Dissertations / Theses: 'Children's Literature - General'

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Beck, Catherine. "'The enchanted garden' : a changing image in children's literature." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11235/.

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This study is a historico-cultural examination of the role of the garden in literature written for children between 1850 and 2000. The garden is considered from two perspectives - as a setting for children's play, and as a cultural symbol that changes over time to reflect social concerns. The central assumption of this thesis is that the garden may be considered as a symbol of childhood itself. My main concern is to investigate the nature of the construct of childhood as evidenced in texts written at different periods, focussing on what it might have meant to be a child at those times. In doing so, I frequently have cause to contrast these definitions of ‘childhood’ with each other, and with contemporary ones. The notion of the garden suggests to me a series of ‘structural oppositions’ (Rose, 1984), such as innocence/experience, civilisation/nature, home/away, enclosure/exposure; all of which are typical concerns of literature in general, and, arguably, particularly significant themes in children's literature and thus pertinent to its study. I suggest that the garden as a common setting for children's literature also acts as a meeting-place, or compromise, for some of these pairings. Since children are generally subject to adults, I consider that some of these oppositions can be regarded in terms of power and control. The thesis emphasises the ‘constructedness’ of such oppositions, in order to demonstrate the mythological - and often adult-serving - nature of much thinking about childhood. I explore texts as diverse as Barrie's Peter Pan (1911) and Pullman's His Dark Materials (1995-2000) in order to illustrate changes in the mythology of childhood, and in the deployment of the icon of the child in the garden. The study concludes with a detailed exploration of Pearce's Tom's Midnight Garden (1958), which I believe expresses many symbolic meanings of the garden image in a particularly convincing way, with considerable artistic and emotional integrity.

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Luo, Zhiwen. "A Bakhtinian reading of fantasy chronotopes in modern children's fantasy literature." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/104240/.

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Drawing on Bakhtin’s theory of the literary artistic chronotope and the interdisciplinary spatiotemporal theories of geocriticism, this study identifies three particular modes of the fantasy spatiotemporality presented in modern children’s fantasy works. They are the epic chronotope, the “fantastic” time-travel chronotope and the heterotopian chronotope. Each fantasy chronotope is examined in the specific but interrelated textual contexts of selected children’s fantasy works in relation to the three main research questions: (i) How is the fantasy chronotope embodied and strategically deployed in the focused children’s fantasy works? (ii) What ideas and values are conveyed by its syntagmatic interplay with other chronotopes that characterise the textual quotidian world? (iii) How do characters, through their spatiotemporal practices, negotiate with the divergent chronotopic values that converge and wrestle in the textual universes? This study builds on existing works in relation to chronotopic considerations and develops the understanding of the fantasy chronotope in these particular ways: a) It moves the study of the fantasy chronotope from generalities to specific instances, so that the inner diversity of the fantasy spatiotemporal arrangements can be perceived and explored. b) It examines the syntagmatic spatiotemporal relations constructed between the fantasy and the “real” in individual children’s fantasy works and their connotations. In so doing, it reveals how each of the identified fantasy chronotopes can be strategically deployed in fantasy cartographies to convey meanings and values. c) This study also delves into the spatiotemporal embedding of human actions that is distinctively shown in fantasy chronotopes. This is done by reading characters’ spatiotemporal practices in and their negotiations with the projected fantasy worlds. d) Taking Bakhtin’s literary artistic chronotope as the link, my reading of the fantasy chronotopes also demonstrates an interpenetrative and reciprocal relation between fantasy spatiotemporal imaginations and the theoretical interpretations of space and time in geocriticism.

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Kirkpatrick, Leah Marie. "Hidden kisses, walled gardens, and angel-kinder : a study of the Victorian and Edwardian conceptions of motherhood and childhood in Little Women, The Secret Garden, and Peter Pan /." Full-text of dissertation on the Internet (1.17 MB), 2009. http://www.lib.jmu.edu/general/etd/2009/Masters/Kirkpatrick_Leah/kirkpalm_masters_11-19-2009_01.pdf.

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Ham, Linda. "Reason in the rhyme: The translation of sound and rhythm in children's books." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27850.

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Because child readers are still in the process of fully acquiring their language, children's books and their translations are closely linked to orality and the oral culture. Strong sound, rhyme and rhythm, which are habitual features of children's literature, also figure as important agents in the acquisition of language. Therefore, these linguistic principles might indicate a pedagogical skopos in the translation of children's literature, that of aiding in child language acquisition. Theory on sound translation and commentaries from translators of children's literature provide arguments for the importance of retaining sound and rhythm in translation. Analyses of three French-Canadian children's books translated into English provide practical observations of how sound and rhythm are translated in actual texts.

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Sinibaldi, Caterina. "Between censorship and propaganda : the translation and rewriting of children's literature during facism." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56235/.

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The thesis sets out to examine the little studied phenomenon of translating and rewriting children’s literature during Fascism. Under Mussolini’s rule, books for children had to perform the important task of forging the ‘new Italians’. For this reason, the presence of foreign literature on the Italian book market became increasingly problematic, as the regime attempted to achieve cultural and economic autarchy. This research aims to show how, rather than merely reflecting dominant ideologies, the translation of books for children was a site for negotiation, allowing different, and sometimes conflicting narratives and discourses to be identified and fruitfully examined. By adopting an interdisciplinary theoretical framework, where theories from Translation Studies, Children’s Literature, and studies on Fascism, are integrated, translations and rewritings of books for children are employed as hermeneutic tools to explore the multifaceted nature of the regime’s ideology and cultural production, beyond the official façade of unity and consistency. Central questions concerning the construction and defense of Fascist identity are addressed through a selection of case studies, showing different strategies and functions of translating and rewriting for children. The Fascist rewritings of Collodi’s Pinocchio are analysed in relation to Fascism’s relationship with tradition, focusing on the ways in which the past was ‘rewritten’ at different phases of the dictatorship. The challenges of translating a book that had been openly condemned by Fascist institutions are examined by looking at the two translations of Alice in Wonderland which appeared during the 1930s. The complex reception and the controversial success of American comics is investigated, where the different strategies of translation and re-creation reveal complex dynamics of interactions between imported and native products. Finally, the process of rewriting an apparently timeless and universal tradition is observed in the book series ‘La Scala d’Oro’, which was highly regarded by official culture, despite publishing mostly foreign titles.

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Haraldsson, Frida. "Skånepågen blir dialektlös pojke? : En adaptionsanalys av Nils Holgerssons underbara resa genom Sverige, transformeringen från bok till film." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82480.

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Selma Lagerlöf's story about Nils Holgersson, The wonderful Adventures of Nils (1906-1907), is unique in several different ways. It was innovative for its time and it was the first school book written as a story, which makes it an interesting foundation to build an essay upon. The essay examines Selma Lagerlöf's novel about Nils Holgersson compared to Dirk Regel's film adaptation (2011). Both the novel and the film are divided into two parts and only the first part of the book is compared to the first part of the film. Adaptations are common in today's society, a common type of adaptation is when a novel transform into a film but it can also be when a poem becomes music or a play turns into a film. The essay discusses what happens when a medium is transformed into another medium. The essay also has a pedagogical perspective and asks what happens when a didactic school book is adapted into a film. The view on children in Lagerlöf's time is discussed in relation to the view on children that prevails in today's society. When it comes to characters, I’m interested in seeing how Nils Holgersson is portrayed in the book versus in the film. The method used is Linda Hutcheon's and Siobhan O'Flynn’s adaptation analysis which focuses is on various factors that affect an adaptation. Regarding theory, I will use both Thomas Leitch’s adaptation theory and Maria Nikolajeva's children's literature theory. The results show that Lagerlöf's Nils Holgersson is a character who has few qualities. In the beginning he is bad and at the end of the story he becomes good, he develops through the story and is thus a flat but dynamic character. In Regel's version, Nils Holgersson is a complex character from beginning to end and he does not develop, he is thus a round but static character. The didactic perspective it is not as prevalent in the film compared to the book, but some episodes can be understood as having an educational message, which I interpret as a reference to the source medium.

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Tapia, López Paola Tatiana. "La narrativa para niños y jóvenes: Una aproximación a su uso en las aulas en Enseñanza General Básica en Chile." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/382625.

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El presente estudio se basa en identificar la concepción que tienen cuatro profesoras de Educación General Básica de tercero y cuarto año de la región del Biobío en Chile, sobre el uso de narraciones de Literatura Infantil y juvenil y cómo dicha concepción se refleja en las actividades que desarrollan en el aula. La metodología más idónea para conseguir los objetivos propuestos y para poder dar respuesta a las preguntas formuladas se sitúa en el ámbito de la investigación etnográfica, ya que se intenta describir y reconstruir de forma sistemática y detallada uno de los ámbitos de la vida social de la escuela. Para la recogida de información se utilizó dos instrumentos: la entrevista semiestructurada y la pauta de observación, con la finalidad de comparar los datos con la entrevista y verificar el accionar de las profesoras en el aula con los estudiantes en relación a la enseñanza de la materia de conocimiento y el sujeto que imparte ese conocimiento, esto es, entre la enseñanza de la literatura y el profesor. La concepción que tienen las profesoras acerca del uso de la narrativa de literatura infantil y juvenil, a la luz de los resultados obtenidos se ha podido establecer que las profesoras poseen ciertos paradigmas, en relación a la concepción sobre el uso de la narrativa en literatura infantil y juvenil. Las conclusiones revelan que los parámetros que utilizan las docentes para seleccionar el tipo de literatura que leen los estudiantes, atienden al contexto, a la edad e intereses de los estudiantes y al canon literario que sugiere el Ministerio de Educación. Acerca de las estrategias que utilizan las profesoras para motivar e incentivar el hábito y el interés por los textos literarios, éstas consideran que el rol del docente es guiar, mediar, motivar y despertar el interés por la lectura en sus estudiantes. Para ello llevan a cabo diversas estrategias: lectura silenciosa, lectura compartida, uso de las tics y el uso de la biblioteca. En relación a las estrategias pedagógicas que manejan las docentes al usar la narrativa de literatura infantil y juvenil en el aula, la más utilizada por las profesoras son los llamados momentos de lectura. Dicha estrategia se divide en tres momentos: el antes de la lectura, durante y después. Las profesoras evalúan el uso de la narrativa de la literatura infantil y juvenil en función de la fluidez y comprensión de la lectura, poniendo en primer plano los propósitos pedagógicos por sobre de los didácticos, dejando de lado otros propósitos, tales como leer para conocer otros mundos o ver una nueva perspectiva del nuestro, siendo que son estos últimos los primordiales para formar alumnos lectores. Finalmente las profesoras usan la narrativa en Literatura infantil y juvenil como un medio para enseñar la comprensión lectora, por lo tanto, la literatura infantil y juvenil adquiere un sentido más instrumental que de creación de un hábito de leer literatura. En consecuencia, puede hablarse de una didáctica realmente débil y restringida sobre el uso de la narrativa en literatura infantil; sin embargo, hay que reconocer que las profesoras aceptan una pedagogía de la literatura infantil que se ejerce por ella misma y que contempla las formas y procedimientos por los que esta educa al estudiante. Estas creencias de las profesoras sobre el uso de las narraciones de la Literatura infantil y juvenil forman parte de la cultura que han aprendido de algún curso de perfeccionamiento y ellas lo integran de manera poco reflexionada, poco explícita, pero que está muy consolidada al momento de realizar actividades en el aula.
This study is based on identifying the concept with four teachers of basic general education of juniors and seniors in the region of Bio Bio in Chile, on the use of narratives of children's literature and how this concept is reflected in the activities develop in the classroom. The most appropriate methodology to achieve the objectives and to respond to questions is in the field of ethnographic research. Semi-structured interviews and observation pattern were used to gather information aiming to compare the data with the interview and verify the actions of the teachers in the classroom with students in relation to the teaching of the subject and the subject of knowledge imparting that knowledge; this is between the teaching of literature and teacher. The design with the teachers on using narrative children's literature, in the light of the results it has been established that teachers have certain paradigms, in relation to the concept of the use of narrative in children's literature. The findings reveal that teachers use the narrative Children's literature as a means to teach reading comprehension, therefore, children's literature takes on a more instrumental way than creating a habit of reading literature sense. Consequently, one can speak of a truly weak and restricted the use of narrative in teaching children's literature; however, we must recognize that teachers accept a pedagogy of children's literature exerted theirselves and contemplates the ways and means by which this educates the student. These beliefs of the teachers on the use of narratives of children's literature are part of the culture they have learned from a training course and they compose little thoughtful way, little explicit, but it is well established at the time of activities in the classroom.

