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Hay, Jody L. "Native American women in children's literature." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/291972.
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This thesis focuses on the roles of Native women in children's literature. The study explores the works of five Native women writers in the United States that have successfully published adult literature and at least one children's book since 1990. The purpose of the research is to gain a better understanding of what these writers reveal about the roles of Native women in their literature for children. The data was collected using content analysis on the books and a questionnaire to determine (1) what roles the Native writers convey in their children's literature; and (2) what these women are writing in this field and their perspectives on the writing process. The findings of this research discuss these writers' portrayals of the complexity of Native women's roles as well as offer insight into their craft.
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Smart, Kirsten. "National consciousness in Postcolonial Nigerian children's literature." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22880.
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This project highlights the role of locally produced children's written literature for ages six to fourteen in postcolonial Nigeria as a catalyst for national transformation in the wake of colonial rule. My objective is to reveal the perceived possibilities and pitfalls contained in Nigerian children's literature (specifically books published between 1960 and 1990), for the promotion of a new national consciousness through the reintegration of traditional values into a contemporary context. To do this, I draw together children's literature written by Chinua Achebe, Cyprian Ekwensi and Mabel Segun in order to illustrate the emphasis Nigerian children's book authors writing within the postcolonial moment placed on the concepts of nation and national identity in the aim to 'refashion' the nation. Following from this, I examine the role of the child reader in relation to the adult authors' intentions and pose the question of what the role of the female is in the authors' imagining of a 'new nation'. The study concludes by reflecting on the persistent under-scrutiny of children's literature in Africa by academics and critics, a preconception that still exists today. I move to suggest further research on the genre not only to stimulate an increased production of children's literature more conscious in content and aware of the needs of its young, (male and female) African readership, but also to incite a change in attitude toward the genre as one that is as deserving of interest as its adult counterpart.
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Bennett, Jessica. "National Identity in South African Children's Literature." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3584.
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National identity is an important characteristic of a country and helps to create a sense of national unity between its citizens. Identity is a learned concept that develops at a young age from children's surroundings and interactions. According to Martyn Barrett, this sense of National identity is present as early as the age of 5, with children gaining greater understanding of the significance of national identity to the age of 11. During this time period, picture books play a major role in childhood development. Using picture books to help create a positive, unified sense of national identity and multicultural understanding can help a nation to create a socially stable environment that influences political and economic development. In the case of South Africa, national identity has shifted since the end of the apartheid era, but how it is reflected within children's picture books? This mini-dissertation examines six different children's picture books to ascertain whether or not elements of national identity are included and if these elements are able to create a positive shift in national identity within South African society. The elements of national identity to be examined include, but are not limited to, South African plants and animals that are native/ unique to South Africa, important South African figures, shared history, multiculturalism, and also hope for the future. By examining these elements and other external influences, an image of South African national identity as represented in children's picture books is explored. This leads to an understanding of the role that children's picture books can play in the South African education system and child development.
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Wilson, Melissa Beth. "Constructions of Childhood Found in Award-winning Children's Literature." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195174.
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This study explores the connections between childhood and children's literature. In this connection there is an inherent tension between writing and reading "real" childhood, as it is being lived by children now, and interacting with an adult-normative, adult-reconstructed childhood that may or may not have existed in the past. The purpose of this study was to address this tension by analyzing fifteen recently published award-winning children's novels, from the United States, The United Kingdom, and Australia, in order to ferret out how present-day childhood is constructed within this text set. Using a hybrid methodology called critical discourse analysis, buttressed by the frameworks of postmodern childhood studies and critical children's literature studies, the novels were analyzed in a hermeneutic, reader-response oriented approach in order to excavate themes that addressed childhood in the narratives. Findings are presented as a meta-plot, wherein the child protagonists leave a failed home, set out on a journey of knowledge and experience gaining a sense of agency, and, at the end of the novel, construct a new home replete with the child protagonists' personal meaning. This meta-plot includes instances of the child protagonist performing parrhesiatic acts (Foucault) as well as developing non-hierarchical relationships as conceptualized by an I/You relationship (Buber). Other findings include the construction of childhood as a time of "becoming" and a time of "is-ness," childhood as a time of resilience, and childhood as a time of difficult decisions. Conclusions of the analysis speak to the idea of the child serving as a Modern bringer of hope, who manages to create moral order from within an adult-created postmodern milieu. Implications relate to the fields of literacy education, replications of the study with an interpretative community of children, and continuing to define the burgeoning methodology of critical content analysis.
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Saxen, Aura. "Becoming Citizens : Representations of Citizenship in European Children's Literature." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361205.
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This thesis examines the representations of citizenship in award-winning children's novels from Finland, France, Sweden and the UK to analyse how the effects of recent cultural and economic developments affecting European societies are described and explored in children's literature. In recent years, both the EU and the nation-state have seemed to be in a state of crisis. I hypothesise that increased cultural and ethnic diversity, new alternative arenas of citizenship and economic scarcity are currently driving the crises and changes in European states, and each of these developments influences our conceptions of citizenship. Reading the novels, I use a qualitative method based on critical content analysis to identify the issues relating to citizenship that the novels deal with and then analyse what they say about said issues. I argue that the novels show some awarness of increased cultural diversity, for example by having diverse casts of characters or by addressing cultural difference. The theme of scarcity is especially evident in characters experiencing precarity and a concern for the environment. Furthermore, they focus on how using one's voice, giving an account of one's life and being listened to, can lead to empowerment. In some of the novels, the protagonists are presented as models of active citizens bravely changing society, whereas the other novels contain more of the characters' internal musings of where they belong, in terms of which nation-state they belong to, but also their place within the state.
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Burr, Sandra. "Science and imagination in Anglo-American children's books, 1760--1855." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539623463.
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Didactic, scientifically oriented children's literature crisscrossed the Atlantic in the eighteenth and nineteenth centuries, finding wide popularity in Great Britain and the United States; yet the genre has since suffered from a reputation for being dull and pedantic and has been neglected by scholars. Challenging this scholarly devaluation, "Science and Imagination in Anglo-American Children's Books, 1760--1855" argues that didactic, scientifically oriented children's books play upon and encourage the use of the imagination. Three significant Anglo-American children's authors---Thomas Day, Maria Edgeworth, and Nathaniel Hawthorne---infuse their writings with the wonders of science and the clear message that an active imagination is a necessary component of a moral upbringing. Indeed, these authors' books, most particularly Sandford and Merton (1783--1789), Harry and Lucy Concluded (1825), and A Wonder-Book for Girls and Boys (1852), are more than mere lessons: they are didactic fantasies intended to spark creativity within their readers.;These didactic fantasies are best understood in the context of the emerging industrial revolution and the height of the Atlantic slave trade. These phenomena, combined with the entrenchment of classicism in Anglo-American culture and the lesser-known transatlantic botany craze, shaped the ways in which Day, Edgeworth, and Hawthorne crafted their children's stories. Certainly dramatic changes on both sides of the Atlantic during the late eighteenth and early nineteenth centuries influenced the differences in the texts. More important to this study, however, are the vital connections among these stories. Each author draws heavily upon Rousseau's ubiquitous child-rearing treatise Emile and upon her or his literary predecessor to create children's books that encourage exploring nature through scientific experimentation and imaginative enterprise.;Yet these writers do not encourage the imagination run amok. Rather, they see the need for morally grounded scientific endeavor, for which they rely primarily on classicism and on gender ideology. Incorporating tales of the ancient world to inculcate the ideal of a virtuous, disinterested, and learned citizen responsible to the larger body politic, the three children's authors---but most notably and explicitly Hawthorne---tie a romanticized, classical past to the emerging industrial world.
