Windows on a Changing World: Using Children’s Literature as an Aesth/Ethical Trope in Early Years Education for Sustainability

2017 ◽  
pp. 127-136
Author(s):  
Dawn L. Sanders
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Early Years ◽  
Education For Sustainability ◽  
Early Years Education ◽  
Changing World

scholarly journals Till ”vildingarnas” land: Barnboksförfattaren besöker förorten

2013 ◽  
Vol 6 ◽  
Author(s):  
Maj Asplund Carlsson ◽  
Johannes Lunneblad
Keyword(s):  
Children's Literature ◽  
Drug Abuse ◽  
Small Business ◽  
Urban Areas ◽  
Picture Books ◽  
Children’S Literature ◽  
Early Years ◽  
Children's Books ◽  
Children’S Books ◽  
Post Colonial

Title: Where “the wild things” are: An author of children’s books on a visit to the suburbsAbstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

LITERATURA INFANTIL Y GÉNEROS TEXTUALES: LA CONTRIBUCIÓN DE LAS FÁBULAS A LA ENSEÑANZA DE LA CIENCIA EM LOS PRIMEROS AÑOS DE LA EDUCACIÓN FUNDAMENTAL

PARADIGMA ◽  
2020 ◽  
pp. 384-408
Author(s):  
Letícia Ferreira Ferreira ◽  
Lucila Akiko Nagashima
Keyword(s):  
Children's Literature ◽  
Science Teaching ◽  
Qualitative Data ◽  
Basic Education ◽  
Children’S Literature ◽  
Early Years ◽  
Science Content ◽  
French Writer ◽  
Jean De La Fontaine ◽  
Text Genre

La presente investigación buscó articular a la literatura infantil algunas de las características de la enseñanza de animales y ciencias basadas en referencias teóricas de literatura y educación antropológica. Por lo tanto, para el desarrollo de la investigación, partimos de la siguiente indagación: "¿Cómo pueden los maestros asociar la enseñanza de las ciencias com las narraciones literarias trabajadas em el aula?" Con este fin, se llevó a cabo una investigación empírica y cualitativa enfatizando las contribuciones de las fábulas a la enseñanza de la ciencia em los primeros años de la Educación Primaria. Teniendo em cuenta el papel lúdico de este género textual, sus características estimulantes para la literatura y las transposiciones imaginarias y didácticas se llevaron a cabo com la interpretación de esta narrativa como facilitador de la enseñanza de las ciencias em la serie inicial de Educación Básica. Se determinaron dos fábulas para el desarrollo del estudio: "El león y el ratón" y "La cigarra y las hormigas", ambas por Esopo y transcritas por el escritor francés Jean de La Fontaine. Los datos cualitativos fueron analizados y recopilados de la representación artística a través del dibujo del niño y sus consideraciones sobre el estudio. El análisis de los datos cualitativos y los resultados obtenidos muestran que los estudiantes se sorprendieron al encontrar contenido de ciencias en textos característicos de la Lengua Portuguesa.Palabras clave: Enseñanza de las Ciencias. Literatura Infantil. Transposición Didáctica. Fábulas.Literatura Infantil e Gêneros Textuais: A Contribuição das Fábulas para o Ensino de Ciências nos Anos Iniciais do Ensino FundamentalResumoA presente pesquisa buscou articular à literatura infantil algumas das características dos animais e do ensino de Ciências embasadas em referenciais teóricos da literatura e do ensino antropológico. Assim, para o desenvolvimento da pesquisa, partimos da seguinte indagação: "De que forma os professores podem associar o ensino de Ciências com narrativas literárias trabalhadas em sala de aula?" Para tanto, realizou-se uma pesquisa empírica e qualitativa enfatizando as contribuições das fábulas para o ensino de Ciências nos anos Iniciais do Ensino Fundamental. Considerando o papel lúdico deste gênero textual, suas características estimulantes à literatura e ao imaginário, foram realizadas transposições didáticas com a interpretação desta narrativa como meio facilitador para o ensino de Ciências nas séries iniciais da Educação Básica. Foram determinadas duas fábulas para o desenvolvimento do estudo: “O Leão e o Ratinho” e “A Cigarra e as Formigas”, ambas de Esopo e transcritas pelo escritor francês Jean de La Fontaine. Os dados qualitativos foram analisados e coletados a partir da representação artística por meio do desenho da criança e suas considerações acerca do estudo realizado. A análise dos dados qualitativos e os resultados obtidos denotam que os alunos se surpreenderam por encontrar conteúdos de ciências em textos característicos da Língua Portuguesa.Palavras chave: Ensino de Ciências. Literatura Infantil. Transposição Didática. Fábulas.Children's Literature and Text Genres: The Contribution of Fables to Science Teaching in the Early Years of Elementary SchoolAbstractThe present research sought to articulate children's literature with some characteristics of animals and Science teaching based on theoretical references from literature and anthropological teaching. Thus, for the development of the research, we start from the following question: "How can teachers associate science teaching with literary narratives worked in the classroom?" To this end, an empirical and qualitative research was carried out emphasizing the contributions of fables to the Science teaching in the early years of elementary school. Considering the playful role of this text genre, its stimulating characteristics to literature and the imaginary, didactic transpositions were carried out with the interpretation of this type of narrative as a facilitator of Science teaching in the initial grades of basic education. Two fables were determined for the development of the study: “The Lion and the Mouse” and “The grasshopper and the Ant”, both by Aesop and transcribed by the French writer Jean de La Fontaine. Qualitative data were analyzed and collected from the artistic representation through the child's drawing and their considerations about the study. The analysis of the qualitative data and the results obtained show that students were surprised to find science content in characteristic texts from Portuguese Language.Keywords: Science teaching. Children's literature. Didactic Transposition. Fables.