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Gustavsson, Kralik Linnea. "BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION." Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.

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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.

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Degerström, Marie. "The Boy Who Couldn’t Grow Up : En tematisk analys av döden i J. M. Barries drama om Peter Pan." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76386.

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The aim of this study is to analyse the thematic purpose of death in J.M. Barries play Peter Pan, or The Boy Who Wouldn’t Grow Up. Peter Pan, the Darlings and Neverland each get analysed in separate chapters, to get a fuller understanding of their relation to death. This has been done through the use of copingtheory, and comparisons to earlier myths about catabasis, Pan, and British changelings. Further support has been found through earlier works written about the subject, to deepen the understanding of death’s part in this play for children. The essay concludes that the children in the play are deathly ill – and thus Neverland and Peter Pan are representations of the afterlife, and a spirit which guides children on from this life in to the next.

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Nestor, Emelie. "L’héritage de la négritude dans quatre livres pour la jeunesse de l’auteure centrafricaine Adrienne Yabouza." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-92539.

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The negritude movement was a political and artistic movement, which developed in France and in the French-speaking parts of the world in the 1930’s, criticising racial discrimination and the exploitation of the African continent, and promoting African art and cultural expression as well as a common African identity and heritage. This study examines how some values reflected in the early literature of the negritude movement are manifested in four picture books written in the 2010’s by the Central African author Adrienne Yabouza. The study concentrates specifically on three values: the close relationship between Africans and nature, the idealization of the black woman and the attitude towards aggressions and war, and searches to understand if, and in what way, the values have changed since the days of the negritude. It also aims at analysing the possible significance of any changes, or lack thereof. The theoretical framework is based on postcolonial theory, and particularly the context of enunciation of the francophone literature from the former French colonies. Regarding the closeness to the nature and the idealization of the black woman, the study concludes that the values reflected in the books of Yabouza are very similar to those manifested in the early works of the negritude. It is suggested that this might be due to the fact that the literary field to which the books belong is strongly anchored in the West. This leads to a lack of a critical discussion about this kind of literature in Africa, something that prevents the literature from following the cultural development of the continent. Concerning the attitude towards aggressions and war, the study notes a difference between the values conveyed by the negritude and those manifested in the examined picture books. This is certainly partly explained by the fact that the picture books are written for children while the works of the negritude are supposed to be read by adults. But the study also suggests that while a critical literary discussion is largely absent in Africa, a dialogue about war and violence is much more present, something that may have contributed to the evolution of the values manifested in the work of Yabouza.

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Nilsson, Lina. "Striden mot genusborgen : En karaktärsanalys om reproduktion/ ifrågasättande av genussystemet i två kapitelböcker för unga." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85458.

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Syftet med studien är att, utifrån ett genusteoretiskt perspektiv, beskriva hur genussystemet upprätthålls eller ifrågasätts i böckerna Nidstången och Rum 213, vilka är de verk barn i årskurs 4-6 läser frekvent i sin fria läsning. Detta mot bakgrunden att skolans värdegrundsuppdrag är att arbeta för jämställdhet mellan könen och att elevers identitetsskapande påverkas av den skönlitteratur de läser. Syftet besvaras genom att söka svar på frågorna: vilka egenskaper tillskrivs karaktärerna baserat på deras tankar, känslor och handlingar? Hur framställs de relationer som finns i böckerna? Genom en karaktärsanalys som kombinerar ett mimetiskt och ett semiotiskt perspektiv, visar analysen av resultatet att samtliga karaktärer reproducerar genussystemets premisser, om än på olika sätt och i olika utsträckning.

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Lundberg, Elin, and Myrgren Cecilia Östby. "Barns språkstimulering i utomhusmiljö : Ur ett förskollärarperspektiv." Thesis, Högskolan i Gävle, Didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29269.

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Språket ses enligt den sociokulturella teorin som nyckeln till allt lärande. Barn lär sig sitt språk i samspel med andra och i sociala sammanhang. Förskolan blir av stor betydelse för barns språkutveckling då barn spenderar mycket tid på förskolan. Syftet med studien är att undersöka hur förskollärare resonerar om hur deras arbete i utomhusmiljöer gynnar barns språkutveckling. För att svara på studiens frågeställningar har intervjuer utförts med nio yrkesverksamma förskollärare från sex olika förskolor. Resultatet visar att förskollärarna anser samtalet som det viktigaste verktyget i barnens språkutveckling. Förskollärarna beskriver också vikten av aktiva och närvarande förskollärare i barnens lek och i planerade aktiviteter för att kunna utmana och stimulera barnens språkliga utveckling. Resultatet visar på några svårigheter som förskollärarna finner med att bedriva språkutvecklande aktiviteter med barnen i utomhusmiljö. Dessa svårigheter var exempelvis brist på personal och förskollärares gamla tankesätt och vanor. Slutsatsen av denna studie visar att aktiva förskollärare krävs för att samtal av språkutvecklande karaktär ska kunna äga rum. För att lärandet ska bli meningsfullt för barnen behöver aktiviteterna utgå från barnens intressen och behov. Utomhusmiljön bör användas som ett komplement till inomhusmiljön då den tillgodoser barnen med andra erfarenheter och samtalsämnen, vilket leder till ett utökat språkligt innehåll.
Children's language development in the outdoor environment The language is seen in the socio-cultural theory as the key to all learning. Children learn their language in interaction with others and in social contexts. Preschool is of great importance for children's language development as the children spend a lot of time in preschool. The purpose of the study is to investigate how preschool teachers reason about how their work in outdoor environments favors children's language development. In response to the study's questions, interviews have been conducted with nine professional preschool teachers from six different preschools. The result shows that preschool teachers consider the conversation to be the most important tool in children's language development. Preschool teachers also describe the importance of active and present preschool teachers in children's play and in activities led by teachers to challenge and stimulate children's linguistic development. The result shows some difficulties that the preschool teachers find in pursuing activities of language developing character with the children in the outdoor environment. These difficulties were, for example, lack of staff and the preschool teacher's old thinking and habits. The conclusion of this study shows that active preschool teachers are required for conversations of language developing character to take place. In order for the learning to be meaningful for the children, the activities need to be based on the children's interests and needs. The outdoor environment should be used as a complement to the indoor environment as it contributes the children with other experiences and conversational topics, which leads to an increased linguistic content.

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Husberg, Susanne. "Rocka sockorna 365 dagar om året : En kvalitativ litteraturanalys om hur barn med funktionsnedsättning framställs i fyra olika bilderböcker riktade till barn i förskoleåldern." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66326.

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Syftet med denna kvalitativa litteraturanalys var att undersöka hur neuropsykiatrisk och intellektuell funktionsnedsättning skildras i fyra olika bilderböcker som är riktade till barn i förskoleåldern. Resultatet av analysen visar att tre av bilderböckerna skildrar både negativa och positiva aspekter av funktionsnedsättningen, med ett visst fokus på de positiva. I dessa tre bilderböcker kretsar även handlingen kring funktionsnedsättningen, som är det primära i berättelsen. I en av de fyra bilderböckerna skildras funktionsnedsättningen enbart på ett positivt sätt. I denna bilderbok kretsar dock handlingen kring något helt annat än själva funktionsnedsättningen, som inte är det primära i berättelsen. Analysen visar även att funktionsnedsättningen är mest tydlig i bilderböckernas text, och att bilderböckerna skiljer sig åt gällande estetisk utformning.
The purpose of this qualitative literature analysis was to examine how neuropsychiatric and intellectual disability is portrayed in four different picture-books aimed at children in pre-school age. The results of the analysis show that three of the picture-books portrays both positive and negative aspects of the disability, with a certain focus on the positive ones. In these three picture-books, the disability is also the primary in the story. One of the four picture-books only show the positive sides of the disability. However, in this picture-book the disability is not the primary in the story. The analysis also show that the disability is mostly noticeable in the text of the picture-books, and that the picture-books are different regarding their aesthetic design.

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Meng, Qi. "Interventions promoting academic engagement for children with ASD in general education classrooms : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35883.

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Gischel, Carolynne K. "Academic interventions for successful inclusion of students with mild to moderate emotional/behavioral disabilities in general education classrooms a systematic review of literature /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002196.

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Ramos, Arias Andrea M. "The making of our literate masks : an arts-informed study of children's identity negotiation through interactions with picturebooks." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/15676/.