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Griffin, Brittany Renee. "Tales of Empire: Orientalism in Nineteenth-Century Children's Literature." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4057.
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Children's literature often does not hold the same weight in the studies of a culture as its big brother, the novel. However, as children's literature is written by adults, to convey information which is important for a child to learn in order to be a functioning member of that society, it can be analyzed in the same way novels are, to provide insight into the broad sweeping issues that concerned the adults of that era. Nineteenth-century British children's literature in particular reveals the deep-seated preoccupation the British Empire had with its eastern colonies, and shows how England's relationship to those colonies, particularly India, changed throughout the period. Beginning with the writing of Christina Rossetti's The Goblin Market in 1859, touching upon the Alice stories of Lewis Carroll in 1865 and 1871, and finishing with Frances Hodgson Burnett's The Secret Garden published in 1911, I show how these three works of children's fiction mirror the changing attitudes of Britain in regard to her eastern colonies. The orientalism found in these stories is a nuanced orientalism that reflects the pressures of the moment and the changing tide of public opinion.
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Hahn, Anne Florence. "Through a glass darkly : an investigation of religious and moral values expressed in children's literature." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/16367.
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Bibliography: pages 248-262.The study investigates children's religious and moral reasoning in relation to situations in literature. Theoretical examination includes evaluation of both psychological and literary perspectives on morality and religion. Chapter 1 outlines and evaluates the cognitive-developmental approach to moral development as developed by Jean Piaget and Lawrence Kohlberg. The validity of stage categorization is questioned and it is suggested that consideration of types of moral reasoning contributes more than the idea of fixed moral stages to the understanding of moral thought processes. Chapter 2 outlines a literary perspective on religion and examines the emphasis in orientation towards religion as expressed by fantasy and moralistic literature. Although literature has not been categorically designated moralistic literature, passages which contain moralistic emphasis are isolated for discussion. Evaluation of the discipline of reader response theory integrates the theoretical and practical aspects of the study.
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Meyering, Sharon. "A discussion of the elements of fantasy and children's literature applied to Harry Potter and the Philosopher's Stone and The Magician's Nephew, to conclude whether or not they are good children's literature." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7913.
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Bibliography: leaves 64-66.Using the principles of previous studies of children's literature and the psychological development of children, this work examines the literary texts, Hany Potter and The Chronicles of Narnia, to determine whether or not they succeed as good fantasy literature for children.
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Locke, Priscilla. "Effective strategies and resources for integrating quality children's literature in intermediate social studies instruction." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/869.
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For many educators in intermediate grades, the challenge is to find ways to introduce material in an engaging and meaningful way prior to students reading the textbook. Rather than having students read solely from a textbook, some educators have begun incorporating literature in the classroom in order to introduce material, to help students connect to prior knowledge. As time has passed social studies curriculum has been Teachers have an important role and responsibility to connect students to the curriculum that they are required to learn. One of the best ways to do this is by capturing their interests and tapping their prior knowledge through the use of quality children's literature. After observing intermediate social studies instruction in local classrooms, what is being done in the classroom and what they might need to enhance this process, I developed a guide for educators that may want additional resources and ideas for using quality literature in social studies instruction. This guide included instructional strategies, sample lessons, suggested quality literature and classroom activities to assist educators in helping students make connections and understand the content of social studies curriculum.B.S.
Bachelors
Teaching, Learning and Leadership
Education
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Crawford, Meredith Meagan. "Envisioning Black Childhood: Black Nationalism, Community, and Identity Construction in Black Arts Movement Children's Literature." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626475.
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Salisbury, Tonya. "Using globally significant children's literature to increase fourth-grade students' global attitudes and intercultural sensitivity." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/797.
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It is vital for future generations to clearly grasp what it means to be global citizens in order for them to be successful and for America to maintain its status as a world leader. The purpose of this mixed-method study was to measure and describe the growth of global attitudes and intercultural sensitivity that fourth-grade students acquire through reading and discussing globally significant children's literature which honors and celebrates diversity worldwide, in terms of culture, race, language, religion, and social status. According to Rosenblatt's transactional theory, readers experience aesthetic transactions with the text leading to an understanding of the world around them. The research question involved whether the use of globally significant children's literature created aesthetic transactions and would result in significant changes in fourth-grade students' intercultural sensitivity and global attitudes. Using literature as a catalyst for group discussions and personal responses related to global issues, 23 fourth-grade students participated in a 12-week study. Qualitative data included participants' personal reading response journals and audio taped group literature circle discussions, which were reviewed and coded for evidence of growth in intercultural sensitivity based on Bennett's developmental model of intercultural sensitivity. Two surveys were developed by the researcher to gather quantitative data. A dependent samples, two-tailed, t test at the p < .05 level was used to test the hypothesis that students' global attitudes and intercultural sensitivity would increase after participating in these literature circles. The statistical data gathered showed gains in both areas. It is recommended that teachers at all grade levels utilize globally significant literature and encourage literary exchanges to promote cultural understandings among their students. Developing a mindset of cultural sensitivity in elementary students can have a positive impact on the relationships between individuals and groups representing diverse cultures.
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Tanski, Karen Martin. "The Concepts of Mother in Children's Stories in Translation from Print to Visual Media: A Content Analysis." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4783.
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The purpose of this research was two-fold. First, this thesis sought to uncover the implicit concepts associated with mothers in children's stories. Second, this thesis attempted to chart changes in portrayals of mother when translated from print to a visual medium. This research maintains that the concepts of mother in children's stories contain cultural ideals that are related to society's evolving perceptions of mother. Eighteen mother/surrogate mother portrayals were analyzed in 15 novels and 15 videotapes. Each portrayal was coded according to marital status, range of behaviors, 41 individual behaviors within five categories, and the amount of storytime. The results of this thesis reveal that the two most frequent behaviors associated with the role of mother in both media and print are authority and nurturance. The research also found that mother portrayals, when translated to film and television, displayed less dominant and less supportive behaviors than in print versions. Of the 41 individual behaviors coded in both novels and videotapes mothers in films and television were found to display less ability and more affection than their print versions. In conclusion, this study found that mother portrayals, when translated to film and television, may be altered to increase their mass audience appeal.
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Dyer, Jennifer Nicole. "SHARING AFRICAN AMERICAN CHILDREN'S LITERATURE: MULTICULTURAL TEACHING PRACTICES OF TWO MALE TEACHERS." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039545071.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xii, 194 p.; also contains graphics (some col.). Includes abstract and vita. Advisor: Evelyn Freeman, College of Education. Includes bibliographical references (p. 174-192).
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Holt, Jill. "Children's Writing in New Zealand Newspapers, 1930s and 1980s." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/2315.
