Despite the significance of death as a theme in children’s literature, few studies examine how it is translated
across cultures. Drawing on death education and censorship studies, this article analyzes the English translation of Chen
Jiatong’s White Fox series, a Chinese anthropomorphic adventure story. Through comparative textual analysis and
interviews with the translator, this study reveals that the translations omit or soften violent death, as a result of censorship
from the translator and editor. At the same time, the translations amplify the emotional impact of loss on the protagonist Dilah.
While the source texts describe the inevitability of death, the translations foreground Dilah’s resilience in facing death and
place greater emphasis on helping target readers develop an appropriate understanding of death, particularly its emotional and
value-laden dimensions. This article highlights the importance of achieving a delicate balance between shielding young readers
from graphic depictions of death and normalizing discussions of mortality as part of their emotional and cognitive development.
Censoring the sensitive topic of death in the translation of children’s literature reflects a complex negotiation between
protection and empowerment, cultural differences, and universal experiences.
Death is an inevitable part of life, yet it remains shrouded in social and cultural taboos, particularly when discussed with
children (Adams et al. 2025). Adults such as parents and teachers often assume that
children lack the cognitive maturity and emotional resources to understand or cope with death (Miller et al. 2014, 38) and therefore try to shield them from it. This overprotective approach, rooted in Western ideals
of childhood innocence (Robinson 2013, 23), contrasts with evidence showing children are
both exposed to death through social interactions and media (Miller et al. 2014, 24) and
capable of discussing it meaningfully (Gutiérrez et al. 2014). Studies demonstrate that
most children at the age of six or seven grasp sub-concepts of death, including universality, irreversibility, non-functionality,
causality, and noncorporeal continuation such as afterlife (Speece and Brent 1996; Rosengren, Gutiérrez, and Schein 2014). They also express personal, social, and educational
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