. Most children's literature is read most of all by adults, especially by librarians, teachers, and mothers. 3. It is never clear when we use the term children's literature what we mean by either children or literature. Do we mean the age group from four to ten? Four to fifteen? Why have we introduced the term young adult literature? Who are the young adults? Is the literature that children read always specific to their own age group? What do children read anyway? Aren't comics,jokes, advertisements, doll games, computer hypertexts, etc., all part of children's literature? 4. Children's literature is often class, gender, and race specific , even when it is not intended to be this way. The so-called classics of children's literature are read mainly by children from middle-class white families in America, if they are read at all. Books are expensive commodities. Many households in America do not have many books. But they will more than likely have television sets and CD players. 5. The emphasis on testing and commercialism in schools is an obstacle for teachers who would like to induce children to read in a critical and creative manner. 6. Learning to read critically and imaginatively is a long arduous process, and though a child can be turned on to reading through one book or a series of books, the child will not automatically become and remain a good reader.What is a good reader anyway? Isn't a good reader someone who learns to question what shelhe reads instead of buying into it without reflecting on what shelhe is buying and reading? Breaking the Magic Spell 7. Children's literature is evaluated largely by experts in the field, who allegedly have standards and know what they are talking about, or non-experts whose standards are often arbitrary and claim a right to their own tastes. The lists and prizes of bestsellers indicate no more and no less that certain markets and elite groups in America have determined that particular books are worth reading , and they have successfully marketed their products. 8. Children's literature is not a text, not a book, but a text or book as commodity that plays a much different role in children's lives than it has played in the past. The value of...