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This thesis is an investigation of writing by New Zealand children in the Children's Pages of five New Zealand newspapers: the New Zealand Herald, Christchurch Press and Otago Daily Times in the 1930s and 1980s, the Dominion in the 1930s; and the Wellington Evening Post in the 1980s. Its purpose is to show how children reflected their world, interacted with editors, and interpreted the adult world in published writing, and to examine continuities and changes between the 1930s and 1980s. It seeks evidence of gender variations in writing. and explores the circumstances in which the social role of writing was established by young writers. It considers the ways in which children (especially girls) consciously and unconsciously used public writing to create a public place for themselves. It compares major themes chosen by children, their topic and genre preferences in writing, and the gender and age differences evident in these preferences. The thesis is organised into three Parts, with an Introduction discussing the scholarly background to the issues it explores, and its methodology. Part One contains two chapters examining the format and tone of each Children's Page. And the role and influence of their Editors. Part Two (also of two chapters) investigates the origins and motivations of the young contributors, with a special focus on the Otago Daily Times as a community newspaper. Part Three. of four chapters, explores the children's writing itself, in separate chapters on younger and older children, and a chapter on the most popular genre, poetry. The conclusion suggests further areas of research, and points to the implications of the findings of the thesis for social history in New Zealand and for classroom practice. The thesis contains a Bibliography and an Appendix with a selection of writings by Janet Frame and her family to the Otago Daily Times Children's Page in the 1930s.Note: Whole document restricted at the request of the author, but available by individual request, use the feedback form to request access.
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Berrani, Chiara. "Alice's Adventures in the Italian Land : translating children's literature in Italy across a century (1872-1988)." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/alices-adventures-in-the-italian-land-translating-childrens-literature-in-italy-across-a-century-18721988(db178b9b-d3b9-4224-ab49-76c39e76f36e).html.
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This research presents a synchronic and a diachronic investigation of six Italian translations of Alice's Adventures in Wonderland (Alice) across a century (1872-1988). This work draws on Antoine Berman's method for the analysis of literary translations and integrates it with interdisciplinary theoretical approaches focused on the investigation of children's literature in translation. The premises of children's literature studies, translation studies, and retranslation studies underpin the analytical framework that supports the textual analysis. The examination focuses in particular on the translation strategies used to convey in Italian the culture-specific references that contribute to fashion the identity of Alice and her Wonderland. The research operates on two different levels. Firstly, it presents a synchronic investigation concerned with a close reading and analysis of each translation in linguistic and textual terms. The elements examined in the detailed survey offer the opportunity to retrace the translators' unique understanding of Alice and discuss how it was conveyed to the Italian readers. Secondly, it proposes a diachronic investigation comparing, from a chronological perspective, the translation solutions previously identified and examines how the concepts of the image of the child and dual readership have evolved in the Italian translations. The purpose of the study is to investigate the translation strategies to convey Alice in Italian, observe the patterns that emerge from the analysis of the texts and advance explanatory hypotheses that would account for the changes in the translators' understanding of Carroll's novel over time. The close reading the research centres on aims to provide a meticulous collection of the translation solutions found in the texts; these are not confined to particular passages of the book but are found throughout it, thus offering support for future analysis on the translations of Alice. Finally, this research also aims to contribute to the analysis of children's literature in translation by providing an analytical framework able to support the investigation of different aspects of books for children in translation in other languages other than Italian.
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Velez, Milena E. "Writing for the Children of the Borderlands: Understanding the Rhetorical Practices of Parent-Authors Creating Multicultural and Multilingual Children's Literature." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1609436768901894.
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Park, So-Jin. "Imperialsim in 20th century British Children's literature : Case studies of E. Nesbit, C.S.Lewis and J.K Rowling's books." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525337.
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Mawhinney, Sarah. "“The Fight Starts Here:” Appalachian Mountaintop Removal in Three Contemporary Young Adult Novels." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/484.
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Mountaintop removal is an issue that has plagued Appalachia as companies harvest coal from the mountains and cause consequent environmental and community effects. By focusing on three contemporary young adult novels that feature mountaintop removal, correlations between the novels and the real environmental and community effects can be drawn. The novels examined include: Saving Wonder by Mary Knight (2016), Dig Too Deep by Amy Allgeyer (2016), and The Secret Wisdom of the Earth by Christopher Scotton (2015). Mountaintop removal is a devastating and invasive process, and the costs on the land and people are irreversible as landscapes are drastically altered, water faces pollution, and communities suffer from health issues and mining accidents. Through the problems presented in the novels and their accurate descriptions of the mountaintop removal process, the fictional stories help prove that young adult literature has a purpose, teaches lessons, takes positions on controversial environmental issues, promotes critical thinking, and helps readers better understand their world. Therefore, if these novels can impart knowledge to readers about an environmental process and its consequences, it follows that other young adult novel can hold similar lessons for readers.
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Emmambokus, Shehrazade. "Contemporary adolescent fiction from the South Asian diaspora : multicultural children's literature of the millennium and the potential for bibliotherapy." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/20273/.
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The study of children's literature from the South Asian diaspora has been mostly overlooked by postcolonial studies, cultural studies and children's literature studies alike. This thesis responds to this academic oversight and it is not only the first study to solely explore the diasporic experience presented in these novels, but also opens up an area of research which has great cross-disciplinary potential. At the centre of this thesis is the argument that existing theories of identity negotiation offer only partial explanations of how young, second generation individuals negotiate their cultural identities, and that children's literature, by contrast, illuminates an alternative means of identity formation. There is no definitive cultural identity model which focuses solely on how post-migrant generations, including foreign-born migrant children, negotiate their cultural identities. Yet the fiction this thesis examines demands the need for precisely such a model. Drawing on the works of Homi Bhabha, A vtar Brah and Stuart Hall, the model that emerges from the fiction is best identified as what I have termed: Overlapping Space. Engaging with a wide range of postcolonial, cultural and sociological theorists, the study focuses on novels published since 2000 and identifies how they offer a model of Overlapping Space identity formation. Engaging with Bali Rai's What's Your Problem? and Kavita Daswani's Indie Girl the thesis begins by identifying how issues of race and racism are still prevalent to contemporary concerns. Developing these concerns, the study draws on Marina Budhos's Ask Me No Questions and Mitali Perkins's First Daughter: Extreme American Makeover to investigate how media influences post-9/l1 have affected young peoples' cultural self-identities. Shifting the focus from imposed 'home'land cultural alienation to self-imposed 'homeland' cultural estrangement through abjection, the study identifies the psychological effects of visiting ancestral homelands as depicted in Vineeta Vijayaraghavan's Motherland and Mitali Perkins' Monsoon Summer in order to demonstrate the experience of emotional situational ethnicity through unexpected enculturations. Continuing with the discussion of emotional situational ethnicity, using Narinder Dhami's novelization Bend it Like Beckham and Baljinder K. Mahal's The Pocket Guide to Being an Indian Girl, this thesis explores how young second generation members of the South Asian diaspora navigate between 'peer' and 'parent' zones and analyses the significant role that subcultures can play in the approval of 'transgression'. Lastly, by focussing on Tanuja Desai Hidier's Born Confused and Bali Rai's The Last Taboo, this thesis continues its exploration in 'transgressive' behaviours and analyses the dating and interracial relationship cultural concerns presented in these two novels. By exploring these themes, issues and concerns, this study ultimately foregrounds each text's potential for bibliotherapy and demonstrates that, as well as making significant contributions to literature and cultural studies, these novels serve an important social function as well. Consequently, via the universalising bibliotherapeutic function of these novels, this thesis ultimately argues that these novels not only foreground and legitimise Overlapping Space identities but actively help build these identities as well.
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Kaser, Sandra Earlene. "Exploring cultural identity: Creating a learning environment that invites cultural connections through a family studies inquiry and children's literature." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/183771.
