Abstract
The books that young children read can have a powerful impact on the way they view the world. Although it may seem incongruous with the conception we have of children as innocent and vulnerable, tropes of fear are a surprisingly common feature in picturebooks. Monster theory, as described by Jerome Cohen (1996), and expanded on as contemporary monster theory by Jeffrey Weinstock (2019), offers a fascinating and in-depth explanation of the meaningful role monsters have in society, and the importance they carry for the cultural identity of humanity. Monsters are a cultural construction that delimitates how society creates unity within groups, and what they deem unacceptable, or turn into the monstrous. The purpose of contemporary monster studies is to therefore investigate the origin of these monsters, break down and demask their purpose, and reveal the biases that are behind them. In this dissertation I discuss three popular children’s authors – Julia Donaldson, Mark Sperring and Claire Freedman - and in turn closely read and analyse three of their picturebooks (nine picturebooks in total) to explore the kinds of monsters represented in children’s literature and the role these monstrous figures play. Through close reading, I argue that monsters are shown to stand in for vulnerable persons in need of love and inclusion. Furthermore, their representation gives children practical ways of accessing ideas of inclusion, such as showing kindness and being an ally. Monsters in children’s picturebooks break down the harmful purist notions of control by raising important questions about what is seen as different, versus what is seen as monstrous and whose agenda this promotes. Monsters in children’s picturebooks enable children to see that difference is not to be feared but celebrated.