scholarly journals Along Came Greedy Cat: Exploring the “Ready to Read” instructional reading series 1963-1988 as New Zealand children’s literature

2021 ◽  
Author(s):  
◽  
Kay Hancock
Keyword(s):  
New Zealand ◽  
Children's Literature ◽  
Children’S Literature ◽  
Early Years ◽  
Instructional Materials ◽  
Wide Audience ◽  
Starting Point ◽  
History Of ◽  
School Journal ◽  
Instructional Reading

<p>Ready to Read is a graded instructional reading series that has been provided free-of-charge since 1963 by the New Zealand government for students in the first three years of school. It has therefore been a key part of the reading experiences of New Zealand children for over fifty years. There is a commonly held belief that there is a distinction between instructional reading materials (the materials that are used to help children learn to read) and children’s literature – that the manipulation of text involved in developing instructional materials necessarily detracts from their literary appeal. The Ready to Read instructional reading series, however, was developed with the dual aims of helping children learn to read and want to read.  The series also reflects the vision of the Department of Education of “New Zealand materials for New Zealand students.” The Ready to Read materials were (and are) written and illustrated by New Zealanders, and trialled in New Zealand schools before publication, meaning that teachers and children have input into the materials. The materials include contributions by some of New Zealand’s leading writers for children, including Margaret Mahy and Joy Cowley. They have a unique status in the history of New Zealand children’s books as being among the first picture books for young New Zealand readers, and the very first that acknowledged Māori children as part of the reading audience. Moreover, as a “home-grown” reading series, seeking to reflect the interests and experiences of New Zealand children, the materials provide a unique insight into New Zealand society and changes in social attitudes, in particular the emergence of biculturalism.  While there is a significant body of research into the New Zealand School Journal, little attention has been paid to the Ready to Read materials (which are for younger readers). Price (2004) has written a short history of the early years of the Ready to Read series and McLachlan (1996) has investigated the visual representation of Māori in Ready to Read and the School Journal. This research seeks to fill this significant gap. This thesis explores how and why the series developed as it did from 1963-1988. It investigates the cultural and educational contexts, the literary aspects of the materials, and the beliefs about children as readers that underpinned its development.  The “home-grown” nature of the Ready to Read materials, their literary qualities, their depiction of children’s lives, and the place of the series in the early reading experiences of New Zealand children make it indisputably a significant aspect of New Zealand children’s literature. It is hoped that this examination of the first twenty-five years of the Ready to Read series will be of interest to a wide audience, including educators, publishers, and researchers, and that it may serve as a starting point for further investigation. While this research is of immediate significance to a New Zealand audience, it also has international relevance in its description of an approach to the development of meaningful, engaging instructional texts for beginning readers that is unparalleled in the world.</p>

scholarly journals Children as eco-citizens?