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This study explores the responses of 28 students in a fifth grade class during a year long Family Studies Inquiry. Three primary sources of data were collected: student artifacts, field notes and a teacher journal. The first part of the analysis is comprised of 3 student profiles documenting individual student's responses over the year and in the second section, 4 total group experiences are analyzed. The findings indicate the need to broaden the definition of culture beyond ethnicity and to mesh cultural heritage with the "kid culture" phenomenon. The study speaks for learning experiences that are open-ended and which allow for collaboration, reflection, dialogue and personal response. The power of literature to support such learning experiences as relate to culture is evident. The study ends with reflections on the teacher-researcher process.
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Tayem, Leila. "Genusperspektiv i barnlitteratur i Sverige i jämförelse med arabisk barnlitteratur Gender perspective in children’s literature in Sweden in comparison with the Arabic children’s literature." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11998.
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DETTA EXAMENSARBETES SYFTE ÄR ATT UNDERSÖKA, JÄMFÖRA SAMT ANALYSERA BARNLITTERATUR FÖR ATT KUNNA FÅ EN BLICK AV VILKEN SYN PÅ KÖN BÖCKERNA FÖRMEDLAR SÅVÄL SOM HUR KVINNLIGA OCH MANLIGA KÖNSROLLER KONSTRUERAS I BARNLITTERATUREN I SVERIGE OCH ARABISK BARNLITTERATUR.
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Saunders, Sean. "Crossing out: transgender (in)visibility in twentieth-century culture." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/244.
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Spanning the period from the early years of the Cold War to the early twenty-first century, Crossing Out argues that medical theories of gender variance which emerge in the middle of the twentieth century are bound by the Cold-War–era discursive limits within which they were articulated, and that the ideological content of those theories persists into late-century research and treatment protocols. I parallel these analyses with interrogations of literary representations of transgendered subjects. What emerges most powerfully from this analysis of literary works is their tendency to signify in excess of the medical foreclosures, even when they seem consistent with medical discourse. By reading these two discursive systems against each other, the dissertation demonstrates the ability of literary discourse to accommodate multifaceted subject positions which medical discourse is unable to articulate. Literature thus complicates the stories that medical culture tells, revealing complex and multivariate possibilities for transgendered identification absent from traditional medical accounts. In tracing these discursive intersections the dissertation draws on and extends Michel Foucault’s theory of subjugated knowledges and Judith Butler’s writings on the formation of gendered subjects.
Chapter One establishes the Cold War context, and argues that there are significant continuities between 1950s theories of intersexuality and Cold War ideology. Chapter Two extends this analysis to take in theories of transsexualism that emerged in the same years, and analyzes the discursive excesses of a 1950s pulp novel representation of a transsexual. Chapter Three establishes that the ideological content of the medical theories remained virtually unchanged by the 1990s, and argues that multivalent literary representations of transgenderism from the same decade promise the emergence of unanticipated forms of gender identity that exceed medical norms. Chapter Four is concerned with transgendered children, as they are represented in medical writing and in young adult and children’s literature. Interrogating fiction which negotiates between established medical discourse and an emergent transgender discourse, the chapter argues that these works at once invite and subvert a pathologizing understanding of gender-variant children while simultaneously providing data that demands to be read through the lens of an emergent affirmative notion of trans-childhood.
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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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Horsky, Marcie Lynn. "Using children's environmental literature and journaling to help students develop a sense of place in nature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3147.
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The purpose of this project was to develop a series of three lesson plans based on children's environmental literature and journaling to be used in an outdoor environment and correlated to California State Science and English Language Arts Standards for the sixth grade.
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Brodie, Jessica J. "Children in science fiction utopias: feminism's blueprint for change." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2425.
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The purpose of this thesis was to examine the treatment and portrayal of children in science fiction utopian literature and determine whether this effectively indicated the writers’ feminist visions for social change. A feminist theoretical perspective and critical interpretation of several of the genre’s canon, Sheri Tepper’s The Gate to Women’s Country, Suzy McKee Chamas’s Motherlines, Sally Miller Gearhart’s The Wanderground, Ursula Le Guin’s The Dispossessed and Octavia Butler’s Xenogenesis series, were used as research methodologies.
The findings revealed that children communicate feminist prescriptions for change in three ways: children as the literal, biological future, the link between two opposing societies, or the explanation for the difficult philosophies and structural elements of the societies. As this subject has been an unexplored area of criticism, it is recommended that critics begin to examine this treatment of children to more easily understand the writers’ social visions and effect their blueprints for change.
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Penner, Elizabeth. "Masculinity, morality, and national identity in the "Boy's Own Paper", 1879-1913." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/12394.
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This thesis explores the representation of Victorian masculinity in the Boy's Own Paper. While the Boy's Own Paper (1879-1967) is widely recognised as being one of the most successful juvenile periodicals of the late-nineteenth and early-twentieth centuries there remains very little critical analysis on the publication’s literature. This thesis aims to contribute to the advancement of the study of nineteenth-century juvenile periodicals by providing the first in-depth textual study of the Boy's Own Paper. Focusing on the Boy's Own Paper during George Andrew Hutchison’s editorship (1879-1913), this project brings together masculinities studies and current research on nineteenth-century periodicals. By examining the reoccurring themes of masculinity in the Boy's Own Paper, this study reveals how the Boy's Own Paper struggled to balance Christian beliefs, changing social demands, and growing imperial objectives. Each chapter delivers a close reading of selected texts ranging from illustrated fictional stories written by leading authors of the day, such as G. A. Henty and Talbot Baines Reed, to letters sent to the editor by Christian missionaries living overseas. The first chapter outlines the editorial practices of Hutchison and addresses the publication’s implied readership. Chapter 2 examines physical masculinity as explored through the paper’s representation of the schoolboy and the athlete as national hero-figures. The relationship between masculinity, self-help, and philanthropy is studied in Chapter 3. Chapter 4 analyses how the racial stereotypes featured within the Boy's Own Paper perpetuated the ideologies of British masculine superiority. Finally, Chapter 5 broadens the study of gender by addressing the participation and representation of female contributors and characters. I conclude by considering the future of Boy's Own Paper research and the implications of periodicals studies in the digital age. In doing so, this study offers a holistic and up-to-date reading of the Boy's Own Paper.
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Shimizu, Kanako. "Above and Below the Sky: Examining Representations of the Atomic Bomb in Japan and in the United States." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1601.
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This study of atomic-bomb literature on Hiroshima will be through a critical lens, largely through postcolonial theory and reader-response criticism. It will be a discussion on the social and political implications behind the popularization of certain works. The discussed texts will not necessarily be written by the Japanese or by survivors of the atomic bomb: in the first case, I will be examining authorial intent and its relation to the intended reader responses from the implied American audience to study perpetuations of propaganda after the war. This paper will also be examining the interlingual translatability of psychological and physical trauma surrounding the atomic bomb and will be exploring the capacities of language to express an emotional and often sensitive topic.
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Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.
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This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.
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Kim, Koeun. "Going beyond the domestic sphere : women's literature for children, 1856-1902." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18802.
