Samuel D. Fohr holds that the Grimms' tales are not just childish 'fairy tales', but are filled with spiritual symbolism, and as such have value for adults as well as children. Snow White, for example, is a story of creation and spiritual growth, and its message parallels Hindu and Judaic creation myths. Hansel and Gretel and Cinderella both portray the journey back to God. Fohr also looks at recurring themes in the stories, and answers such questions as: Why are giants always evil and dwarves always good? What is the symbolic significance of the hungry wolf who appears in many stories? Exactly what are genies, and why are they always trapped in bottles? A delightful but serious examination of cherished stories, this book reveals new meaning in familiar tales. Also included is an extensive bibliography and an Appendix on the authenticity of the Grimms' tales. The author is a professor of philosophy at the University of Pittsburgh at Bradford. He received his Ph.D. in Philosophy from the University of Michigan and has taught courses in both Western and Eastern Philosophy. He is the author of Adam and Eve: The Spiritual Symbolism of Genesis and Exodus, and editor of more than a dozen volumes of The Collected Works of Rene Guenon. To say that Fohr retrieves fairy tales from the nursery on the one hand, and retrieves them from mere entertainment for adults on the other, is only the start of the matter. Like Freud, Jung, and Levy-Strauss, he recognizes the wisdom folktales embody, but he goes beyond those students of myth in arguing that the authors knew what they were doing: they crafted their tales consciously. This is a courageous and cogent book that goes a long way toward revalidating a literary genre that modernity has irresponsibly trivialized. - Huston Smith, author of The World's Religions, etc.

Cinderella Story is an experimental autoethnography that explores critical racial issues in America through the media of language and images.

This concise book provides an accessible overview of the history of the telenovela in Latin America within a pan-Latino context, including the way the genre crosses borders between Latin America and the United States. Telenovelas, a distinct variety of soap operas originating in Latin America, take up key issues of race, class, sexual identity and violence, interweaving stories with melodramatic romance and quests for identity. June Carolyn Erlick examines the social implications of telenovela themes in the context of the evolution of television as an integral part of the modernization of Latin American countries.

Isobel Armstrong's startlingly original and beautifully illustrated book tells the stories that spring from the mass-production of glass in nineteenth-century England. Moving across technology, industry, local history, architecture, literature, print culture, the visual arts, optics, and philosophy, it will transform our understanding of the Victorian period. The mass production of glass in the nineteenth century transformed an ancient material into a modern one, at the same time transforming the environment and the nineteenth-century imagination. It created a new glass culture hitherto inconceivable. Glass culture constituted Victorian modernity. It was made from infinite variations of the prefabricated glass panel, and the lens. The mirror and the window became its formative elements, both the texts and constituents of glass culture. The glassworlds of the century are heterogeneous. They manifest themselves in the technologies of the factory furnace, in the myths of Cinderella and her glass slipper circulated in print media, in the ideologies of the conservatory as building type, in the fantasia of the shopfront, in the production of chandeliers, in the Crystal Palace, and the lens-made images of the magic lantern and microscope. But they were nevertheless governed by two inescapable conditions. First, to look through glass was to look through the residues of the breath of an unknown artisan, because glass was mass produced by incorporating glassblowing into the division of labour. Second, literally a new medium, glass brought the ambiguity of transparency and the problems of mediation into the everyday. It intervened between seer and seen, incorporating a modern philosophical problem into bodily experience. Thus for poets and novelists glass took on material and ontological, political, and aesthetic meanings. Reading glass forwards into Bauhaus modernism, Walter Benjamin overlooked an early phase of glass culture where the languages of glass are different. The book charts this phase in three parts. Factory archives, trade union records, and periodicals document the individual manufacturers and artisans who founded glass culture, the industrial tourists who described it, and the systematic politics of window-breaking. Part Two, culminating in glass under glass at the Crystal Palace, reads the glassing of the environment, including the mirror, the window, and controversy round the conservatory, and their inscription in poems and novels. Part Three explores the lens, from optical toys to 'philosophical' instruments as the telescope and microscope were known. A meditation on its history and phenomenology, Victorian Glassworlds is a poetics of glass for nineteenth-century modernity.

Women and Migration(s) II draws together contributions from scholars and artists showcasing the breadth of intersectional experiences of migration, from diaspora to internal displacement. Building on conversations initiated in Women and Migration: Responses in Art and History, this edited volume features a range of written styles, from memoir to artists’ statements to journalistic and critical essays. The collection shows how women’s experiences of migration have been articulated through art, film, poetry and even food. This varied approach aims to aid understanding of the lived experiences of home, loss, family, belonging, isolation, borders and identity—issues salient both in experiences of migration and in the epochal times in which we find ourselves today. These are stories of trauma and fear, but also stories of the strength, perseverance, hope and even joy of women surviving their own moments of disorientation, disenfranchisement and dislocation. This collection engages with current issues in an effort to deepen understanding, encourage ongoing reflection and build a more just future. It will appeal to artists and scholars of the humanities, social sciences, and public policy, as well as general readers with an interest in women’s experiences of migration.