2019 ◽  
Vol 15 (4) ◽  
pp. 387-402 ◽  
Author(s):  
Marianne Presthus Heggen ◽  
Barbara Maria Sageidet ◽  
Nina Goga ◽  
Liv Torunn Grindheim ◽  
Veronica Bergan ◽  
...  
Keyword(s):  
Early Childhood ◽  
Children's Literature ◽  
Children’S Literature ◽  
Environmentally Friendly ◽  
Education For Sustainability ◽  
Wild Food ◽  
Nature Connection ◽  
Being And Becoming

Education for sustainability in early childhood tends to focus on practices and advocacy, rather than on the aims of this education. We suggest that the aim should be to consider children as being and becoming eco-citizens. This suggestion is built on an exploration of children as eco-citizens. With theories concerning child-sized citizenship we suggest a description of children and adults as being and becoming eco-citizen. We explore this through the fields of nature connection and science and children’s curiosity. We find that environmentally friendly practices as gardening and harvesting wild food show how children’s eco-citizenship is realizable. We support this additionally by references to how children’s literature, seeing how children depicted as eco-citizens can support the notion of children as eco-citizens. Through these analyses, we conclude that children should be viewed as being and becoming eco-citizens.

scholarly journals Librarians’ book talks for children: An opportunity for widening reading practices?

2020 ◽  
pp. 146879842096494
Author(s):  
Catarina Schmidt
Keyword(s):  
Reading Comprehension ◽  
Children's Literature ◽  
Language Use ◽  
Children’S Literature ◽  
Early Years ◽  
The Other ◽  
Reading Engagement ◽  
Growing Up ◽  
Reading Practices ◽  
Printed Books

The importance of supporting children’s reading engagement and reading comprehension from the early years is widely acknowledged, particular for children growing up in areas characterized by socioeconomic challenges. This mission is collectively shared by teachers and librarians, although with differing starting points and responsibilities. This paper draws on a Swedish study of librarians’ book talks with eight-year-old students in Grade 2 and their teachers, and the views these participants express on reading and children’s literature. The methods used were observation and interview. In the analysis, different views appear regarding what reading is and might mean, such as the role that children’s literature plays in this. The results indicate two prominent narratives regarding reading, where one has a clear emphasis on being able to read and where the other stresses the pleasure of reading. Both these discourses display a narrowness regarding genres other than fiction literature, languages other than Swedish, and formats other than printed books. Further, an image of the reading child as an individual reader appears in both discourses. The results highlight the need for a broader approach that integrates functional reading with processes of reflection and active language use, drawing on the content in children’s literature, with an awareness of multilingual considerations. It is argued that children’s literature plays an important role in children developing a view of themselves as readers, and discovering that there are many ways to be a reader.

scholarly journals LITERATURA INFANTIL Y GÉNEROS TEXTUALES: LA CONTRIBUCIÓN DE LAS FÁBULAS A LA ENSEÑANZA DE LA CIENCIA EM LOS PRIMEROS AÑOS DE LA EDUCACIÓN FUNDAMENTAL

PARADIGMA ◽  
2020 ◽  
pp. 384-408
Author(s):  
Letícia Ferreira Ferreira ◽  
Lucila Akiko Nagashima
Keyword(s):  
Children's Literature ◽  
Science Teaching ◽  
Qualitative Data ◽  
Basic Education ◽  
Children’S Literature ◽  
Early Years ◽  
Science Content ◽  
French Writer ◽  
Jean De La Fontaine ◽  
Text Genre