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My thesis explores how female writers of the Golden Age of children’s literature used their domestic stories to convey their visions of a more desirable society to their child readers, and thus to widen their influence beyond the homely sphere. My first chapter reconsiders the nineteenth-century historical circumstances wherein the woman and the child came to be constructed and enshrined as the domestic woman and the Romantic child within the home, and excluded from the public discourses. I then consider how in domestic stories women writers tried to overcome this shared deprivation of autonomy with the child, focusing on the works of Charlotte Yonge, Juliana Ewing, and Mary Louisa Molesworth. It emerges that these women writers were all keen to encourage their young readers to question the boundaries that separate home from the public realm, and to imagine a society wherein these dividing lines would be mitigated and even be extinguished. The thesis argues that these female writers’ literary efforts to exhaust the potential of the domestic story, and that their motivation to provide their child readers a sense of agency were integral in the development of Golden Age children’s literature. Charlotte Yonge’s technique of evoking sympathy for the child characters forged a more intimate relationship between adult author and young reader, and initiated the unsettling of the hierarchy between old and young, and author and reader. Juliana Ewing’s experiments with child narrators and her mingling of adventure and fantasy stories with domestic stories showed successive writers the various directions the domestic story could go. Mary Louisa Molesworth’s nursery stories realized the purpose of Ewing’s literary experiments, as her stories’ natural interweaving of quotidian nursery and fairy tale elements not only alleviated the hierarchy between fantasy and domestic realism, but also opened an era in which the blending of these two modes would become one of the most popular genres in children’s literature.
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Stiles, James W. "From chameleons to koalas exploring Australian culture with pre-service teachers through children's literture and international experience /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086105676.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).
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Walters, Coenraad Hendrik. "Vervreemding, patronaat en tuiskoms : die Gilgamesj-epos vir Afrikaanse kinderlesers." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86499.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The epic of Gilgamesh is the oldest recorded story known to humanity. It has a long and complex textual history. The final version of the epic, generally known as the standard version, was produced about 1200 B.C. in the Babylonian dialect of Akkadian by a priest and scribe named Sin-leqi-unninni. The cuneiform tablets upon which the epic was recorded, were rediscovered during the nineteenth century when European archaeologists started digging in the ancient cities of the Middle East, especially Nineveh. Since then the story has been translated into many languages; several English translations have been published. Some of these translations of the epic maintain epic poetic form, others are in prose, and there are a number of versions for children. At the moment no complete version exists in Afrikaans. This thesis presents a translation of parts from Geraldine McCaughrean's English children's version, which was published in 2002. McCaughrean adapts the structure of the standard version, clearly a strategy to make her text exciting for modern readers. The theoretical insights of André Lefevere and Lawrence Venuti form the paradigm for the translation process. Lefevere sees translation as one of a number of rewriting techniques. The detail of such a rewriting is determined by the poetics of the target culture, the patronage which enables such a translation to exist, and the ideological framework within which the rewriting develops. Venuti distinguishes between two translational approaches: a domesticating translation adapts the translation to the target culture and creates the impression with readers that they are reading an original text; foreignising translation makes the readers aware that they are reading a text from another culture. The opportunities and limitations of children's literature and translation for children are explored. Specific attention is given to taboo topics, as a number of these appears in the Gilgamesh Epic. The writers of the children's versions have solved these problems in different ingenious ways. Annotations shed light on the translational challenges and the decisions of the translator. Finally the whole project is evaluated and suggestions for further research are made.
AFRIKAANSE OPSOMMING: Die Gilgamesj-epos is die mensdom se oudste opgetekende verhaal. Dit het ‘n lang en komplekse ontstaansgeskiedenis. Die finale variant van die epos, wat algemeen bekend staan as die standaardweergawe, is ongeveer 1200 v.C. in Babiloniese Akkadies geskryf deur ‘n skriba-priester genaamd Sin-leqi-unninni. Die spykerskriftablette waarop dit opgeteken is, is gedurende die negentiende eeu herontdek tydens argeologiese opgrawings van die verwoeste antieke stede in die Midde-Ooste, veral Nineve. Sedertdien is die verhaal in verskeie tale vertaal; daar bestaan etlike vertalings in Engels. Hierdie vertalings van die epos word soms aangebied as epiese gedig, in ander gevalle in prosavorm, en daar bestaan ook ‘n paar verskillende weergawes vir kinders. Daar bestaan tans egter geen volledige weergawe in Afrikaans nie. Hierdie tesis bied ‘n vertaling van dele uit een van die Engelse kinderweergawes, dié van Geraldine McCaughrean, wat in 2002 verskyn het. McCaughrean pas die struktuur van die standaardweergawe aan, ‘n duidelike strategie om haar teks vir hedendaagse lesers opwindend te maak. Die teoretiese insigte van André Lefevere en Lawrence Venuti vorm die raamwerk vir die vertaalproses. Lefevere beskou vertaling as een van ‘n hele aantal tegnieke van herskrywing. Die besonderhede van so ‘n herskrywing word bepaal deur die poetika van die doelkultuur, die patronaat wat die herskrywing moontlik maak, en die ideologiese raamwerk waarbinne die herskrywing ontstaan. Venuti onderskei tussen twee vertaalbenaderings: ‘n domestikerende vertaling pas die vertaalde teks sterk aan by die doelkultuur sodat lesers van die vertaling onder die indruk gebring word dat hulle ‘n oorspronklike teks lees; en vervreemdende vertaling, waarin die lesers bewus is dat hulle ‘n teks uit ‘n ander kultuur lees. Die moontlikhede en beperkinge van kinderliteratuur en vertalings vir kinderlesers word ondersoek. Spesifieke aandag word geskenk aan taboe-onderwerpe, waarvan ‘n hele paar in die Gilgamesj-epos voorkom, en hoe die skeppers van die kinderweergawes hierdie probleme opgelos het. Annotasies belig die vertaaluitdagings en die vertaler se keuses. Ten slotte word die projek as geheel geëvalueer en voorstelle vir verdere navorsing verskaf.
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Kilbourne, Kylee. "With Great Power: Examining the Representation and Empowerment of Women in DC and Marvel Comics." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/433.
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Throughout history, comic books and the media they inspire have reflected modern society as it changes and grows. But women’s roles in comics have often been diminished as they become victims, damsels in distress, and sidekicks. This thesis explores the problems that female characters often face in comic books, but it also shows the positive representation that new creators have introduced over the years. This project is a genealogy, in which the development of the empowered superwoman is traced in modern age comic books. This discussion includes the characters of Kamala Khan, Harley Quinn, Gwen Stacy, and Barbara Gordon and charts how these four women have been empowered and disempowered throughout their comic canon. It rejects the lens of postfeminism and suggests that an intersectional feminism is still needed in today’s ever-evolving and diversifying world. Popular culture must be representative of everyone, and today’s women authors will be the driving force of diversity in comic books.
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Huang, Ke. "Translating for Children: Cultural Translation Strategies and Reader Responses." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/332832.
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This study explores the cultural dimension of translating children's and adolescent literature. Framed within the theories of cultural studies, translation studies, Baktinian dialogism, and reader response theories, this study is three-fold: (1) a content analysis is conducted to identify the cultural and linguistic shifts in the translated books and the strategies utilized by the translators for making those shifts, (2) the responses of the source-text (ST) and the target-text (TT) readers are compared; (3) the potential relationship between the translation strategies and the reader responses are inferred based on the findings from (1) and (2). The expected findings are: (1) adept use of various translation strategies helps the TT readers recognize themes as similar as the ST readers; (2) some interventions may create deviating responses in the TT readers as compared with the ST readers; (3) some unique responses by either the ST or the TT readers may be as a direct result of cultural differences more than the translation strategies. The implication section provides recommendations to publishers, translators, educators, parents, teacher educators, and researchers, and suggestions for further research.