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In this thesis, I explore the negotiating strategies, knowledges and literacies that come into play when children interact with picturebooks as readers and bookmakers; and how children interact with discourses in representation that are pervasive throughout picturebooks. For decades, children's books have suffered from poor cultural representation, with critics noting the lack of diversity in characters, inauthentic portrayals and poor diversity among writers. Tied to young and inexperienced readers by age banding and perceptions of little complexity, picturebooks have for years been linked to the teaching of reading. In England, this is largely dominated by the use of synthetic phonics as the preferred teaching method. Coupled with what critics have called a 'pedagogy of performativity' which places intense pressures upon teachers, schools and children for these to meet standard expectations in national testing, the teaching of reading in schools tends to be approached through methods that focus on the development of skills. This study uses an arts-informed methodology to explore the relationships between children and picturebooks, and how they are connected to literacy learning and discourses in representation present in picturebooks. At its heart are six children with whom I conducted observations, interviews and bookmaking workshops during the 2014-2015 school year. The data was analysed using verbal and visual narratives, drawing from notions of portraiture and bricolage to create a responsive approach, and based upon James Britton's theory of the 'third space' of play, where children negotiate the demands of the outside world with their own inner wishes, and notions of narrative identity. The findings indicate that discourses surrounding picturebooks' complexities and representational aspects within them affect how children relate to these books, as well as how they negotiate their sense of place, belonging and self-understanding. The implications of this research have repercussions for academic, educational and publishing professionals.

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Yashkina, Svetlana. "Modern Fairy Tales: The New Existence of an Old Genre : Exemplified by the Books of Alan A. Milne, Tove Jansson and Eno Raud." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-151238.

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The aim of this study is to draw new perspectives to the theoretic approach towards the complex nature of the modern fairy tale genre and its transformation. The study is exemplified by two books by Alan A. Milne about Winnie-the-Pooh (1926-1928), Tove Jansson’s eight books about the Moomintrolls (1945-1970) and Eno Raud’s four books about three funny creatures called “Nakstitrallid” in Estonian (1972-1982). In this thesis, I examine the disputable problem of defining the fairy tale genre in modern literature and refer to the history of the genre and storytelling tradition that have indirectly inspired all three authors in their decision to turn for fairy tale as a genre. Applying the poetical analysis, I argue that these authors contributed to the continuity of fairy tales by creating the link between folkloric heritage, novelistic literary expression and children’s imagination. This study can therefore be considered as topological, however it does not pretend to introduce the complete systematic definition of the genre as the thesis’ format does not allow such in-depth investigation. In the first chapter, ‘Archaic world stimulation in modern fairy tale’, I examine the dominating literary categories that refer to the folk fairy tale intertext: Bakhtin’s concept of ‘chronotope’ – category of time and space, system of fictional allegoric characters and category of fantastic. In the second chapter, ‘Modern fairy tales from perspective of children’s literature’, I analyze the books of Milne, Jansson and Raud in the scope of narratological and aesthetic categories of children’s literature. The folkloric laughter intertextually reproduced by naïvism of the Moomins, the Naksitralls, and Winnie-the-Pooh’s friends, while folkloric collective hero is presented by universal harmony of a happy family and child-like protagonists. I came to the conclusion that poetics of folklore fairy tale still exists in these books through the intertextual dialogue. Modernism as literary method re-evaluates folkloric aspects such as nonlinear time, the blurred boarders between individual and cosmos, material and spirit, text and reality. Every new artistically unique fairy tale world resembles the new stage of the genre development. The more innovative is the story, the more sophisticated can be its poetics.

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Sable, Eileen D. "The effects of Junior Great Books literature discussion on reading comprehension achievement of gifted fifth graders: application of general linear model for cross-level inferences." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53657.

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Research findings emphasize the need for programs for the gifted reader, particularly the need to determine which methods or programs best benefit the gifted student. The purpose of this study was to assess the effectiveness of the Junior Great Books (JGB) literature program on reading comprehension achievement of gifted fifth grade students due to the factors of a) discussion/non-discussion and b) levels of students' experience in the JGB program. This study was replicated to determine if similar results in reading comprehension achievement occurred by using different JGB stories. In addition, the study explored methodological issues of cross-level inferences to determine if different results were obtained when applying the General Linear Model to individual-level and aggregate-level data. The research was experimental in design. Seventy-eight fifth grade gifted students were randomly assigned to eight groups in two schools, four treatment groups with discussion and four control groups without discussion. Students in one school had no prior JGB experience; students in the other school had a range of one to three years JGB experience. Two different JGB literature stories, randomly selected, were read by all groups. Reading comprehension was measured, pre and post, by an instrument that emerged from the JGB stories using the cloze procedure. Additional data to measure students' achievement in the form of responses to openended questions about the JGB literature stories were collected. Observations of groups featuring discussions/non-discussions were taped and rated to determine whether appropriate formats were followed by the leaders. Individual-level data and aggregate—level data were analyzed using a two—way ANOVA with nesting using the General Linear Model of the Statistical Analysis System (SAS). lt was found, and supported by study replication, that there were no significant differences between those fifth grade gifted students who participated in the JGB s program with discussion and those who did not. Nor were there differences due to level of experience in the JGB program. Similar results were obtained when applying the General Linear Model to individual—level and aggregate-level data. Further investigation of the JGB program and related methods and procedures involved in the study were suggested.
Ph. D.

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Borking, Ulrika. "Donaldson på Hellsingska: en komparativ fallstudie : Julia Donaldsons engelska bilderböcker i svensk översättning av Lennart Hellsing." Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118130.

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I denna magisteruppsats undersöks Julia Donaldsons engelska bilderböcker i svensk översättning av barnboksförfattaren Lennart Hellsing. Huvudsyftet med denna studie är att avgöra om de svenska måltexterna även bär drag av Hellsings egen författarstil. För att kunna undersöka detta har Kårelands tidigare forskning (2002) om Hellsings litterära produktion använts för att ta fram stilvariabler. Dessa stilvariabler har sedan applicerats på måltexterna i denna fallstudie. Det teoretiska ramverket orienterar sig inom deskriptiv översättningsvetenskap och Tourys (1995) modell för rekonstruktion av översättningsnormer används. Detta möjliggör placerandet av källtexter (KT) och måltexter (MT) i en sociokulturell kontext. I den deskriptiva analysen jämförs KT med MT och översättning som begrepp förstås som något som omgärdas av översättningsnormer vid en viss tidpunkt och inom en viss kultur. Resultaten visar att Hellsings stil som författare återfanns i de översatta texterna och resultaten pekar även mot att översättningen av dessa texter kan ses som en acceptansinriktad praktik.
This master’s thesis looks at the translation of Julia Donaldson’s English picture books into Swedish by the Swedish children’s author Lennart Hellsing. The main aim of the study is to determine whether the translation of the original (source) texts involves the transference of Hellsing’s writing style into the translated (target) texts. Earlier research, carried out by Kåreland (2002), is employed in order to pinpoint Hellsing’s distinctive style as a writer. The style variables apparent in Hellsing’s own writing were thereby identified and these are applied to the analysed target texts in this case study. The theoretical framework is based on descriptive translation studies (DTS) and the use of Toury’s model (1995) for reconstructing translational norms allows the source texts (ST) and target texts (TT) to be put into a sociocultural context. By working within this framework a descriptive analysis is used to describe and compare the ST and TT and the concept of translation as a practice governed by certain translational norms at a certain moment in time and within a certain culture is applied. The findings show that Hellsing’s style as a writer can also be detected in his translations of Donaldson’s picture books. The results of this case study also indicate that the translation of these texts can be considered to be a target culture oriented practice.

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Ådin, Hanna. "Goggle-Eyes : en främmandegörande barnboksöversättning utifrån Bermans negativa analysverktyg." Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-149144.

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Denna magisteruppsats är baserad på översättningen av de två första kapitlen i ungdomsboken Goggle-Eyes (1989) av den brittiska författaren Anne Fine. Uppsatsen undersöker effekterna av en främmandegörande översättningsstrategi med utgångspunkt i Antoine Bermans negativa analysverktyg och med avseende på undvikandet av förlust av ikoniska och klangfulla ord och förlust av uttryck och idiom inklusive namn. Analysen visar att det i många fall är möjligt att bevara ikoniska och klangfulla ord vid översättningen, utan att effekten på måltexten blir främmandegörande, medan bevarandet av uttryck och namn i flera fall kräver förtydliganden för att måltexten ska bli begriplig för målgruppen.
The present study is based on the translation of the first two chapters of Goggle-Eyes, a novel for young teenagers by the british author Anne Fine. The study examines the effects of a foreignizing translation strategy based on Antoine Berman’s negative analytics, concerning avoidance of the loss of sonorous and iconic terms and expressions and idioms. The analysis suggests that in many cases it is possible to keep sonorous and iconic terms in translation without creating a foreignizing effect that could make reading difficult for young readers. However, the keeping of expressions and idioms in many cases calls for clarification in order to create a target text that is understandable for the target group.

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Matchett, Grace. "The relationship of parents and children in the English domestic plays of George Bernard Shaw." Thesis, University of Glasgow, 1990. http://theses.gla.ac.uk/1851/.

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The aim of this thesis is to bring a new critical perspective to the English domestic plays of George Bernard Shaw by analysing them in the light of Shaw's treatment of parent-child relationships. A domestic play is one in which the plot or problem centres around a family and in which the setting is that family's permanent or temporary home. The period 1890 and 1914 has been chosen for three reasons: first, it was during this time that Shaw began and succeeded in his career as a dramatist; secondly, this period saw the growth of the `new drama' movement, which considered a discussion of sociological issues a prerequisite for responsible dramatic literature, and thirdly, changes within the theatre itself, most noticeably Granville Barker's seasons at the Court Theatre (1904-1907) gave Shaw the opportunity to have his work intelligently and artistically presented to a growing audience of literary discrimination and social awareness. Heartbreak House is included in this analysis because although not finished until 1917 it was begun in 1913. The thesis begins with an examination of the influences on Shaw which made the treatment of the parent-child relationship a central theme of his earliest plays. These are (a) Biographical (b) Sociological (c) Theatrical - (i) Nineteenth century Popular Theatre including Melodrama (ii) Ibsenism Section Two describes Shaw's treatment of parents and children in his novels. The aim of this section is to demonstrate that the family relationships that assume major significance in the plays are prefigured in the novels not simply thematically but formally. In Section Three the English domestic plays are placed in four categories under the schematic headings which sometimes overlap: (a) Single Parents, Widowers' Houses, The Philanderer, Man and Superman, Pygmalion, Heartbreak House (b) The Return of the Absent Parent, Mrs Warren's Profession, You Never Can Tell, Major Barbara (c) Substitute Parents, You Never Can Tell, Candida, Man and Superman, Pygmalion, Heartbreak House (d) Happy Families, Getting Married, Misalliance, Fanny's First Play, The conclusion is that Shaw, in expressing his opinions on the relationships of children and their parents in the English domestic plays as well as in his other writings, was challenging the conventions of conventional middle-class society while at the same time expressing, perhaps compulsively, his personal quest for his own `true' parents.

