Tarabotti fra storia e storiografia: miti, fatti e alcune questioni più generali

This article presents the state of the arts about suor Arcangela Tarabotti, once "little less than a foot-note" well-known to scholars only (even if by Benedetto Croce, the most important of all XXth century Italian historians) and nowadays a literary case and a well-recognised proto-feminist, whose works are now all translated into English. The article examins the fortune (or misfortune) she enjoyed over the centuries, the reasons of her current international success, her life according to real documents and to her more fantasist accounts, the archives research and recent publications on her. It also explores the theoretical issues currently in place within Italian women's studies, moving from the 1970s' emphasis on witches, to the 1980s' passion for women saints, and the current obsession with queens and "winners", in order to prove that Arcangela Tarabotti was someonw unique who paid an enormous price for her bravery and outspokness, having been cloistered without a religious vocation.

'Response and Responsibility: Theories of the Implied Reader in Children's Literature Criticism'

Reader Response Theory remains popular within Children's Literature Criticism. It seems to offer a sensible resolution to the question of whether meaning derives from text or reader. Through a close reading of one example of this criticism, I suggest that its dualisms are constantly collapsing into appeals to singular authority. at various stages the text or the reader is wholly responsible for meaning. I further suggest that the criticism bypasses the question of interpretation through claiming knowledge of a child reader whose opinions and reactions can be unproblematically accessed. We do not have to worry about reading texts, because we can, apparently, know the child's response to them with certainty. Anything other than this claim to certainty is taken to be a failure of responsibility, a wallowing in the subjective, obscure and perverse. My intention is to reinstate reading as the responsibility of criticism.

Adapting Jules Verne for the baby-boom generation: Hachette and the Bibliothèque Verte, c.1956-1966

How do changing notions of children’s reading practices alter or even create classic texts? This article looks at how the nineteenth-century author Jules Verne (1828-1905) was modernised by Hachette for their Bibliothèque Verte children’s collection in the 1950s and 60s. Using the methodology of adaptation studies, the article reads the abridged texts in the context of the concerns that emerged in postwar France about what children were reading. It examines how these concerns shaped editorial policy, and the transformations that Verne’s texts underwent before they were considered suitable for the children of the baby-boom generation. It asks whether these adapted versions damaged Verne’s reputation, as many literary scholars have suggested, or if the process of dividing his readership into children and adults actually helped to reinforce the new idea of his texts as complex and multilayered. In so doing, this article provides new insights into the impact of postwar reforms on children’s publishing and explores the complex interplay between abridgment, censorship, children’s literature and the adult canon.