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Perez, Sonja Zepeda. "Mis(s) Education: Narrative Construction and Closure in American Girl." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556826.
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While American Girl markets itself as a brand that teaches girls about our nation’s history and empowers girls to "stand tall, reach high, and dream big," this dissertation, "Mis(s) Education: Narrative Construction and Closure in American Girl" challenges this widely held belief. The American Girl Historical Character Series (hereafter AGHC series) is a textual site that writes a history that relies more on national myths of freedom, independence, and the pursuit of the American Dream through struggle. To dig deeper into this book series, I analyze how intersections of power in particular, nation, gender, race, and consumerism are constructed within the pages of the AGHC series. I assert that these books create a narrative construction and closure within the series. In place of a dialogic history that allows the reader to question historical and/or contemporary issues of power, a dominant narrative of history-one that relies on national myths prevails. While AG prides itself as a brand that first and foremost celebrates and empowers girls to become their very best, the historical series also imposes traditional gender roles for girls. It is this "rhetoric of empowerment" that this dissertation uncovers. Such an imagined empowerment is infused with ambivalence. AGHC series readers are also constructed as consumers who are being taught to celebrate consumerism and the Almighty Dollar.
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Lobato, Elaine Rodrigues Reis. "Literatura infantojuvenil no ensino de alemão como língua estrangeira: uma proposta para o contexto universitário." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-07032018-100340/.
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A presente pesquisa tem por objetivo apresentar uma proposta para o ensino de língua alemã no contexto do curso superior em Letras-Alemão da USP, tomando como base a leitura e o trabalho com uma obra da literatura infantojuvenil em língua alemã. Partindo do pressuposto de que o ensino de línguas estrangeiras nesse contexto envolve, além da aprendizagem de habilidades receptivas e produtivas, também a reflexão sobre a língua (FFLCH, 2013, s/p.), desenvolveu-se e aplicou-se uma sequência didática que tomasse o texto literário como base para a aprendizagem de e sobre a língua alemã. Para isso, foram essenciais tanto os conceitos da didática da literariedade (DOBSTADT, 2009; DOBSTADT & RIEDNER, 2011, 2013, 2014) e da competência simbólica (KRAMSCH, 2006, 2011), no que diz respeito ao trabalho com textos literários em ALE, quanto concepções didáticas sobre planejamento de cursos e aulas (BIMMEL; KAST; NEUNER, 2011; ENDE et al. 2013; RICHARDS, 2011). O objetivo central da sequência didática foi levar os estudantes a perceber e refletir sobre como os sentidos são construídos na língua estrangeira em uso, partindo-se da leitura e análise de diversos elementos de uma obra da literatura infantojuvenil em língua alemã Stolperschritte que foi escolhida com o intuito principal de ampliar o repertório literário dos estudantes. Após a aplicação da sequência didática e da análise de redações produzidas pelos estudantes a partir de um diário de leitura (BUZZO, 2008; HINTZ, 2014), constatou-se que predomina um certo habitus interpretativo (MONTE MÓR, 2007) no ensino e aprendizagem de línguas estrangeiras, que toma o texto literário como insumo para comunicação e que acaba determinando as expectativas dos estudantes sobre como trabalhar com o texto literário em ALE. Além disso, concluiu-se que é preciso focar mais no desenvolvimento de uma aprendizagem pautada na reflexão sobre a língua e ofereceu-se, por fim, algumas sugestões de como a sequência didática desenvolvida poderia ser melhorada. Com isso, espera-se que essa pesquisa possa colaborar para que outros trabalhos didáticos voltados para esse contexto venham a ser desenvolvidos futuramente.This research aims to present a proposal for the teaching of German in the context of higher education in German Studies at the University of São Paulo, based on the reading and analysis of a children\'s literature work in German language. Considering the assumption that teaching of foreign languages in this context involves, in addition to receptive and productive skills, also reflection on the language (FFLCH, 2013, s/p.), a didactic sequence, which had a literary text as basis for the learning of and about the German language, was developed and applied. In order to achieve this goal, both concepts of didactic literacy (DOBSTADT, 2009; DOBSTADT & RIEDNER, 2011, 2013, 2014) and of symbolic competence (KRAMSCH, 2006, 2011) were essential for working with literary texts in German as a Foreign Language, as well as theories about didactic conceptions for course and class planning (BIMMEL; KAST; NEUNER, 2011; ENDE et al., 2013; RICHARDS, 2011). The central purpose of the didactic sequence was to get students to perceive and reflect on how the meanings are constructed in the foreign language in use, starting with the reading and analysis of several elements of a children´s literature work in German language- Stolperschritte -, which was chosen with the main intention of broadening students´ literary repertoire. After the application of the didactic sequence and the analysis of essays produced by the students in form of a reading diary (BUZZO, 2008; HINTZ, 2014), it was verified that a certain habitus (MONTE MÓR, 2007) predominates when teaching and learning foreign languages. Regarding this habitus the literary text, for example, is taken as an input for communication and ultimately determines the expectations of the students when working with literary texts in GFL. Furthermore, it was concluded that more focus should be placed on the development of language-based learning. Finally some suggestions for the improvement of the developed didactic sequence were offered. Thus, it is hoped that this research can collaborate to the future development of other didactic works in this context.
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Martins, Andréa Castelaci. "Olhar indígena e olhar indigenista para a literatura infantil brasileira: representações da temática indígena por Ciça Fittipaldi e Daniel Munduruku." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-13022014-115124/.
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Esta dissertação pretende analisar, sob uma perspectiva comparatista, as obras: Kabá Darebu e As peripécias do jabuti, de Daniel Munduruku, e Pequena história de gente e de bicho, de Ciça Fittipaldi, tendo em vista as especificidades culturais de cada autor e a maneira como elas se refletem em suas produções, bem como destacar características de seus projetos ideológicos e estéticos. Levando em conta os preceitos dos estudos comparados, outro foco de análise será os diálogos estabelecidos entre cada escritor com outras áreas de conhecimento, como: antropologia, artes plásticas e educação, considerando a formação acadêmica de ambos e sua atuação profissional. Levando-se em conta as ponderações de Antonio Candido com relação às influências do contexto social e político na produção literária, este trabalho também abordará a Lei 11.645 - a qual institui o ensino das contribuições culturais e sociais dos povos africanos e indígenas nas escolas brasileiras - e a possibilidade de reflexo da mesma na produção literária de temática indígena desses autores.This thesis aims to analyze, from a comparative perspective, the works: Kaba Darebu and the tortoise The adventures of Daniel Mundurukú and short history of people and animal, of Ciça Fittipaldi, in view of the cultural specificities of each author and how they reflect on their productions, as well as highlight features of their ideological and aesthetic designs. Taking into account the principles of comparative studies, another focus of analysis will be dialogues between each writer with other areas of knowledge, such as anthropology, art and education, considering both the academic and his professional performance. Taking into account the weights of Antonio Candido with respect to the influences of the social and political context in the literature, this paper will also address the 11,645 law - which establishes the teaching of social and cultural contributions of African peoples and indigenous Brazilian schools - and the possibility of reflection of the same in the literary production of indigenous issues these authors.
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Rosa, Gisele Marion. "Tradução cultural: a imagem brasileira em Do Outro Mundo de Ana Maria Machado." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-05082011-145105/.