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Sand, Veronica. "Translation or rewriting of proper names : A study of children’s literature across a century." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102022.

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The translation of names is a topic for discussion within many fields, no less so within translation studies. Furthermore, the translation of proper names in children’s literature is a topic with on-going changes. There is a divide between those who believe that the names should be translated into proper cultural equivalent and those who believe it is time to have faith in children being able to handle foreign names. That is what this study will focus on. Approx. 15 names from seven children’s books from 1865 to 2011 were studied to conclude that there seems to be a greater faith in children’s ability to handle foreign names. Three languages were compared English, Spanish, and Swedish with the majority of the 337 names studied being kept in their original format, with spelling intact.
Översättningen av namn är ett diskussionsämne inom många områden, inte minst inom översättningsstudier. Utöver detta är översättningen av egennamn inom barnlitteratur ett ämne som är under ständig förändring. Det finns en klyfta mellan de som menar att namn borde bli översatta till sin kulturella likvärdighet och de som menar att det är på tiden att lita på att barn kan hantera främmande namn. Det är denna diskussion som kommer vara fokus för denna uppsatsen. Ca. 15 namn från sju barnböcker från 1865 till 2011 studerades för att visa att det verkar finnas en större tilltro till barns förmåga att hantera främmande namn. Tre språk jämfördes, engelska, spanska och svenska. Var utav de 337 namnen som studerades var majoriteten oförändrade i översättningarna.

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Bidmead, Pat. "Differences in presentation of white, black, Asian and oriental ethnic groups in British comic and magazine publications for children." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/4218/.

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My interest in comics began at about ten years of age. Reading difficulties and a dismissal as stupid by one of my primary school teachers left me believing that reading was beyond my capabilities. One morning when walking reluctantly to school I saw a comic lying in the gutter. Attracted by the bright colours I picked it up, I could not read the title 'Dandy' but the picture stories meant for the first time I could follow a narrative. Quickly I realised that the pictorial content gave me clues to the dialogue presented in the 'bubbles'. Reading for me was a possibility and I soon became addicted to a diet of comics. Unfortunately the racist nature of British society was reflected in those comic strips. Brought up in an environment where there were no visible black faces most of my racial education was from the society around me and the comics I read. I did not realise how deeply ingrained the racial conceptions were until I attempted to draw my own comic strip to amuse two small children for whom I had frequent care. Without thinking I automatically reproduced the same kind of stereotypes to be found in the comics I had read. Soon racial inequalities were to become a central concern in my life. I became conscious of the pervasiveness of racism in society and this consciousness increased as I embarked on a mixed race marriage generally disapproved of in the white dominated society of the early 1950s. My experience as a mother of mixed race children led me to join various anti-racist groups and thus become interested in all aspects of racial injustice. A combination of factors encouraged the undertaking of this research amongst them being, a teacher first, of young children and later of adolescents. A further influence came from the literature I read which encouraged me to write articles on the subject for such magazines as Roots and Youth in society. As a consequence of my past experiences and these articles this research project took shape and I make no apology for the fact that feelings and experiences have entered into the research process. The pre-occupying concern of this research is to investigate the degree of equality in presentations of white, black, Asian and Oriental groups in comics and magazines for children. The central aim is to locate any unjustifiable differences in the presentations. Each of the Chapters in this study attempts to deal with a specific area, related to racism and collectively they attempt to supply evidence to support an argument that presentation of black group characters is mostly concerned with negative portrayals. The opening chapter commences with a declaration of aims and objectives and proceeds with a discussion of the nature of racism followed by theoretical approaches and the general methodology available for analysing comic texts. A standard content analysis is adopted in order to extract the necessary figures involved in the distribution of imagery across the ethnic groups presented in the comic literature. Without this preliminary exercise another important objective of the study would be impossible, that is, to interpret the figures in a more refined, qualitative manner in the hope that some of the subtle details of stereotyping will emerge. Chapter Two reviews the historical development of comics and magazines and the influence of this development on racial imagery. Chapter Three concentrates on the construction of appropriate headings under which to place ethnic groups appearing in the comics in order that they might be analysed by the use of checklists which draw on the common usage of stereotypes, present established checklists, and other literature for children. Chapters Four, Five, Six and Seven focus on the analysis of a number of specific aspects commencing with areas where black Asian and Oriental characters are included and excluded. Chapter Five takes issue with the presentation of principal characters, while chapter Six investigates the reality or otherwise of a number of racial myths. Chapter Seven concerns itself with the distribution and nature of verbal and non-verbal contacts between ethnic groups and Chapter Eight consists of a number of case studies using the original visual comic material in an attempt to illustrate the nature of the racism within the comic sample. The final chapter is a review of the findings from the comics and magazines brought together and conclusions drawn from the data to see if there are a significant number of unfair differences in the presentations of white, black, Asian and Oriental groups. After a brief summary of the major findings the final chapter discusses some of the conclusions and tries to interpret these conclusions within a wide theoretical framework.

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McGilp, Emma L. "A dialogic journey into exploring multiliteracies in translation for children and a researcher in international picturebooks." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8242/.

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In today’s increasingly digitised world, we communicate both locally and globally across different languages, modes and media. Since the New London Group’s (1996) seminal ‘Pedagogy of Multiliteracies’ some twenty years ago, there have been further significant developments in the way we communicate, with the 21st century considered ‘the great age of translation’ (Bassnett 2014:1). Yet despite the increasing number of multilingual, multimodal texts we encounter, classrooms continue to teach traditional, monolingual print-based models of literacy. This research is therefore primarily in response to this rapidly evolving context, with a curiosity as to how international picturebooks might develop the skills learners need to succeed both now and in the future. The research process has been a journey comprising two separate phases of empirical study as I have sought to find out the best way to approach this topic. My initial focus, Phase One, was exploring the visual literacy skills of EAL learners and I completed a project in a primary school in Glasgow. As a result of the emerging findings, the research then changed in two ways – to a whole class approach comprising both bilingual and monolingual learners, and to a focus on translation. Phase Two comprised two whole class projects in the Scottish Borders, with my overarching question: How can translating both the verbal and visual in international picturebooks develop the multiliteracies learners require in the 21st century? In my discussions of multiliteracies, I have focused on four different areas: visual, critical, digital and intercultural literacies. Learners’ visual literacy skills were developed through their recognition of the cultural codes in visuals. Their critical literacies were developed through the recognition of power in texts, through deconstructing and reconstructing texts and seeking multiple perspectives. Digital literacies were improved through the critical retrieval of information online and through using tools such as Google Translate and, like Gilster (1997), I have suggested a key component of digital literacies is having an open mind as to the possibilities of emerging technologies. I also argue that intercultural literacy should be included under the umbrella of multiliteracies, in order to provide learners with the tools to navigate the increasingly multilingual, multicultural spaces they are likely to encounter, and offer tentative findings which show how translating international picturebooks has helped to develop these skills and attitudes. Prior to concluding the thesis, I briefly consider alternative lenses for the research, in particular Critical Race Theory, identity and translingualism. I then sum up the project in Chapter 11 and make some key recommendations, including the need for multiliteracies to be explicitly acknowledged in the curriculum and for international picturebooks, including those in the first languages (L1s) of the bilingual learners, to be introduced into classrooms to challenge the dominance of English and ‘what counts’ as reading. Alongside a discussion as to the limitations of the research and possible future directions, the thesis concludes with a call for both academics and educators to consider how the gap between research and practice might be reduced, to enable research such as this to have an impact on today’s literacy learners.

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Hamlin, Sarah Elizabeth. "Poetic politics : writers and the 2014 Scottish Independence Referendum." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/8902/.

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This thesis considers the works of six major literary figures in the context of their engagement with the 2014 Scottish Independence Referendum. These writers are, in order of analysis, Edwin Morgan, J.K. Rowling, Liz Lochhead, Alasdair Gray, Kathleen Jamie, and John Burnside. Each has produced a significant literary oeuvre which is examined here in relation to each other's work and to the Referendum debate. The multifaceted relationship between literature and politics is investigated through the lens of the Referendum, utilising these six figures as interrelated case studies. Chapter One explores Edwin Morgan and J.K. Rowling in relation to each other and the concept of nationalism as manifested in the Referendum period. Chapter Two focuses on postcolonialism and the work of Alasdair Gray and Liz Lochhead in that same context. The third and final chapter is concerned with Kathleen Jamie's and John Burnside's preoccupation with ecopoetics, and how that concern overlapped with Referendum discourse. This thesis provides new readings of these six writers in the context of the Referendum. It sets out to establish that, while their published literary works are often connected to the spectrum of stances these writers took regarding the Referendum, these works need to be considered with respect to the nuanced attention all six had previously given to key themes of the Referendum debate in the decades leading up to that political moment.

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Coban, Osman. "Reading choices and the effects of reading fiction : the responses of adolescent readers in Turkey to fiction and e-fiction." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30686/.

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In surveying the cultural context of modern-day Turkey it must be acknowledged that, historically, there have been critical problems between different ethnic (Turkish and Kurdish) and religious groups in Turkey arising from prejudice, intolerance and leading to hatred and conflict. One way of easing the tension between these groups could be by challenging prejudice through developing empathy, understanding and respect. Among a number of ways this could be done, researchers in the field of literacy and children’s literature have stressed the positive effects of reading books that emerge from the transaction between the reader and the text which have the potential to raise awareness about prejudice (Arizpe et al., 2014b; Farrar, 2017). However, research suggests that young people’s amount of reading books is low in Turkey (OECD, 2009; OECD, 2012); in addition, the Board of National Education in Turkey (BNET) and education policies in Turkey have not paid attention to young people’s reading interests or their reading for pleasure (BNET, 2011a and b). Based on the theoretical tenet that reading fiction can affect readers’ thoughts and emotions, the wide aim of this study was to explore the potential of reading fiction for developing empathy and understanding. Given that young people’s reading interests have not been considered in Turkey in detail, this thesis had to begin by investigating what kind of books were preferred and what effects they had on adolescent readers in that country. In order to accomplish this, a case study method with a mixed method design was employed and it was decided that an approach using the Transactional theory of reading as well as Cognitive Criticism would help to achieve this goal. In total, 381 students (aged between 16 and 18) responded to an online questionnaire and 10 of these students participated in interviews and reading activities. The data was analysed using the IBM SPSS 22 statistical analysis program and NVivo qualitative analysis software. The findings of the study identified the significant impact that gatekeepers and facilitators (government, publishers and social community) have on Turkish adolescents’ reading attitudes and choices. It was also found that, although young people liked reading contemporary fiction and online texts, so far this has not been taken into account in the Curriculum and in the promotion of reading in Turkey. The study has identified a major gap between what schools offer and what students read (or between in-school and out-of-school practices), a key aspect in reducing students’ interest in reading books and therefore a missed opportunity for raising awareness about prejudice. Finally, this study provides strong evidence about the potential of reading and discussing books with a small group of adolescent readers, an activity that enabled them to express their thoughts about serious issues and thus supported them in developing self-understanding and understanding of others.