La presente investigación buscó articular a la literatura infantil algunas de las características de la enseñanza de animales y ciencias basadas en referencias teóricas de literatura y educación antropológica. Por lo tanto, para el desarrollo de la investigación, partimos de la siguiente indagación: "¿Cómo pueden los maestros asociar la enseñanza de las ciencias com las narraciones literarias trabajadas em el aula?" Con este fin, se llevó a cabo una investigación empírica y cualitativa enfatizando las contribuciones de las fábulas a la enseñanza de la ciencia em los primeros años de la Educación Primaria. Teniendo em cuenta el papel lúdico de este género textual, sus características estimulantes para la literatura y las transposiciones imaginarias y didácticas se llevaron a cabo com la interpretación de esta narrativa como facilitador de la enseñanza de las ciencias em la serie inicial de Educación Básica. Se determinaron dos fábulas para el desarrollo del estudio: "El león y el ratón" y "La cigarra y las hormigas", ambas por Esopo y transcritas por el escritor francés Jean de La Fontaine. Los datos cualitativos fueron analizados y recopilados de la representación artística a través del dibujo del niño y sus consideraciones sobre el estudio. El análisis de los datos cualitativos y los resultados obtenidos muestran que los estudiantes se sorprendieron al encontrar contenido de ciencias en textos característicos de la Lengua Portuguesa.Palabras clave: Enseñanza de las Ciencias. Literatura Infantil. Transposición Didáctica. Fábulas.Literatura Infantil e Gêneros Textuais: A Contribuição das Fábulas para o Ensino de Ciências nos Anos Iniciais do Ensino FundamentalResumoA presente pesquisa buscou articular à literatura infantil algumas das características dos animais e do ensino de Ciências embasadas em referenciais teóricos da literatura e do ensino antropológico. Assim, para o desenvolvimento da pesquisa, partimos da seguinte indagação: "De que forma os professores podem associar o ensino de Ciências com narrativas literárias trabalhadas em sala de aula?" Para tanto, realizou-se uma pesquisa empírica e qualitativa enfatizando as contribuições das fábulas para o ensino de Ciências nos anos Iniciais do Ensino Fundamental. Considerando o papel lúdico deste gênero textual, suas características estimulantes à literatura e ao imaginário, foram realizadas transposições didáticas com a interpretação desta narrativa como meio facilitador para o ensino de Ciências nas séries iniciais da Educação Básica. Foram determinadas duas fábulas para o desenvolvimento do estudo: “O Leão e o Ratinho” e “A Cigarra e as Formigas”, ambas de Esopo e transcritas pelo escritor francês Jean de La Fontaine. Os dados qualitativos foram analisados e coletados a partir da representação artística por meio do desenho da criança e suas considerações acerca do estudo realizado. A análise dos dados qualitativos e os resultados obtidos denotam que os alunos se surpreenderam por encontrar conteúdos de ciências em textos característicos da Língua Portuguesa.Palavras chave: Ensino de Ciências. Literatura Infantil. Transposição Didática. Fábulas.Children's Literature and Text Genres: The Contribution of Fables to Science Teaching in the Early Years of Elementary SchoolAbstractThe present research sought to articulate children's literature with some characteristics of animals and Science teaching based on theoretical references from literature and anthropological teaching. Thus, for the development of the research, we start from the following question: "How can teachers associate science teaching with literary narratives worked in the classroom?" To this end, an empirical and qualitative research was carried out emphasizing the contributions of fables to the Science teaching in the early years of elementary school. Considering the playful role of this text genre, its stimulating characteristics to literature and the imaginary, didactic transpositions were carried out with the interpretation of this type of narrative as a facilitator of Science teaching in the initial grades of basic education. Two fables were determined for the development of the study: “The Lion and the Mouse” and “The grasshopper and the Ant”, both by Aesop and transcribed by the French writer Jean de La Fontaine. Qualitative data were analyzed and collected from the artistic representation through the child's drawing and their considerations about the study. The analysis of the qualitative data and the results obtained show that students were surprised to find science content in characteristic texts from Portuguese Language.Keywords: Science teaching. Children's literature. Didactic Transposition. Fables.

scholarly journals Along Came Greedy Cat: Exploring the “Ready to Read” instructional reading series 1963-1988 as New Zealand children’s literature

2021 ◽  
Author(s):  
◽  
Kay Hancock
Keyword(s):  
New Zealand ◽  
Children's Literature ◽  
Children’S Literature ◽  
Early Years ◽  
Instructional Materials ◽  
Wide Audience ◽  
Starting Point ◽  
History Of ◽  
School Journal ◽  
Instructional Reading

