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Colonial India in Children’s Literature by Supriya Goswami (review)

The second section, “Pedagogy and Methods,” analyzes the classical pedagogical and methodological model of classical education in Ukraine, and its potential growth in response to developments in contemporary children’s literature; the readiness of pedagogues and literature teachers to introduce contemporary Ukrainian titles and selected translated titles of world literature for children in the classroom; the need to interconnect them across the curriculum. It also stresses the aim of developing and improving the role of children’s books for children to become lifetime readers. For instance, Boris Shalahinov’s article contends that in Ukraine, the notion of child readership is mostly based on two recently established approaches: the methodologist’s inquiry and the publisher’s offer. He argues that education, and especially a school’s reading curriculum, should reflect and elucidate the contemporary reality of children and young adults. In her article, Tetiana kachak looks at the definitions of the term “children’s literature,” as well as its function in the theoretical works of Ukrainian and international scholars. kachak’s major argument sees children’s literature as part of world literature that develops in a transnational process by absorbing new trends, styles, genres, content, modern, and postmodern patterns. She criticizes that only a handful of selected writers and books form the object of study for younger Ukrainian scholars, narrowing their perspective and remaining unable to provide a solid theoretical basis for the study of children’s literature. Yet, she suggests that the scholarly interest in children’s literature gains strength and potential for growth. The final part of Literatura. Duty. Čas. offers scholarly surveys written on thematic issues discussed in this volume. For scholars, the publication of this volume is timely because it delineates the major questions and challenges of contemporary children’s literature studies in Ukraine. Overall, the volume is sure to contribute to children’s literature research by presenting it as a worthwhile area of study and a pedagogical necessity.