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Bagelman, Caroline. "Picturing transformative texts : anti-colonial learning and the picturebook." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6134/.

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This project suggests that the exclusion of children from social discourse has been naturalized, and remains largely unchallenged in the West (Salisbury and Styles, 2012, p. 113). While some didactic picturebooks and pedagogies construct and perpetuate this exclusion, I will explore the potential of critical picturebooks and critical pedagogy to counter it. Critical picturebooks and critical pedagogy, I propose, can help to build and support the critical consciousness of readers, transforming their social relations. Specifically, this project is concerned with the exclusion of children from discourse on colonialism in Canada, and it highlights the need for critical consciousness in this area. I suggest that critical picturebooks can play a role in unsettling settler relations, or shifting Canada-Aboriginal relations towards more ethical ones. I therefore offer an anti-colonial pedagogy for picturebooks to facilitate these aims. This pedagogy is generated through putting theory on picturebooks, critical pedagogy, Indigenous methods, as well as local pedagogy in Alert Bay into an interdisciplinary conversation. I begin by asking ‘how can picturebooks function as transformative texts?’ Drawing on picturebook theory, I present five elements of critical picturebooks that make them conducive to transformative social discourse: 1) flexibility of the form (enabling complex, cross-genre narratives); 2) accessibility of composite texts (allowing for multiliteracies); 3) textual gaps in composite texts; 4) their dialogical nature (often being read and analyzed aloud); and, 5) their ability to address content silenced in many educational settings. I hold that “the plasticity of mind” which Margaret Mackey suggests is engendered by the picturebook’s flexible form (explicated by these five elements) also fosters a plasticity of mind in terms of the reader navigating social issues or complex problems presented in its content (as cited in Salisbury and Styles, 2012, p. 91). This dual plasticity positions the picturebook as a valuable and empowering discursive or dialogical tool. If, as Paulo Freire asserts, “it is in speaking their word that people, by naming the world, transform it, dialogue imposes itself as the way by which they achieve significance as human beings”, then it is crucial that children are included in social dialogue that has been typically reserved for adults (Freire, 2000, p. 69). I then discuss the ways in which my participatory action research (PAR) in the community of Alert Bay, British Columbia, illustrates the transformative potentials of picturebooks, and helped to form an anti-colonial pedagogy for picturebooks. Workshops with local children, young adults and adults examined the unique form and content of picturebook narratives. In following with Freire, the aim was not only to explore the pedagogical promise of existing texts, but also to co-develop tools with which participants generate their own self-representations. We focused on developing narratives on food, an important generative theme that connects many facets of life including experiences of colonialism. Through additional conversations and embodied learning activities, I was introduced to local anti-colonial pedagogical methods. I put these experiences into conversation with theories of critical pedagogy put forth by Freire, Ivan Illich, bell hooks and Henry Giroux and a discussion of Indigenous research and pedagogical methods offered by Linda Tuhiwai Smith, Sandy Grande, Leanne Simpson, Lynn Gehl, and curricular resources. This research culminated in making Grease, a picturebook on the importance of oolichan oil to Alert Bay, told from a visitor’s perspective. In creating Grease, I have aimed to practically apply my proposed pedagogy, and make my work available to both Alert Bay and (in the future) to readers farther afield. This is an effort to address the dearth of anti-colonial literature and education available to children in Canada and elsewhere. The final chapter of my thesis serves as an annotative guide to be read alongside Grease. The pedagogy and picturebook combined present tenable ways in which picturebooks can engage children in critical discussions of colonialism and function as transformative texts.

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Halonen, Daniel. "“Too ridiculous to be believed” – an Analysis of Fairy Tale Violence in Roald Dahl’s Children’s Fiction." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194669.

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The aim of this essay is to examine several categories of violence in Roald Dahl’s children’s fiction, with the background of fairy tale theory. Roald Dahl’s children’s fiction has raised criticism, and the grounds of it are reconsidered in this essay. Violence is a declining feature of children’s literature, and the sometimes-excessive use of it in Dahl’s fiction is conspicuous, therefore. If Dahl’s children’s fiction is located in the genre of fairy tales, however, and the violence analysed as a device inherited from this tradition, its function and effect become clear, as shown in this essay. In a study of Charlie and the Chocolate Factory (1964), The Witches (1985), and Matilda (1988), I find that violence in Dahl’s fiction has three main effects; cautionary, entertaining, and cathartic effects. I also find that the burlesque quality of violence in Dahl’s work makes the charges of criticism less meaningful.

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Nilsson, Nina. "Gender Performativity and Motherhood in Coraline." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160255.

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Coraline by Neil Gaiman has several characters who in many ways break gender norms. The main protagonist of the novel, Coraline, acts more in accordance with masculine gender norms, and the mother figures are mothers who do not fully conform to the traditional mother role. The purpose of this study is to look at how Coraline and the mother figures perform their gender, and in which ways this breaks with or aligns with traditional gender norms. The analytical approach is based on Judith Butler’s theory of gender performativity, and on masculine and feminine gender schemas defined by John Stephens. For the analysis of motherhood, gender performativity has also been used, and works by Adrienne Rich and Einat Natalie Palkovich. This study shows that the protagonists challenge traditional gender role norms of masculinity and femininity, whereof motherhood is part. The study also shows that there is a lack of female role models for the young protagonist, and that acting according to masculine gender norms is desirable and necessary in the novel. But for the mothers, breaking gender norms is undesirable, dangerous, and even punished. A conclusion of the study is that even though Coraline appears to be a feminist novel, the underlying message is not entirely so.

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McAra, Catriona Fay. "'Some parallels in words and pictures' : Dorothea Tanning and visual intertextuality." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3722/.

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In 1989 the American Surrealist associated painter, sculptor, and writer Dorothea Tanning (1910-2012) suggested an intermedial dimension to her multifaceted œuvre in her essay ‘Some Parallels in Word and Pictures.’ Taking this essay as a critical point of departure, this thesis offers an intertextual theorisation of Tanning’s practice. It concerns the role of narrative in her work, and the way in which she borrows from the histories of art and literature as source materials. The thesis presented here is that Tanning’s work from the context of Surrealism and beyond makes reference to the fairy tales and other, more extensive works of literature which she read in her youth whilst at work in her public library in Galesburg, Illinois, whether implicitly in visual references or explicitly in her works’ titles. Throughout, the library is read as a key source of inspiration. This is true too of the impact which Tanning’s belated visit to the Louvre had on her post-Surrealist stylistic development. Broadly, this thesis aims to rethink the methodologies used to interpret Surrealism, and reunite the literary and visual aspects upon which the Surrealist movement was initially founded. This interdisciplinary approach contributes fresh perspectives by marrying the history of Surrealism with that of the fairy tale, including that of Lewis Carroll, Hans Christian Andersen, and the fairy tale illustrations of Gustave Doré, Maxfield Parrish, Arthur Rackham, and John Tenniel. The anti-fairy tale emerges as useful critical tool in defining the intertext which appears when Surrealism and the fairy tale are paired. The ‘demythologising’ project of Angela Carter is useful to call upon in the articulation of the anti-fairy tale, and her work is easily placed in dialogue with that of Tanning, especially in terms of its feminist leanings. The dialogic, intertextual theories of Mikhail Bakhtin, further developed by Julia Kristeva and Roland Barthes, support this reading of Tanning’s visual narratives. More recently such theories of intertextuality have manifested themselves in the work of Dutch narratologist Mieke Bal who proposes a model of ‘preposterous history’ in order to creatively re-read the relationship between source (or pre-text) and intertext. This research is primarily text-based and devotes long-awaited attention to Tanning’s literary works which are read visually, including her short story ‘Blind Date’ (1943), and her novel 'Abyss' (1977), later reworked and republished as 'Chasm: A Weekend' (2004). I argue that her novel provides textual continuity with her Surrealist visual narratives of the 1940s creating a more cyclical, ‘preposterous’ shape to her career than has previously been acknowledged.

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Mangialardo, Amanda. ""When you count your children, leave me out" : En studie av makt och maskuliniteter i Madeline Millers Circe." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-433529.

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Uppsatsen är en litteraturvetenskaplig studie av makt och maskuliniteter i Madeline Millers roman Circe (2018). Syftet med uppsatsen är “att granska maktförhållanden mellan män och kvinnor, men också mellan individer av samma kön” samt “hur Miller skildrar Kirkes relation till olika män för att utreda hur patriarkala hierarkier upprätthålls, men också hur den traditionella strukturen utmanas av nya föreställningar om kön, genus och sexualitet”. Uppsatsen utgår från fem nyckelscener i romanen som på skilda sätt belyser Kirkes möten med, och relation till, olika slags män och maskuliniteter. Den teoretiska utgångspunkten är R.W Connells – och James W. Messerschmidts vidareutveckling av – begreppet “hegemonisk maskulinitet”, men analysen relateras också till tidigare forskning om Kirke-gestalten samt till forskning om den populära kärleksromanen. I uppsatsen framgår att Kirke är underordnad en patriarkal maktstruktur, men att hon – genom att efterlikna den överordnade maskulinitetens brutala metoder – är tillräckligt stark för att utmana det patriarkala systemet. Trots det väljer Kirke den privata lyckan med en man som respekterar henne framför att krossa patriarkatet. I helhet visar dock uppsatsen att kvinnan är tillräckligt stark för att förändra samhället om hon vill.

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Turrión, Penelas Celia. "Narrativa infantil y juvenil digital. ¿Qué ofrecen las nuevas formas al lector literario?" Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285652.