Educators aspire to teach skills that will expand the way their students think and act, not just in the classroom but throughout their lives. Centered on fairy tales, this pedagogical resource contains educational theories and classroom techniques contributed by scholars from around the world. Each teaching technique provided uses the familiarity of fairy tales as a non-threatening base to explore complex concepts and practices while encouraging students to examine the origins and assumptions of their own society, to expand their worldviews along with their critical thinking, reading, writing, creative, and expressive skills. This collection of essays is primarily designed for use in post-secondary classes, but it is an invaluable resource for any educator. The book is organized into five parts with two to three essays in each section, each presenting detailed theories and learning goals behind the classroom activities. Practical advice for adapting lessons for various education levels, class lengths, and subjects of coursework is also included. These practices for teaching fairy tales provide a firm foundation for creating lessons that will give students and instructors a greater understanding of our world and the promise of a better future.

Covering a period of more than one hundred years of work by renowned folklorists, these enlightening essays explore the timeless tale of Cinderella. In addition to the most famous versions of the story (Basile's Pentamerone, Perrault's Cendrillon, and the Grimm's Aschenputtel), this casebook includes articles on other versions of the tale from Russian, English, Chinese, Greek and French folklore. The volume concludes with several interpretive essays, including a psychoanalytic view from Dundes and a critique of the popularization of Cinderella in America. "Folklorists, scholars of children's literature, and feminists should appreciate particularly the wide scope of this collection . . . now in paperback with an updated Bibliographical Addendum. . . . Most helpful are the two-page introductions to each variant and to each essay which include a brief overview of the historical times as well as suggested additional sources for more discussion."-Danny Rochman, Folklore Forum "A milestone, a near complete source of primary and secondary materials. . . . The selected analytical writing include definitive classic and new discoveries, covering the whole range of methodological modes and theoretical perspectives from early forms and typology to myth-ritual, social-historical, anthropological, and psychoanalytical readings. The annotated bibliography is most helpful, illuminating, and comprehensive, encompassing publications in other Western languages and works by Asianists."-Chieko Mulhern, Asian Folklore Studies "One can imagine several dimensions on which psychoanalysts might find such a collection interesting: as examples of applied psychoanalysis, in relation to philosophical and cultural examination of imaginative material, in relation to child development, and in the correlations between folktales of a particular culture and individual histories."-Kerry Kelly Novick, Psychoanalytic Quarterly

This new volume, Children’s Literature from Asia in Today’s Classrooms: Towards Culturally Authentic Interpretations, aims to provide readers with interpretation guides and practical ideas when they endeavor to make use of Asian international children’s literature in the classroom. It attempts to help readers interpret stories from Asia more authentically, and focuses both on international children’s literature and also on international literature read by young adults. In an increasingly interconnected world, understanding Asian international children’s literature and effectively using it are worthy goals for PK-16 classrooms and teacher education programs. The book is divided into two parts. Part I discusses how to authentically read children’s literature from four countries: India, Thailand, China, and Japan. These chapters provide guides for meaningful interpretations of cultural aspects of children’s stories from these countries. Part II consists of annotated bibliographies of international children’s literature from selected Asian societies: China, Taiwan, Indonesia, Japan, Philippines, South Korea, and Thailand. The editors believe that readers will find each author’s cultural insights fascinating and useful as they attempt to read with cultural authenticity.

Cinderella’s transformation from a lowly, overlooked servant into a princess who attracts everyone’s gaze has become a powerful trope within many cultures. Inspired by the Cinderella archive of books and collectables at the University of Bedfordshire, the essays in this collection demonstrate how the story remains active in various different societies where social and family relationships are adapting to modern culture. The volume explores the social arenas of dating apps and prom nights, as well as contemporary issues about women’s roles in the home, and gender identity. Cinderella’s cultural translation is seen through the contributors’ international perspectives: from Irish folklore to the Colombian Cenicienta costeña (Cinderella of the coast) and Spanish literary history. Its transdisciplinarity ranges from fashion in Charles Perrault and the Brothers Grimm’s publications to a comparison of Cinderella and Galatea on film, and essays on British authors Nancy Spain, Anne Thackeray Ritchie and Frances Hodgson Burnett.

Interactive storytelling, where the story is spoken or chanted, began as a way to include individuals with severe learning disabilities in larger group activities, whether children at school or adults in day services. This hands-on manual enables teachers, therapists, and parents to use performance and recital to bring stories and drama to life.