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No atual contexto em que vivemos, a globalização, isto é, o fenômeno que promove a aproximação entre países e as representações culturais de seus produtores, justifica-se destacar a mais importante tarefa nesta realidade: a tradução. Destacamos nessa pesquisa a relevância e posteriores conseqüências num contexto intercultural cuja direção tradutória seja de países periféricos para os demais países, como a versão da obra literária infanto-juvenil Do Outro Mundo de Ana Maria Machado para o inglês. O livro traz uma série de referências culturais brasileiras, referências históricas e de conscientização sobre a igualdade social e racial discutidas em uma linguagem para crianças. Ainda, essa tradução não foi realizada por um falante nativo da língua meta, mas por uma tradutora que tem como língua materna a mesma da autora e respectiva obra literária, o português brasileiro. Assim, articulamos a Estética da Recepção e a Imagologia, teorias literárias que dialogam com os Estudos da Tradução, para a formulação da seguinte hipótese, de que a apreensão da cultura brasileira pelo consumo de uma produção cultural, como o livro infanto-juvenil, por um público alvo peculiar que se encontra ainda em processo de formação de seus valores e visão de mundo, dentro do contexto cuja autora deteve enorme controle do resultado final, visto a sua parceria de criação com a tradutora, privilegiará a manutenção de traços culturais da nossa sociedade. Aqui, estes se encontram representados por imagens construídas pela escritora no original e, posteriormente, pela tradutora na tradução, dentro de uma temática de extrema relevância social, além de uma forma engenhosa que exige diferentes níveis de interpretação dos leitores nesse contato entre culturas. Assim, com base nos fundamentos teóricos, buscaremos demonstrar essa hipótese no nível discursivo em três pontos principais: a identificação das imagens no texto original e traduzido que apresentam marcas da identidade cultural brasileira; segundo, o fato de que tradução e original fazem parte do universo infanto-juvenil exigindo um enfoque na recepção estética; e por último, a particularidade dessa tradução, isto é, os desdobramentos de uma parceria entre escritora e tradutora que traz uma diferente perspectiva para o resultado final.In the current moment we live in, the globalization, that is a phenomenon that promotes approximation among countries and cultural representations from their producers, we highlight the most important task present and essential within it: translation. We emphasize in our research the possible consequences within an intercultural context where the translation direction is from periphery to center, as we see in Do Outro Mundo by Ana Maria Machado and its translation into English. This childrens book brings many Brazilian references about History facts, social and racial civil rights. Yet, its translation was not made by a native of English, instead, a Brazilian translator who happens to be the authors daughter who contributed with this research by revealing some of the issues presented in this particular translation. Therefore, we articulate the Reception Theory and the Imagology Studies both literary theories with Translation Studies to formulate the following hypothesis: the comprehension of Brazilian culture by a specific target audience, that is, children who are still developing their moral and social values by a translation of a book which there was a peculiar interference by the partnership between the author and the translator. It will show as a result the maintenance of the cultural representation of our society. Thus, this representation is composed by the images constructed by the author in the original text and later by the translator in the translated text revealing a theme of enormously social relevance and within a form that demands from the reader different levels of interpretation.
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Schneider, Chad Curtis. "The Use of Children’s Books as a Vehicle for Ideological Transmission." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243969728.
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Nilsson, Charlotta. "Berättelser bortom det könsbinära - transrepresentation i barnlitteratur : En text- och innehållsanalys av böcker om transpersoner för förskolebarn." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351456.
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The objective of the following essay is to investigate in what way trans- and nonbinary people are portrayed in children’s literature. It aims to answer questions such as in what way the trans characters in the books examined are portrayed, and which stories and narratives are being told and reproduced, as well as which stories are missing or get neglected. The method used here is content analysis, in which twelve books make out the material for analysis. Out of these twelve, four books are analysed further and are presented in a more detailed manner. The content analysis is carried out by examining the literature based on how the stories are affected by their trans characters and how, if at all, the word trans is used by the author. In the result, the literature is categorized depending on where the focus of the story lies – and how the story is connected to the trans character in question. We learn that most of the books at hand can be classified as books without a focus on trans themes, and the remaining books either have a symbolic focus on trans themes, or a story mainly focused on a character being trans. This essay then discusses if literature with less outspoken trans themes are more attractive to conservative publishers, and why some of the literature with more uncommon themes are, as such, uncommon. The discussion also shines a light on the portrayal of nonbinary people, and raises questions regarding how we view gender based on looks and stereotypically gendered items. In conclusion, the essay finds that the books analysed here fails to show the diversity found in the trans community and in the way trans- and nonbinary people exist.
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Joss, Elizabeth. "Translocation and female subjectivities in four contemporary narratives : Kingston’s The woman warrior, Magona’s To my children’s children and Forced to grow and Hoffman’s Lost in translation." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2253.
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Thesis (MA (English Studies))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Drawing on theories of gender and subjectivity, this thesis explores the way in which constructions of modernity as well as tradition are mapped onto geographical localities and thus expressed through gender acts. The female protagonists in Maxine Hong Kingston’s The Woman Warrior, Sindiwe Magona’s To My Children’s Children and Forced to Grow, as well as Eva Hoffman’s Lost in Translation undergo either transnational translocation or imagined translocation where they straddle multiple cultural contexts concurrently. The role of globalism and modernity amplifies the female’s ambiguous position and therefore challenges her gender identity as she takes on additional gender characteristics. This challenge, a result of translocation, causes both the individual and collective nature of the subject to be emphasised and placed in multiple cultures concurrently. The female’s subjectivity is under much tension as the cultures she immerses herself in interlace but also clash. As a result of this, her sense of self is constantly in flux as she attempts to achieve stability and coherence. This sense of a gendered, stable and located self will, I argue, both dissipate and transmutate upon undergoing physical or imagined translocation. In addition, this thesis examines the manner in which globalism allows for the dissolving of boundaries and explores the extent to which the ambiguous position these female protagonists occupy enables them to reformulate and refashion their gender identity as well as write themselves away from the marginalised positions they inhabit. I will further explore how female subjects are compelled to take on additional feminine or masculine attributes upon translocation, seeming to become androgynous in the reformulation of their gender identity for a certain period of time. I will argue that protagonists supplement their gender in order to obtain a sense of belonging in a specific cultural context which requires this alteration of gender, and argue that this is also a means by which they liberate themselves from the marginal positions they occupy in their ethnic culture where sexism and prejudice are prevalent. However, I will demonstrate that modernity does not only provide them with liberation and autonomy, but that simultaneously it is also restrictive on the subject’s gender identity. Finally, this thesis explores whether the female protagonists are able to use their ambiguous positioning strategically in order to generate coherence of the self yet, concurrently, maintain fluidity between multiple cultural boundaries of the self.