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Este trabajo trata de responder a la pregunta general de “¿Qué ofrecen las nuevas narraciones digitales recientemente aparecidas al lector literario en formación?”. Para ello, la investigación se configura en tres líneas de avance, que se reflejan en los tres objetivos y que se estructuran como tres bloques diferenciados: (1) la elaboración de una visión panorámica y de una caracterización general de las nuevas formas narrativas digitales con el fin de facilitar la comprensión de la producción de este sector; (2) la elaboración de un modelo de análisis que permita el estudio pormenorizado de los aspectos más relevantes de las producciones de narrativa digital para niños y jóvenes; y (3) la caracterización de las producciones de narrativa electrónica para niños y jóvenes pioneras en idioma castellano, y de su lector modelo, a partir del análisis de una muestra representativa de obras. Se parte de la caracterización del marco sociocultural que enmarca las producciones de narrativa digital para niños y jóvenes, “la cibercultura”, y se discuten los aspectos contextuales que se consideran más relevantes para la investigación. Posteriormente se describen las dinámicas de la narrativa en el marco de la cibercultura en relación con los diferentes medios. Más adelante se aborda el desarrollo de la narrativa para niños y jóvenes en este mismo contexto, desde los años setenta y ochenta hasta la actualidad, tras lo cual se enfoca la atención sobre la narrativa electrónica: después de una breve introducción sobre los aspectos técnicos, se revisan las principales teorías que han reflexionado sobre la narrativa electrónica, con especial énfasis en el aspecto de la interactividad. Después se extiende este estudio al terreno de la narrativa electrónica para niños y jóvenes, un área específica de narrativa digital que está actualmente en el comienzo de su desarrollo teórico. Para terminar se presentan las principales teorías sobre el lector modelo infantil y juvenil, y las competencias de este en el marco actual, principalmente la competencia literaria que este trabajo quiere destacar. Tras la presentación de una serie de conclusiones y de una tipología surgidas de la observación panorámica, se presentan las pautas de análisis que desembocan en la elaboración del modelo. Este instrumento se aplica sobre diez aplicaciones-libro que conforman la muestra representativa de la investigación y, a partir de esta operación, se procede a la caracterización del conjunto de producciones y del lector modelo de la narrativa infantil y juvenil digital. Finalmente se plantean unas sugerencias de vías de avance en el campo de la narrativa infantil y juvenil digital.
This thesis tries to answer the following question: What do new digital narrative forms offer to the literary reader? In order to do this, the research follows three lines of development, which reflect three objectives and which are structured in three different parts: (1) the elaboration of a panoramic view and a general characterization of new literary forms, so as to facilitate understanding of the production; (2) the development of a model for analysis in order to study the most relevant aspects of digital narrative works for children and adolescents; and (3) the characterization of the works published in the Spanish market and their ideal reader through the analysis of a representative sample of ten works. The research starts by defining the sociocultural background that frames these products, the “cyberculture”, and explaining the most relevant contextual features for this study. Then, the thesis describes the dynamic of narrative in the cyberculture setting and in relation to different media. It follows the development of children’s narratives from the 1970s up to now. The work focuses next on electronic narratives: the technical aspects and the main theories of the field, with special emphasis on the interactive dimension. This study is afterwards extended to electronic narratives for children and adolescents, a particular area of digital narrative, which is now at the beginning of its theoretical growth. The principal theories about the ideal child and adolescent reader and literary competence close this part of the thesis. After the explanation of some conclusions and a typology that have arisen from the panoramic view, the guidelines for the analysis are presented, resulting in the creation of a model of analysis. This instrument is then applied to ten selected book apps, which results in the characterization of the Spanish production and its ideal reader. Finally, a set of suggestions for development of the field of digital narratives for children and adolescents is introduced.

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Arican, Ebru. "Representations Of Children In Kemalettin Tugcu&amp." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607884/index.pdf.

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This thesis is an attempt to analyze the narrative structure of Kemalettin Tugcu&
#8217
s novels for children that became popular in the 1960s and the 1970s. It examines the representations of childhood, adulthood, orphanhood, richness and poverty in Tugcu&
#8217
s books through the relations between the child and the adult and the rich and the poor. The poor orphan child that is portrayed especially as savior and virtuous is the main character of Tugcu&
#8217
s novels. Socio-cultural hierarchies are represented primarily through the encounter and the relationship of the poor orphan child with the adults and the rich. This study argues that Kemalettin Tugcu&
#8217
s novels represent orphanhood and poverty primarily as moral-spiritual states and not simply a materialeconomic situation. The thesis also pays attention to the conservative themes in Tugcu&
#8217
s books.

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Olsén, Johanna. "Få barnböcker som representerar barn med funktionsnedsättning. : En studie om pedagogernas uppfattning hur barn med funktionsnedsättning representeras i barnböcker i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71345.

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Syftet med denna studie är att jag vill se hur barn med fysiska funktionsnedsättningar representeras i barnböcker i förskolan. Dessutom få en uppfattning om hur pedagogerna arbetar för att få funktionsnedsättning som en del i verksamheten oavsett om det finns barn med funktionsnedsättningar eller inte på avdelningen. I studien har jag valt att använda mig av intervjuer som sträcker sig inom en kommun i Värmland och en enkätundersökning för att få en djupare förståelse för hur pedagogernas uppfattning ser ut i övriga Sverige. Studien bygger på 10 intervjuer och 52 svar på enkätundersökningen. Studien har kommit fram till att många pedagogers erfarenhet är att det finns få antal böcker där barn med fysiska funktionsnedsättningar representeras. Några av respondenterna hade aldrig sett ett barn med funktionsnedsättningar i en barnbok.
The purpose of this study is that I want to see how children with physical disabilities are represented in children's books in preschool. Also get an idea of how the teachers work to get functional impairment as a part of the business regardless of whether there are children with disabilities or not in the department. In the study I have chosen to use interviews that extend within a municipality in Värmland and a questionnaire survey to gain a deeper understanding of how the educators' opinion looks in the rest of Sweden. I received a total of 10 interviews and 52 responses to the survey. The study has concluded that many educators' experience is that there are few number of books where children with physical disabilities are represented. Some of the respondents had never seen a child with disabilities in a children's book

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Ryder, Emily Jennifer Hana. "Memory, perception, reception : following the fate of the victims of Italy's anni di piombo through the writing of their children." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/7056/.

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This thesis considers some of those who were killed in politically-motivated attacks, often referred to as ‘terrorism’, which took place during Italy’s anni di piombo. Six works written by victims’ children will be used as a lens through which to examine the collective memory and the victims’ place therein. In recent years, there has been a shift in the way that this period of Italian history - the anni di piombo – has been remembered. Where previously the perpetrators of the violence of those years dominated public discourse, in the last decade the principal narrative has become more victim-centred. The biographical works written by victims’ children have inevitably contributed to this change in the memory narrative. The techniques employed in their writing in order to change the existing public image of their fathers will be analysed in this thesis, along with certain themes that recur throughout the six works and broader victim-centred discussion of this period. Analysis begins with a thorough outline of the political and historical context of the anni di piombo, including case studies of two of the most famous victims of this period and a consideration of the written works of some of the former terrorists. Following this preliminary contextualisation, each of the six books and their authors will be studied in detail to provide a foundation for the analysis contained in the final three chapters. The themes examined in the second half of the thesis are second-generation writing, forgiveness and commemoration. Using these themes as a framework, a rigorous investigation of the place that the victims hold in collective memory; the role their children’s writing has played in shaping and maintaining their public image and the longer-term impact that these changes can be seen to have had within a broader societal and political perspective is undertaken. On the basis of this study, it is evident that the victims’ place in the collective memory of the anni di piombo has changed dramatically since that period of violence concluded. The victims’ children have been very significant in enacting this change and their writing has placed them in a position from which they can continue to exert influence and promote a victim-centred approach to history.

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Åkesson, Helena. "Barn- och ungdomslitteratur som utgångspunkt i arbete med värdegrundsfrågor. : Den didaktiska potentialen i fem utvalda mellanåldersböcker utgivna 2010–2020." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100975.

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Syftet med denna litteraturanalys är att undersöka vilken didaktisk potential det finns att använda nyskriven barn- och ungdomslitteratur som utgångspunkt i skolans värdegrundsarbete. För att undersöka detta studeras fem utvalda mellanåldersböcker som riktar sig främst till barn i årskurs 4–6. Studien har sin utgångspunkt i att värdegrundsarbetet är en viktig del av skolans uppdrag vilket många lärare upplever som otydligt. Den motiveras med att värdegrundsarbete visat sig fungera bättre på skolor som arbetar målmedvetet och integrerar värdegrundsarbetet i undervisningen. Tidigare forskning visar att det finns didaktisk potential för alla sorters skönlitterära verk men att det behövs en medveten pedagogik för att eleverna ska kunna urskilja värdegrundsfrågor som finns i skönlitteraturen. Den visar också att värdegrundsarbete är ett problematiskt begrepp eftersom det är svårt att definiera och upplevs otydligt bland lärare. Vid analysen har samtliga fem böcker lästs i sin helhet och tolkats utifrån ett hermeneutiskt perspektiv med syfte att urskilja innehållsdelar som teman, motiv, handling och karaktärer för att se vilken didaktisk potential det finns att använda dem i undervisningen om värdegrundsfrågor. Resultatet av analysen visar att det finns en didaktisk potential för att arbeta med värdegrundsfrågor utifrån samtliga av de fem utvalda mellanåldersböckerna då alla innehåller mönster och teman som kan vara relevanta i undervisningen om grundläggande värden. En slutsats som går att dra utifrån studien och tidigare forskning är att en medveten värdepedagogik är viktig för att synliggöra den didaktiska potentialen som finns i litteraturen.

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Funseth, Louise, and Elin Falegård. "En flicka som superhjälte? : Sju utvalda situationer i boken Handbok för superhjältar. Del 1: Handboken. om hur en flicka förhåller sig till det traditionella könsmönstret." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76007.

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Syftet med studien är att undersöka hur en kvinnlig huvudkaraktär i Handbok för superhjältar. Del 1: Handboken förhåller sig till det traditionella könsmönstret. Vi har valt ut sju situationer från boken. För att ta reda på hur huvudkaraktären förhåller sig till det traditionella könsmönstret kommer diskursanalytiska verktyg och Nikolajevas schema användas. Sju situationer är utvalda eftersom situationerna gör det möjligt att använda text- och bildanalys för att undersöka hur huvudkaraktären förhåller sig till det traditionella könsmönstret. Nikolajeva har skapat ett schema för att skildra pojkars och flickors egenskaper i skönlitteratur. Dessa egenskaper är skapade utifrån rådande normer, hur flickor och pojkar förväntas vara och bete sig i förhållande till verkligheten (Nikolajeva, 2017:191ff). Resultatet visar att författarna medvetet förhåller sig till genus och på olika sätt visar sig vara medveten om det traditionella könsmönstret. Lisa har egenskaper som Nikolajevas schema visar är typiskt för pojkar och flickor i skönlitterära barnböcker.

