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From the early modern period onwards, the phenomenon of feral children has led to ontological confusion and thus, has engendered both fascination and repulsion. A 1900 collection of short stories for children by American writer Abbie Farwell Brown titled The Book of Saints and Friendly Beasts seems, however, to depart from this way of thinking. The book includes two short stories about feral children who grow up to become saints (“Saint Keneth of the Gulls” and “The Wolf-Mother of Saint Ailbe”). The unusually close cross-species bonds presented by Brown in her stories can be considered as, what Donna Haraway, in Staying with the Trouble (2016), would call, “kin-making.” The aim of this article is to analyse the animality of the two feral boys as a formative element of their identity, stressing that it is the nonhuman Harawayan “oddkins” who shape their characters. Due to their unconventional upbringing, the boys become Catholic saints; crucially, the children choose not to renounce the familial bonds with their oddkins, which, in turn, presents a subtle shift in the portrayal of feral children.

Baraumi Shougakkou is a children’s short story written by Miyazawa Kenji, a famous writer for producing literary works covering all the natural elements in the world; humans, animals, plants, rocks, wind, clouds, light, stars, and the sun. His works have been translated into many languages, including Indonesian. However, in translating a literary work, there are several issues, one of which is translating ecological terms. It needs the proper method so that the ecological terms can be translated accurately and provide a common perception between the readers of the original work and the readers of the translated works. This study aims to analyze the translation of ecological terms in environmentally oriented work Baraumi Shougakkou by Miyazawa Kenji. This study uses literature study methods from various sources as primary and secondary references related to translation criticism. Ecology, such as flora, fauna, geography, climate, is difficult to find the equivalents in translation. Baraumi Shougakkou translation uses several Newmark translation procedures, such as literal and paraphrases, that can provide translation results that are close to the target language.

A children's short story is presented.

A children's short story is presented.

A children's picture story is presented.

A children's short story is presented.

The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children's stories in multiple African languages, as well as English, French, and Portuguese. Based on Darvin and Norton's (2015) model of identity and investment, and drawing on the Douglas Fir Group's (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers' investment in the ASb, its impact on their teaching, and their changing identities. The study was conducted in a rural Ugandan school from June to December 2014, and the data, which focus on one key participant, Monica, were drawn from field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. The findings indicate that through the ASb initiative and its stories, Monica and other teachers began to imagine themselves as writers, readers, and teachers of stories, reframing what it means to be a reading teacher. Teachers' shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision. The authors conclude that the enhancement of language teacher identity has important implications for the promotion of multilingual literacy for young learners in African communities.

This project used a story book for young readers (aged 6–8) to explore environmental identity features and their potential impact upon its young readers. A variety of different units of analysis from the narrative practice approach were employed to explore: a) how the story's narrative constructs the environmental identity of the main character; b) what kind of environmental identity it promotes and c) whether reading a story can be considered a ‘proxy’ of a ‘formative’ childhood experience in relation to the environment. The analysis showed a gradual construction of the main character's environmental identity; moving from passivity and ignorance to agency and knowledge. However, the notion of agency was rather limited to an individualistic agency that can potentially empower young readers to act on a local level without helping them to see environmental issues in a wider societal context. Finally, the idea of reading an environmental story as a ‘formative’ experience is discussed in relation to the aforementioned findings and to literature relevant within sustainability education pedagogies.

A children's short story is presented.