AFRIKAANSE OPSOMMING: Hierdie verhandeling gebruik geslags- en subjektiwiteitsteorieë om ondersoek in te stel na die maniere waarop konstruksies van moderniteit en tradisie uiting vind in geslagshandeling. Dieselfde teorieë word gebruik om ondersoek in te stel na die invloed van geografiese plasing op geslagshandeling. Die vroulike protagoniste in Maxine Hong Kingston se The Woman Warrior, Sindiwe Magona se To My Children’s Children en Forced to Grow, sowel as Eva Hoffman se Lost in Translation, ervaar elkeen óf transnasionale translokasie, óf verbeelde translokasie, waardeur hulle vele kulturele kontekste tegelykertyd in die dwarste beset. Die rol van globalisering en moderniteit versterk sonder twyfel die vroulike protagonis se dubbelsinnige posisie, en haar geslagsidentiteit word in twyfel getrek soos sy addisionele geslagseienskappe aanneem. Hierdie vertwyfeling – die gevolg van translokasie – veroorsaak dat beide die kollektiewe sowel as die individuele aard van die subjek benadruk word, en gelyktydig in meervoudige kulture geplaas word. Die protagonis se subjektiwiteit verkeer onder baie spanning omdat die kulture waarin sy haarself verdiep onderling vervleg is, maar tog ook bots. Derhalwe is haar beskouing van haarself voortdurend vloeibaar en veranderend terwyl sy probeer om samehorigheid en stabiliteit te bewerkstellig. Ek is van mening dat hierdie sin van 'n “geslaghebbende”, stabiele, gelokaliseerde self verdwyn en/of transmuteer wanneer dit fisiese of verbeelde translokasie ondergaan. Gevolglik ondersoek hierdie verhandeling dus ook die manier waarop globalisme die ontbinding van grense tot gevolg het, sowel as die mate waartoe die dubbelsinnigheid van die vroulike protagoniste se posisie hulle toelaat om hul geslagsidentiteit te herformuleer en te herontwerp, en hulself weg, of uit, die gemarginaliseerde posisies wat hulle beset te skryf. Ek wil ook kyk na die maniere waarop die vroulike subjek genoop is om, as gevolg van translokasie, addisionele vroulike of manlike karaktertrekke aan te neem, met dié dat dit blyk dat die protagoniste vir 'n ruk lank androgene eienskappe in hul geslagsidentiteit toon. Ek argumenteer dat die protagoniste hul geslag aanvul, nie net sodat hul aanklank binne 'n spesifieke kulturele konteks kan vind nie, maar ook as 'n manier waarop hul hulself kan bevry van die marginale posisies waarin hulle hul in 'n etniese kultuur, waar seksisme en vooroordeel gedy, bevind. Nietemin wil ek ook aantoon dat moderniteit nie bloot net bevryding en selfstandigheid aan die vroulike protagoniste bied nie, maar dat dit ook tegelykertyd beperkings op die subjek se geslagsidentiteit plaas. Die uitkoms van hierdie tesis is om te bepaal of die vroulike protagoniste in staat is tot die strategiese gebruik van hul dubbelsinnige posisionering, wat koherensie van die self sal meebring, en tog terselfdertyd vloeibaarheid tussen verskillende kulture sal behou.
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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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Zhang, Han. "Representations of Chinese Culture and History in Picture Books of the Westerville Public Library: Educational Quality And Accuracy Of Children Literature About China And Chinese Culture." Otterbein University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1355341032.
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Reilly-Sanders, Erin F. "Drawing Outside the Bounds: Tradition and Innovation in Depictions of the House in Children's Picturebooks." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398851009.
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Chang, Mi-Kyoung. "A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301535.
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This study explores cultural representations and cultural adaptations made by translators in translated children's picture books. This study has two focuses. In the first part of this study, which is a critical content analysis, I examine the cultural representations depicted in Korean-to-English and English-to-Korean translated picture books, using cultural studies as a theoretical framework. In the second part of this study, I compare original and translated editions of Caldecott and popular Korean picture books to find out how the translators adapt cultural, ideological, and linguistic conflicts in the process of translation, using translation as a dialogic process. For the first part of this study, I found four categories related to the cultural representations: (1) a sense of belonging and societal membership; (2) constructing and challenging gender stereotypes; (3) constructing images of childhood; and (4) dominant visual images of South Korea/the United States. These findings indicate that the insider authors of Korean culture try to show authentic images of South Korea, using contemporary fiction stories. The Korean translated books also deal with various images of American culture authentically from historical fiction to contemporary fiction. However, a small number of books do not show broad cultural representations of both cultures. In the second focus of this study on cultural adaptations, the analysis directly compared original and translated editions of the same texts. The themes of cultural familiarity, adaptations regarding illustrations, completely different translations, omissions, additions, and changes of titles or book jackets were identified. These findings indicate that most American and Korean translators purposely made cultural adaptations in the process of translation in order to help target readers to have better understanding of these international books. Additionally, they did not change essential authentic features, such as the characters' names and geographic names. I also found mistranslations between the original and translated editions of books. These changes could have occured because the translators lacked knowledge of both cultures or of the deep structures of the stories. The implication section provides recommendations to publishers, translators, educators, parents, teacher educators, and researchers and suggestions for further research.
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Mirsadjadi, Tori Shereen. "Unbreakable Glass Slippers: Hegemony in Ella Enchanted." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/40.
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The way Gail Carson Levine’s Ella Enchanted simultaneously conforms to its late-20th-century American standards and rebels against its Cinderella origins is analyzed in this thesis. As an analysis of a piece of literature written for children, the thesis works to defend the notion that playful literature produces a serious dialogue with its readers, and that young female readers are a particularly apropos group for the dialogue about hegemony that Ella Enchanted allows.
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Sheppard, Natalie R. "Invincible: Legacy and Propaganda in Superhero Comics." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1943.
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Captain America and Iron Man are both iconic American heroes, representing different American values. Captain America was created during the Golden Age of comics and represents a longing for the past, while Iron Man was created at the height of the Cold War and looks forward to a new America. This paper will first establish the historical and cultural relationship between comic books and propaganda, beginning with the first appearance of Superman. It will pay special attention to the similarities and differences of Captain America and Iron Man, focusing on their representation of American values over time, and discuss how that aspect of the characters affects their ongoing titles today.
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Guthrie, Meredith Rae. "SOMEWHERE IN-BETWEEN: TWEEN QUEENS AND THE MARKETING MACHINE." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1119390228.
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Evans, Jessica R. "THE MALE MENTOR FIGURE IN WOMEN'S FICTION, 1778-1801." UKnowledge, 2017. http://uknowledge.uky.edu/english_etds/62.
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This dissertation follows the development of the mentor figure from Frances Burney’s Evelina published in 1778 to Maria Edgeworth’s Belinda in 1801. The mentor becomes a key figure for exploring women’s revolutionary ideas on female education and women’s roles in society. My dissertation contributes to discussions on mentoring, development of the Gothic mode, and debates over sensibility and sentimental fiction. It considers how the female mentee paradoxically both desires and criticizes her male mentor and his authority. Each author under discussion employed the mentor figure in a way that addressed their contemporary society’s issues and prejudices toward the treatment of women and the power of sensibility. Much of this treatment was traced to a conversation of reforming female education from an accomplishment-based pedagogy to a moral, intellectual-based instruction that was more masculine in nature (emphasizing a balance between sensibility and reason).
Frequently, the mentor provides general comments and recommendations about love to his female pupil, who is entering into the marriage market, but his advice often turns out to be wrong or misplaced since it does not fit the actual situation. He is a good spiritual guide but a poor romantic advisor. I assert that the mentor figure’s usual lack of romantic sentiment and his pupil’s ability to surpass him in matters of the heart reveal a tendency to subvert male authority. Throughout this discussion, questions related to gender arise. Women’s desire for their own agency and control over both their minds and bodies underpin much of women’s eighteenth-century fiction. My dissertation explores these complex relationships between male mentors and their female pupils.
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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.