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Van, Staden Drieka. "Intercultural issues in the translation of parody; or, getting Alice to speak French and Afrikaans in Wonderland." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6590.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.
Bibliography
ENGLISH ABSTRACT: The classic Victorian tale by Lewis Carroll, Alice’s Adventures in Wonderland (1865), has been enjoyed by adults and children alike in many countries and in many languages. In this book, Carroll parodies the accepted style of children’s books of the Victorian Age by mocking the moralistic and realistic expectations. All the poems in the book are parodies of once familiar nursery rhymes, which often conveyed a moral lesson. Translating Alice’s Adventures in Wonderland is a challenging task, as it poses culturespecific, text-specific and language-specific problems. Although the book has been translated into more than 70 languages, it seems to be more popular in some cultures than in others. At the same time, some cultures seem to be content with “older” translations, while others need “updated” versions. Cultural differences seem to play a role in these preferences. The aim of this study is to examine the French and Afrikaans translations of a parodied poem (as found in chapter 2 of Alice’s Adventures in Wonderland) from an intercultural perspective. In both cases, the translators seem to have found equivalents in their respective cultures that would be acceptable to their target readers.
AFRIKAANSE OPSOMMING: Die klassieke Victoriaanse verhaal deur Lewis Carroll, Alice se Avonture in Wonderland (1865), het plesier verskaf aan volwassenes en kinders in baie lande en in baie tale. In hierdie boek parodieer Carroll die aanvaarbare styl van kinderboeke van die Victoriaanse tydperk deur die spot te dryf met die moralistiese en realistiese verwagtinge. Al die gedigte in die boek is parodieë van eens bekende rympies, wat dikwels ‘n morele les bevat het. Die vertaling van Alice se Avonture in Wonderland is ‘n uitdagende taak, aangesien dit bepaalde kultuur-, teks- en taalverwante probleme inhou. Hoewel die boek in meer as 70 tale vertaal is, blyk dit meer gewild te wees in sekere kulture as in ander. Terselfdertyd is sommige kulture skynbaar tevrede met “ouer” vertalings, terwyl ander meer “hersiene” weergawes verkies. Kultuurverskille speel oënskynlik ‘n rol in hierdie voorkeure. Die doel van hierdie studie is om die Franse en Afrikaanse vertalings van ‘n geparodieerde gedig (soos dit voorkom in hoofstuk 2 van Alice se Avonture in Wonderland) te ondersoek vanuit ‘n interkulturele perspektief. Klaarblyklik het die vertalers in beide gevalle ekwivalente in hulle onderskeie kulture gevind wat aanvaarbaar sou wees vir hulle teikenlesers.

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Olsson, Hilma. "Barn skriver också litteratur : Ett sociokulturellt perspektiv på skrivande, litteratur och läsning." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96187.

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In this essay, I endeavour to broaden the concept of literature by introducing five children’s literary works. Primarily, literary scholars have concentrated their studies on literature written by adults, regarding children as readers rather than writers. I believe that such a concept fails to cover the diversity of the literary field and therefore needs to change. Approaching writing and reading from a sociocultural point of view, and reading children’s stories from a narratological perspective, I intend to show that a new concept of literature is not only possible but inevitable. Due to the dialectic relationship between sender and receiver, literary and linguistic conventions and deviations, the definition of literature is renegotiated continuously. The French sociologist Pierre Bourdieu emphasized the impact of the academy by illustrating that scholars are maintaining literary norms when putting titles on reading lists and acknowledging certain authorships. Writing this essay is thus a pledge of change. Adult research of children’s literary work encompasses a wide range of implicit age-related power issues (aetonormativity), according to the Swedish literary scholar, Maria Nikolajeva. In this essay, I show an insufficiency of some of these adult literary concepts when applied to children’s writing. I conclude that a partly new terminology, based on children’s writing, needs to co-exist with the older set of concepts. I also emphasize the need for further literary studies on children’s writing to question, criticize and complete mine, and to acknowledge the variety of literary aspects in children’s writing.

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Traisnel, Florence. "L'INTER-DIT : UN JEU D'ADRESSES : quand écrivent pour la jeunesse à L'école des loisirs et pour les adultes aux Éditions de l'Olivier Christophe Honoré et Manuela Draeger et Olivier Adam, Geneviève Brisac, Agnès Desarthe, Marie Desplechin, Christian Lehmann, Maya Nahum, Christian Oster, Martin Page, Claude Ponti, Florence Seyvos, Valérie Zenatti." Thesis, Valenciennes, 2016. http://www.theses.fr/2016VALE0028/document.

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Le nombre d’auteurs contemporains qui écrit pour les adultes et pour les enfants va croissant, à tel point que la critique anglophone a forgé le terme de crosswriters pour les désigner. Ce travail se propose d’observer ces va-et-vient entre L’école des loisirs et les Éditions de l’Olivier de 1991 à 2011. Ces circulations répondent à d’importants enjeux éditoriaux et témoignent du rôle crucial des éditeurs dans l’accompagnement des écrivains. Cette thèse s’intéresse plus particulièrement à Christophe Honoré et Manuela Draeger (un des hétéronymes d’Antoine Volodine). Tous deux usent singulièrement du crosswriting puisque certains de leurs textes pour enfants et de leurs textes pour adultes se répondent au point qu’un inter-dit peut siéger dans le blanc qui sépare ces deux corpus. Ce phénomène d’intratextualité, adossé à un geste de polyadresse, remet en cause l’intransitivité supposée de la littérature car pour être décrypté, ce dit en suspens appelle un lecteur transgénérationnel. Cet inter-dit est le lieu où se jouent des transitions d’un âge vers un autre, des transmissions d’une génération à une autre... Mais c’est aussi le lieu de ce qui ne passe pas et vient trouer l’œuvre pour faire écho au trauma individuel ou collectif. Et si c’est toujours le texte pour adultes qui délègue au texte pour enfants ce qui ne peut être articulé dans une langue adultocentrée, ces transferts ne viennent jamais suturer la béance du dispositif intratextuel mais explorent en littérature jeunesse d’autres rapports à la langue et disent quelque chose de l’être de langage que nous sommes
The number of contemporary authors who write both for adults and children keeps rising, so much so that anglophone criticism has coined the term crosswriters to label the phenomenon. This work proposes to observe back-and-forth crossings between L’école des loisirs and Éditions de l’Olivier between 1991 and 2011. What motivate these crossings are important editorial stakes that attest to the crucial role played by publishers in guiding their authors. This dissertation will look more specifically to Christophe Honoré and Manuela Draeger (one of Antoine Volodine’s heteronyms). Both writers resort to crosswriting in singular ways as some of their children’s books and books for adults respond to one another to such an extent that what I call an “inter-diction” lodges itself in the interstice that divides their respective corpuses. This phenomenon of intratextuality, supported by a gesture of polyaddress, calls into question literature’s supposed intransitivity given that, in order to be decrypted, this suspended diction calls for a transgenerational reader. This inter-diction is the stage where are performed transitions from one age to another and where occur transmissions from one generation to the next. But it is also the site of what does not pass, of what punctures the work in an echo to individual or collective trauma. And if it is always the texts written for an adult readership that devolve to those for children what cannot be articulated in an adultocentered language, these transfers never seek to suture the abyss opened by intratextuality but rather explore through children’s literature alternative relations to language, thereby teaching us something about the linguistic beings that we are

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Lindve, Katarina. "A Study on the Artemis Fowl Series in the Context of Publishing Success." Thesis, Mälardalen University, Department of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-906.

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A close reading of a series of books by Eoin Colfer that enjoyed universal success showed a change in the language between the books especially with respect to minor linguistic features such as choice of location and abstract vs. concrete language. The books are about the boy Artemis Fowl, and were presumably conceived as children’s books.

My original thesis was that the writer could not be sure of the success of the first book, but would definitely be aware of a worldwide audience for at least his third book, due to, for example, questions raised by the translators. If the original audience was expected to be Irish, or British, with very much the same cultural background as the author’s, the imagined subsequent audiences would change with success. My hope was to be able to show this by comparing linguistic features. And indeed, even though some changes could be due to coincidence there was a specific pattern evolving in the series, in that the originally Irish cultural background became less exclusive and more universal. The writer also used more details concerning locations, with added words to specify a place. What could thus be expected in the translated versions would be omissions and additions in especially the first book, but less need for that in later books. This, however, could not be proven in the Swedish translations. I thus conclude that the books became easier to follow for a wider, in this case Swedish, audience mostly because of efforts by the author and less because of the translator.

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Nordgren, Sarah. "Ingen äger skogen : Människa och natur i Astrid Lindgrens Bröderna Lejonhjärta och Ronja Rövardotter." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156208.

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This essay aim to explore how human and nature is presented in Bröderna Lejonhjärta and Ronja Rövardotter, by Astrid Lindgren. It also tries to answer the question how the relationship between the two is shaped; can any hierarchic structures be exposed in the relationship, and how do these, in that case, appear? The essay also problematize words and concepts along the way, such as nature, anthropocentrism and ecocentrism. The method for this study is an ecocritical theoretical base, with thematic analyzes of the books, regarding plot, relationships between characters and their surroundings, and also linguistic narratological techniques, such as the use of metaphorical elements. The different thematic episodes are put in relation to theories about vital materialism, presented in Vibrant Matter – A Political Ecology of Things, by Jane Bennett. I also do a comparative analysis between the two books by Lindgren, with the purpose of highlighting important differences and similarities. The essay ends by discussing how the main characters can be seen as very caring in their relationship to their surroundings, and how one, by applying the theories presented by Bennett, can interpret this caring as a strive towards existing in harmony with, and equal to, nature; a sort of mode or view that Bennett describes as a horizontal position. During the discussion I describe how this strive and position is expressed, and how these are interacting with cyclical systems such as the changes of the seasons and shift between life and death. The books as literature for children, and the main characters as children, is discussed in relation to this, supported by the text “När du är bättre än vi – Jantelagen, skammen och barnlitteraturen” by Maria Jönsson, from the book Du ska inte tro att du är något – Om Jantelagens aktualitet.
Denna uppsats behandlar och syftar till att undersöka hur människa och natur skrivs fram i Bröderna Lejonhjärta och Ronja Rövardotter, av Astrid Lindgren. Den försöker även att svara på hur relationen mellan dessa ser ut; huruvida man kan se hierarkiska strukturer i förhållandet, samt hur dessa i så fall ter sig. Uppsatsen gör det även till sin uppgift att längs vägen problematisera begrepp som bl.a. natur, antropocentrism, ekocentrism. Metoden för studien är en ekokritisk hållning, som går ut på olika tematiska nedslag i de båda verken, där handling, karaktärers förhållande till varandra och till sin omgivning, samt språkliga berättartekniska grepp så som användning av metaforiska inslag, lyfts och analyseras. De olika tematiska avsnitten prövas även mot Jane Bennetts vitala materialitetsteorier som presenteras i Vibrant Matter – A Political Ecology of Things. En komparativ analys görs mellan de båda verken av Lindgren, i syfte att synliggöra viktiga likheter och skillnader. Uppsatsen avslutar med att diskutera hur man kan se ett, hos huvudkaraktärerna, påtagligt vurmande för omgivningarna, samt hur man genom att applicera Bennetts teorier kan tolka detta vurmande som en slags strävan mot att existera likställt med naturen, ett slags läge som Bennett beskriver som det horisontella planet. Under diskussionen lyfter jag hur denna strävan och detta läge yttrar sig, samt hur dessa samspelar med cykliska system, så som årstidernas växlande, samt skiftet mellan liv och död. Verken som barnlitteratur och huvudkaraktärerna som barn lyfts och diskuteras i relation till detta med hjälp av Maria Jönssons ”När du är bättre än vi – Jantelagen, skammen och barnlitteraturen”, ur Du ska inte tro att du är något – Om Jantelagens aktualitet.