<p>Ready to Read is a graded instructional reading series that has been provided free-of-charge since 1963 by the New Zealand government for students in the first three years of school. It has therefore been a key part of the reading experiences of New Zealand children for over fifty years. There is a commonly held belief that there is a distinction between instructional reading materials (the materials that are used to help children learn to read) and children’s literature – that the manipulation of text involved in developing instructional materials necessarily detracts from their literary appeal. The Ready to Read instructional reading series, however, was developed with the dual aims of helping children learn to read and want to read.  The series also reflects the vision of the Department of Education of “New Zealand materials for New Zealand students.” The Ready to Read materials were (and are) written and illustrated by New Zealanders, and trialled in New Zealand schools before publication, meaning that teachers and children have input into the materials. The materials include contributions by some of New Zealand’s leading writers for children, including Margaret Mahy and Joy Cowley. They have a unique status in the history of New Zealand children’s books as being among the first picture books for young New Zealand readers, and the very first that acknowledged Māori children as part of the reading audience. Moreover, as a “home-grown” reading series, seeking to reflect the interests and experiences of New Zealand children, the materials provide a unique insight into New Zealand society and changes in social attitudes, in particular the emergence of biculturalism.  While there is a significant body of research into the New Zealand School Journal, little attention has been paid to the Ready to Read materials (which are for younger readers). Price (2004) has written a short history of the early years of the Ready to Read series and McLachlan (1996) has investigated the visual representation of Māori in Ready to Read and the School Journal. This research seeks to fill this significant gap. This thesis explores how and why the series developed as it did from 1963-1988. It investigates the cultural and educational contexts, the literary aspects of the materials, and the beliefs about children as readers that underpinned its development.  The “home-grown” nature of the Ready to Read materials, their literary qualities, their depiction of children’s lives, and the place of the series in the early reading experiences of New Zealand children make it indisputably a significant aspect of New Zealand children’s literature. It is hoped that this examination of the first twenty-five years of the Ready to Read series will be of interest to a wide audience, including educators, publishers, and researchers, and that it may serve as a starting point for further investigation. While this research is of immediate significance to a New Zealand audience, it also has international relevance in its description of an approach to the development of meaningful, engaging instructional texts for beginning readers that is unparalleled in the world.</p>

Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years

2009 ◽  
Vol 36 (5) ◽  
pp. 415-422 ◽  
Author(s):  
Mesut Sackes ◽  
Kathy Cabe Trundle ◽  
Lucia M. Flevares
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Early Years ◽  
Science Concepts

scholarly journals Literatura com conteúdo(s) matemático(s) na perspectiva do Mateludicando

2019 ◽  
Vol 12 (1) ◽  
pp. 227
Author(s):  
Claudionor Renato da Silva
Keyword(s):  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Early Years ◽  
Research Approach ◽  
Pedagogical Practice ◽  
Mathematical Content ◽  
The North ◽  
Faculty Of Education ◽  
Children's Stories

