What our students say
‘The MPhil course in children’s literature is unique for its interdisciplinary breadth.
As someone coming from a strictly literary background, I found myself continually surprised and challenged by the dual focus of literary study and educational research.
Being exposed to research methodologies in education, such as reader response criticism, was eye-opening in a genre like children’s literature, which, after all, includes the intended audience in its title.
On...
What our students say
‘The MPhil course in children’s literature is unique for its interdisciplinary breadth.
As someone coming from a strictly literary background, I found myself continually surprised and challenged by the dual focus of literary study and educational research.
Being exposed to research methodologies in education, such as reader response criticism, was eye-opening in a genre like children’s literature, which, after all, includes the intended audience in its title.
One simply cannot study children’s literature as an adult without attempting to understand how children read texts, and this course is predicated on this premise.
The MPhil, being a one-year course, is necessarily short, and my own year was abbreviated further by the pandemic, but as a whole, the curriculum gave me a sampling of a rich array of texts, from early primers to the present day.
In tandem with the primary sources, we were exposed to a diversity of secondary sources across many schools of criticism, including postcolonial, feminist, and gender theories. I would say, with such a dizzying array of primary and secondary sources (not to mention a whole panoply of educational research methods), it can be quite overwhelming to choose one’s own research path within such a short period.
I can also say, however, that both of my supervisors, despite the necessary limitations of the pandemic, went above and beyond to ensure my confidence in my chosen projects. They were immensely helpful, both within and beyond their specialties. The diverse range of interests across the faculty ensures that someone, somewhere will have some knowledge of the subject at hand.
All in all, this MPhil course led me in many new directions and re-affirmed my dedication to the study of children’s literature.’
MPhil Student, 2019-20 (August 2021)
‘The MPhil in Education (Approaches to Children’s Literature) challenged and enriched my thinking as a writer and educator. The course expanded my knowledge and understanding of children’s literature, exposing me to a diverse range of children and young adult literature across a range of contexts and genres. The academic staff were exceptional in their high degree of dedication and extensive knowledge of their subject areas. They were not only incredibly generous with their time and advice but delivered engaging lectures that included thought-provoking primary and secondary reading options. The brilliance of this course is that you are working with the great minds in the field and can enter thoughtful dialogue with them about your ideas. Relatedly, I was well supported by an incredible supervisor, a brilliant mind and leading academic in the field who encouraged and inspired my thinking. This degree of support permeated the course with both staff and students being engaged and enthusiastic which created a warm and engaging learning environment. Special mention goes to the library staff at both the Education Faculty and Homerton College who were always friendly faces and guiding lights. Overall, this course is an incredibly rewarding one which will open doors to further academic study. This course paved the way for my PhD research and continued immersion in the field of children’s literature.
MPhil student, 2019-20 (August 2021)
‘Thanks to engaging seminars, thought-provoking book clubs and fantastic study spaces, my cohort became a close group of enthusiastic researchers - undoubtedly friends and colleagues for life. It was wonderful to see each other grow in confidence as the year progressed and discover our own avenues of research, supported by our supervisors. With each assignment I appreciated the encouragement to take risks and delve into topics that were completely new to me, including empirical research, pop-up books and digital humanities. I left this course feeling incredibly inspired and excited to continue to explore the field of children's literature.’
MPhil Student, 2018-19; current PhD student (July 2021)
‘The course changed my life and opened doors for me professionally. The seminar and supervision format provided an intimate, dynamic environment to embrace the serious study of children's literature from a wide range of theoretical perspectives. My undergraduate degree was at an art school in London, so I was a bit nervous about joining the Faculty of Education because I thought it would be full of Miss Trunchbull-like ex-teachers. But interdisciplinarity is at the heart of children's literature studies (and education as a discipline) and part of the magic is different people coming together from different perspectives. I recommend the course wholeheartedly.‘
MPhil Student, 2017-18; current PhD student (July 2021)
‘After really enjoying a Children's Literature module on my BA degree, I started doing some research about studying Children's Literature as an MPhil. I was initially wary about applying because I knew that as adults, we can sometimes be quite protective over texts we have read and enjoyed as a child. I knew the course wouldn't be sentimental, but I wasn't sure about the other students in the class. However, from the first term, it became clear that the course's modus operandi was to give you the tools to read children's literature critically, thus enabling (and encouraging!) the robust, vigorous discussion which inevitably followed. And robust, vigorous discussion we did have! ! I was lucky to be part of a fairly diverse cohort, and I think I learnt as much from my fellow scholars as I did from the lecturers.
I am now doing a PhD in children's television which involves some empirical research. I often take my skills and knowledge of research methods for granted, but I have the MPhil course to thank for making sure I was fully prepared.
MPhil student, 2017-18; current PhD student (August 2021)
‘To undertake the Critical Approaches to Children's Literature programme is to participate in a hugely welcoming, rigorous and nurturing postgraduate experience. I was part of the 2016-2017 cohort where research staff and fellow students alike possessed an enthusiasm that made every seminar, supervision and/or spontaneous faculty café catch-up feel enriching. The programme's range of texts, paired with the course team's various areas of expertise, means that you are able to confidently develop your own research interests.
Furthermore, the training and research that I completed during my time on the programme continues to be invaluable in developing my current PhD research and academic network.’
MPhil Student, 2016-17 (August 2021)
Being part of such a vibrant research community has been really special
‘I've run out of superlatives to describe the course! From the minute one seminar ended, I would look forward to the next; the enthusiasm of the course team was infectious and their expertise in a wide range of areas made for such exciting, rich learning. Being part of such a vibrant research community has been really special.’
PGCE-MEd Student, 2015-16 (July 2016)
![[pdf]](/images/fileicons/pdf.gif "[pdf]"){kind=small}
Written task required for application
Research Methods Strand
Who are the course team?
Where do our students go?