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Olsson, Victoria. "”Man kan inte läsa bara för att man kan tala” : En studie om årskurs ett-elevers föreställningar om läsning och bokval." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43722.

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The aim of the study is to investigate what pupils in grade 1 think about reading aloud, reading alone, the selection of books, and the significance of reading. A subsidiary aimwas to examine the relation between the pupils’ experiences of reading in the home andtheir ability to discuss a text they have read. A sidetrack in the study aimed to see whether the pupils’ experiences of reading in the home affected their outlook on readingin general. The empirical material is linked in the discussion to earlier research on topics such as learning to read and the significance of reading aloud. The discussion also establishes a parallel to theories of literary envisionment. The methods for thestudy were observation of a book conversation and group interviews with four pupils who had taken part in that conversation. The selection of informants was based on their actions during the book conversation, which led to the selection of two pupils who wereperceived as being more active and two who were less active. The study shows that the informants have a positive attitude both to reading aloud and to reading alone, and three of four prefer reading on their own. In the choice of books it is clear that the pictures are very significant for the pupils. All the pupils say that reading is important and three of the interviewed pupils link the significance of reading to jobs and school, while the fourth drew a parallel to the importance of reading in everyday life.

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"Children's Perceptions of Gender as Studied Through Pronoun Use." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9324.

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abstract: Gendered language has been a topic of study for centuries. The most recent efforts to promote inclusive language have been championed by parents, teachers, and social reformers over the last thirty years. Replicating in part a research study that was done over thirty years ago, this study examines what effects have taken place in children's perceptions of male and female roles in regards to specific activities and occupations and how their perceptions compare to the current work force, what role children's literature has played in these changes, and what children's natural speech in describing personified animals can tell us about their subconscious gender labeling. The results were remarkable in two ways: native language evidently exudes little emphasis on pronoun choice, and children are more readily acceptable of gender equality than that portrayed in either Caldecott winning children's books or real life as seen through current labor statistics.
Dissertation/Thesis
Ph.D. Curriculum and Instruction 2011

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MONTÙ, Valentina. "La ricerca con i bambini: una systematic review." Doctoral thesis, 2012. http://hdl.handle.net/11562/402336.

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Quale ruolo assumono i bambini nel momento in cui entrano a far parte di un processo di ricerca? L’analisi della letteratura scientifica ha consentito di individuare la tesi, largamente diffusa in ambito scientifico, secondo la quale per molto tempo è stata condotta una ricerca on children (Hill, 2006). Alla base di tale approccio si trova una prospettiva che concepisce i bambini come vulnerabili e incompetenti, incapaci di fornire informazioni attendibili e per questo nel processo di ricerca essi ricoprono una posizione di passività e di minimo coinvolgimento nelle varie attività che costituiscono un’indagine. Nei confronti di questa prospettiva è maturato un approccio critico, che trova un significativo momento di formalizzazione nella pubblicazione della Convenzione ONU sui diritti dell’infanzia (1989). La Convenzione rappresenta infatti un punto di svolta nel modo di concettualizzare l’infanzia. In questo processo di cambiamento la sociologia, in particolare quella inglese, si è interrogata su nuovi modi di condurre ricerche con i bambini contribuendo alla formalizzazione di un nuovo approccio di ricerca, la research with children. Tale approccio riconosce i bambini come attori sociali importanti, detentori di diritti, soggetti competenti e fondamentali informatori dei loro mondi (Mayall, 1994). Questa nuova concezione dell’infanzia si è realizzata sul piano della ricerca principalmente attraverso la partecipazione attiva dei bambini ai processi d’indagine, in particolare attraverso l’adozione di strumenti di ricerca che consentano di ascoltare le loro prospettive e una specifica attenzione etica nel loro coinvolgimento. A partire da questo processo di cambiamento, è risultato interessante indagare in un’ottica interdisciplinare se e in che modo le ricerche che coinvolgono i bambini hanno fatto propria questa nuova prospettiva. Con questo obiettivo è stato scelto di analizzare le ricerche riportate nelle riviste scientifiche per vedere se e in che misura esse vengono realizzate facendo riferimento alla research with children e ai fattori che definiscono tale approccio. A questo scopo è stata condotta una systematic literature review (Petticrew e Roberts, 2006), oggetto di questa tesi. La systematic literature review è un tipo di research synthesis, ossia un’analisi delle fonti di tipo secondario che attraverso procedure sistematiche e rigorose consente di produrre nuova conoscenza sull’argomento di indagine, in questo caso la ricerca con i bambini, a partire dall’integrazione di un ampio corpus di singoli studi. L’oggetto specifico di questo lavoro di ricerca è costituito da articoli scientifici relativi a ricerche che hanno coinvolto i bambini e che sono state sviluppate all’interno di diversi ambiti disciplinari nelle scienze dell’educazione (psicologia, antropologia, sociologia, pedagogia). Per ogni disciplina è stata individuata una rivista scientifica di riferimento, rispettivamente Child Development, Anthropology and Education Quarterly, Childhood e Early Childhood Research Quarterly. L’individuazione delle fonti da analizzare è stata dunque effettuata attraverso un’hand-searching of key journals e tramite l’applicazione di criteri di selezione. La systematic review ha prodotto come risultato un quadro relativo alla misura e alla modalità con le quali i principi promossi dalla research with children, la partecipazione, l’ascolto e l’attenzione etica, sono presenti negli studi oggetto di analisi. I dati raccolti mostrano che nella maggior parte delle ricerche i bambini partecipano attivamente come fonte primaria nella fase di raccolta dei dati, sono i principali informants interpellati direttamente dai ricercatori. Solo in una più ristretta percentuale però oltre a rispondere agli stimoli proposti, in base alle istruzioni fornite ed entro un range di risposte già definite, hanno la possibilità di esprimere le loro prospettive, il loro punto di vista sull’argomento oggetto d’indagine. Le “voci dei bambini” vengono ascoltate principalmente in contesti di vita naturale, in particolare attraverso l’utilizzo dell’intervista e su temi che riguardano le loro esperienze scolastiche e familiari. Le attenzioni etiche dei ricercatori, espresse in discreta percentuale e in modo sintetico, si concentrano in particolar modo su aspetti legati ai codici etici di ricerca: il consenso informato e la garanzia ai partecipanti sulla riservatezza dei dati. I risultati della systematic literature review evidenziano la complessità con cui i principi promossi dalla research with children sono presenti nelle ricerche corpus di questa indagine, offrendo alla comunità di ricercatori un quadro di riferimento e di riflessione sulle modalità utilizzate nel fare ricerca con i bambini, utile per la progettazione e giustificazione di nuove ricerche sull’infanzia.
What role do children take when they become part of a research process? The scientific literature shows that inquiries has been conducted for a long time on children (Hill, 2006). The “research on children’s” approach considers children as vulnerable, incompetent and incapable of providing reliable accounts; therefore children are passively involved in a research process, confining them in a position of minimal involvement in the various activities of the research. In the last decades this approach have been criticized by a significant moment, which works on the recognition of children’s participation. The perspective of this movement found an important moment in the publication of the UN Convention on the Rights of the Child (1989). The Convention represents a turning point in the way of considering childhood. The sociology of childhood (Mayall, 1994) has opened new perspectives for the participation of children in research processes and, in this way, it has made a significant contribution to the definition of a new approach, named the research with children. This new approach recognizes children as important social actors, rights holders and competent, indeed they are considered key informants of their worlds. The competent child takes an active role in a research process, particularly through the adoption of methods that enable him/her to be heard and there has been an increase of attention to the ethics dimension in the child involvement. Starting form this paradigms’ shift, it is interesting to investigate if and how this new approach has impacted the research landscape on childhood. In order to identify the possible changes I conducted a systematic literature review (Petticrew and Roberts, 2006): following an interdisciplinary perspective I analyzed the researches reported in 4 scientific journals to see whether and to what extent they are conducted with reference to research with children and, in particular, the features that define this approach. The systematic literature review is a type of research synthesis: a systematic and rigorous analysis of secondary sources composed by specific procedures with the aim of producing new knowledge on a particular subject; in my case, the research with children. The articles chosen for the review were scientific articles, which describe researches involving children and from different discipline perspectives (psychology, anthropology, sociology, pedagogy). For each of these disciplines a scientific journal has been identified, respectively, Child Development, Anthropology and Education Quarterly, Childhood and Early Childhood Research Quarterly. The identification of the sources for analysis was therefore carried out through hand-searching of these key journals, following by the application of selection criteria. The results of the systematic review is a picture on the extent and the ways in which the research with children has been carry out. In particular, the results outline the principles promoted by this approach: participation, listening to the children and attention to ethics. The data show that most of the children are actively involved in research as a primary source for data’s collection, indeed they are the key informants directly interviewed by researchers. However only a small percentage of the researches analyzed follows a real participation process in which children have the opportunity to express their point of view on the matter. In most of the researches, children respond to suggested stimuli and in accordance with the instructions given to them and, in some case, with a defined range of given responses. The "children's voices" are mostly heard in natural settings, particularly through the use of the interview and on issues that affect their experiences, firstly school and family. The ethical attention of researchers, expressed in percentage, is discreet and it is particularly focused on issues related to ethical codes: informed consent and ensuring data confidentiality. The results point out the complexity of the principles promoted by the research with children, indeed they represent a significant framework for the reflection on the methods used in doing research with children and an useful tool for designing new researches on childhood.

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Dissertations / Theses on the topic 'Children's Literature - General'

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