Ciezarek, Rebecca (2015) Still in Wonderland? A critical examination of Wonderland picturebook adaptations published for children. PhD thesis, Victoria University.

Abstract

This thesis forms a study of visual and written narratives in picturebook adaptations of Lewis Carroll’s Alice’s Adventures in Wonderland (1865) to address questions of how Carroll’s story is being presented to young readers today. Revealed throughout this study are what these adaptations say about contemporary constructions of childhood through literature. Picturebook adaptations have been selected as the frames for this study as the shift to younger readers requires Carroll’s story to undergo considerable changes. Each of these changes speaks to what society believes is important, not only for the story, but also its readers. Picturebooks, and books in general, are overlooked in the field of adaptation studies, in favour of film, television, and video games, with studies on literary adaptations primarily limited to cross-language translations. This thesis focuses on English adaptations of Wonderland in order to compare contemporary narratives produced using the original language. By closely examining these stories, I legitimise the position of these adaptations within theoretical discourse, by placing them at the forefront of my study. Through examining what picturebook adaptations offer with regard to front cover design, the inclusion of poetry, racially diverse characters, and controversial behaviours, the range of narratives on offer becomes clear. Also clear is the range of ideas about childhood and the child’s reading experience, as presented by authors, illustrators, and publishers. The inclusion of Carroll’s picturebook adaptation, The Nursery “Alice” (1890), provides another layer to the analysis of childhood through the lens of Wonderland adaptations, as the text provides insight into what Carroll deemed necessary for young children to engage with the story. Wonderland’s flexibility provides numerous ways for the story to be told. I argue that the significance of these seemingly small changes to narrative in picturebook adaptations reveals the significant impacts they can have on the story and the messages they generate about children and childhood.

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