Literatura com conteúdo matemático ou conteúdos matemáticos é um conceito desenvolvido a partir de produções nacionais e internacionais na interface matemática/literatura, matemática/ literatura infantil, matemática/histórias infantis. Este conceito permite à abordagem do “MATEludicando” (SILVA, 2015; 2017), de base huizinganiana, fundamentada no lúdico, organizar um checklist com a produção de literatura com conteúdo(s) matemático(s) desenvolvido numa disciplina de Fundamentos e Metodologias de Matemática de um curso de Pedagogia, de uma universidade federal na região norte do país. A problemática instaurada é: dos livros produzidos que elementos do MATEludicando estão aí presentes e quais necessitam ser identifi cados e aprofundados? Objetiva-se, assim, uma aplicabilidade direta do MATEludicando, com produção de literatura infantil com conteúdo matemático. Segue-se numa abordagem qualitativa de pesquisa com o uso da técnica experimental, segundo Severino (2007). Os resultados indicam algumas pequenas aproximações à abordagem, exigindo um esforço mais concentrado nas pesquisas ainda em andamento. Outro ponto a considerar é a necessidade de aprofundamentos nos elementos do checklist que são norteadores da metodologia de aplicação do MATEludicando na literatura voltada para o ensino-aprendizagem de matemática na educação infantil e anos iniciais do ensino fundamental.Palavras-chave: MATEludicando. Literatura. Matemática. Literature with mathematical content in the perspective of MatheplayfulABSTRACTLiterature with mathematical (s) content (s) is a concept developed from national and international productions in mathematics interface / literature, math / children’s literature, math / children’s stories. This concept allows the pedagogical practice approach “MATHEludicando” of huizinganiana basis (SILVA, 2015, 2017), based on the playful, organize an initial checklist from the production of books with literature mathematical (s) content (s) developed in a discipline of fundamental of Mathematics and methodologies of a Faculty of Education, a federal university in the north of the country. The problem is introduced: the produced books MATHEludicando elements are present there and which need to be identifi ed? Thus, a direct applicability of the MATHEludicando with the production of children’s literature with mathematical content. It follows a qualitative research approach using the experimental technique, according to Severino (2007). The results indicate some minor approaches to the approach, requiring a more concerted effort still in progress. Another point to consider is the need for deepening the checklist of elements that are guiding of MATHEludicando application methodology in the literature, focusing on the mathematics teaching and learning in early childhood education and early years of elementary school.Keywords: MATHEludicando. Literature. Mathematical. Literatura con contenido (s) matemático (s) en la perspectiva del MateludicandoRESUMENLa literatura con contenido matemático o contenidos matemáticos es un concepto desarrollado a partir de producciones nacionales e internacionales en la interfaz matemática / literatura, matemáticas / literatura infantil, matemáticas / historias infantiles. Este concepto permite el abordaje del “MATEludicando” (SILVA, 2015, 2017), de base huizinganiana, fundamentada en el lúdico, organizar un checklist con la producción de literatura con contenido (s) matemático (s) desarrollado en una disciplina de Fundamentos y Metodologías de Matemática de un curso de Pedagogía, de una universidad federal en la región norte del país. La problemática instaurada es: ¿qué elementos del MATEludicando de los libros producidos están ahí presentes y cuáles necesitan ser identifi cados y profundizados? Se pretende, así, una aplicabilidad directa del MATEludicando, con producción de literatura infantil con contenido matemático. Se sigue un abordaje cualitativo de investigación con el uso de la técnica experimental, según Severino (2007). Los resultados indican algunas pequeñas aproximaciones al enfoque, exigiendo un esfuerzo más concentrado en las investigaciones aún en marcha. Otro punto que se considerará es la necesidad de profundizar en los elementos del checklist que son orientadores de la metodología de aplicación del MATEludicando en la literatura volcada para la enseñanza-aprendizaje de matemáticas en la educación infantil y años iniciales de la enseñanza fundamental.Palabras clave: MATELudicando. La literatura. Matemáticas.

scholarly journals Constructing childhood for children : an analysis of 1970s award-winning children's literature from the Children's Model Collection at Auckland City Libraries

2021 ◽  
Author(s):  
◽  
Sanya Karen Baker
Keyword(s):  
Children's Literature ◽  
Young People ◽  
Coming Of Age ◽  
Children’S Literature ◽  
Early Years ◽  
Future Research ◽  
Social Construct ◽  
Award Winning ◽  
Constructions Of Childhood ◽  
The Individual

<p>Childhood is not simply a personal experience of an individual human in their early years of life. It is also a social construct which governs the way a society treats its youngest members – if they are considered to be members yet at all.  Children’s literature is an acknowledged source of information about the ideologies adults have both intentionally and unintentionally offered children to help them understand the world and their place in it.  This research involved both content analysis and discourse analysis of award-winning children’s books from the 1970s, which form part of the Children’s Model Collection held at Auckland City Libraries. These books, considered by local librarians to be ‘model literature’ for New Zealand children to read, were used as a window onto the constructions of childhood in this society at that time.   Traditional children’s literature in English supported particular relations of domination through certain ‘institutions’ of childhood – family, friendship, gender, race and religion. The 1970s books also imparted ideologies through these institutions along with themes of land, coming of age and war; all interacting under a humanistic umbrella. Through their treatment of these themes or ‘institutions’, texts in this sample often deliberately challenged traditional relations of domination – with varied levels of success. Children were constructed as leaders in waiting, the hope for the future; a future where tolerance and respect would overcome prejudice, thinking for one’s self would replace conformity and the individual could be the best they could be. However, underlying linguistic mechanisms and ideologies transformed many of these texts into conservators of the very relationships they were intending to change.  The methods of analysis used in this project were successful in locating the ideologies in books created for young people and revealing the degree to which these are agents of their time. These methods then are both eminently suitable for future research and would be a valuable addition to the multi-literacies with which we equip young people</p>

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