The witch woman: A recurring motif in recent fantasy writing for young readers

1995 ◽  
Vol 26 (2) ◽  
pp. 119-133 ◽  
Author(s):  
John Warren Stewig
Keyword(s):  
Young Readers ◽  
The Witch

scholarly journals Renouvellement du personnage de la sorcière dans le roman pour la jeunesse

2021 ◽  
Vol 19 (1) ◽  
pp. 80-92
Author(s):  
Marie-Claude Hubert
Keyword(s):  
Comparative Analysis ◽  
Children's Literature ◽  
Historical Data ◽  
Children’S Literature ◽  
Young Readers ◽  
The Witch ◽  
Witch Hunt

There are many publications on witches both in children’s literature and in scholarly essays. Mona Chollet’s Witches, the Undefeated Power of Women explains that the word has become an emblem of feminism. This article offers a comparative analysis of several recent novels, based on the latter’s thesis, whose aim is to examine how the witch character is constructed, how the authors treat historical data (healer witch, witch-hunt, stake, etc.) and how they renew this character regarding certain issues (identity, transmission, emancipation, etc.). Are the witches of children’s novels carrying feminist demands for young readers?

scholarly journals From Harry to Garri

2003 ◽  
Vol 48 (1-2) ◽  
pp. 285-297 ◽  
Author(s):  
Judith Inggs
Keyword(s):  
Harry Potter ◽  
Moral Values ◽  
English School ◽  
Young Readers ◽  
School Story ◽  
The Witch

Abstract This article focuses specifically on two examples of fantasy stories and their translations into Russian: The Lion, the Witch, and the Wardrobe (Lewis 1950), a classic English fantasy story, and Harry Potter and the Philosopher’s Stone (Rowling 1997), a modern blending of fantasy with the traditional English school story. The analysis shows that the approach to translation is largely random. In the translations of The Lion, the Witch and the Wardrobe, there is some evidence of simplification as a strategy, and some confusion over the appropriate translation of cultural items in the translations of Harry Potter and the Philosopher’s Stone. Generally, however, the translators are shown not to have attempted to situate the stories in a Russian context, and have retained intact both the cultural backdrop and the moral values put forward in the works. A study of the reception of such works by young readers would provide valuable information about the success or failure of the translations discussed in this article.

Does Viotin Activate Violin More Than Viocin?

2014 ◽  
Vol 61 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Manuel Perea ◽  
Victoria Panadero
Keyword(s):  
Word Recognition ◽  
Visual Word Recognition ◽  
Developmental Dyslexia ◽  
Computational Models ◽  
Error Rates ◽  
Visual Word ◽  
Base Word ◽  
Similar Response ◽  
Skilled Readers ◽  
Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

The Lioness, the Witch, and Her Wardrobe: Spaniards' and Americans' Perceptions of Professional Women Dressed in Masculine or Feminine Attire

2011 ◽  
Author(s):  
Elizabeth Joyce Baily ◽  
Ann Sloan Devlin ◽  
Joan C. Chrisler
Keyword(s):  
Professional Women ◽  
The Witch

Peeping at nature with the Reverend Charles A. Hall FRMS (1872–1965)

2015 ◽  
Vol 42 (1) ◽  
pp. 10-22 ◽  
Author(s):  
P. G. Moore
Keyword(s):  
Nineteenth Century ◽  
Natural History ◽  
Production Costs ◽  
Visual Appeal ◽  
Young Readers ◽  
Simple Language ◽  
Quality Production

Attention is drawn to the contents, pedagogic style and visual appeal of the 17-volume “Peeps at nature” series published by A. & C. Black between 1911 and 1935. Edited by the Reverend Charles Albert Hall (a Swedenborgian minister), who also contributed most of the titles, this series was a quality production but one that was cheap enough to be readily accessible to young readers. Its volumes were written in simple language and included colour pictures. With time, the flamboyant artistry of the covers that so characterized the earlier volumes was replaced by more muted designs, possibly to reduce production costs. Later contributors abandoned anthropomorphism and the moralizing tone of many nineteenth-century popularizers of natural history, although styles of writing varied between the early and later contributors to the series, becoming less technical with time.

Power through Intersubjectivity: Representing the Resilient Child in Urban Survival Narratives

2009 ◽  
Vol 2 (1) ◽  
pp. 65-80
Author(s):  
Yvonne Hammer
Keyword(s):  
Social Discourse ◽  
Individual Agency ◽  
Liminal Spaces ◽  
Young Readers ◽  
Problematic Relationship ◽  
Narrative Representations ◽  
Spark Gap ◽  
Urban Survival ◽  
Resilient Child

The problematic relationship between urban dislocation, the proscribed spaces of urban childhood, child marginnalisation and the societal invisibility of under-age citizens is widely thematised in contemporary children's literature. This article examines how childhood agency, as a form of power, becomes aligned with resilience through intersubjectivity in the narrative representations of marginalised child subjects in Virginia Hamilton's The Planet of Junior Brown (1987) and Julie Bertagna's The Spark Gap ( 1996 ). Depictions of child homelessness, which construct resilience in the determination to survive experiences of marginalisation, dislocation and loss, offer an opportunity to examine representations of child subjectivity. This discussion centres on the role of intersubjectivity as an alternative construction to some humanistic frames that privilege the notion of an individual agency divested of childhood's limitations. It identifies the experiential codes which more accurately reflect the choices available to young readers, where liminal spaces of homelessness that first establish social and cultural dependencies are re-interpreted through depictions of relational connection among displaced child subjects. The discussion suggests that these multifocal novels construct dialogic representations of social discourse that affirm intersubjectivity as a form of agency.

The Triumph of Olemaun: Survivance, Empathic Unsettlement, and Restorying the History of Canadian Residential Schools

2018 ◽  
Vol 11 (2) ◽  
pp. 132-146
Author(s):  
Anah-Jayne Markland
Keyword(s):  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Aboriginal Peoples ◽  
Close Reading ◽  
Reconciliation Commission ◽  
Mandatory Education ◽  
Truth And Reconciliation ◽  
Young Readers ◽  
History Of ◽  
Age Appropriate

The ignorance of many Canadians regarding residential schools and their traumatic legacy is emphasised in the reports of the Truth and Reconciliation Commission (TRC) as a foundational obstacle to achieving reconciliation. Many of the TRC's calls to action involve education that dispels and corrects this ignorance, and the commission demands ‘age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada’ to be made ‘a mandatory education requirement for Kindergarten to Grade Twelve students’ (Calls to Action 62.i). How to incorporate the history of residential schools in kindergarten and early elementary curricula has been much discussed, and one tool gaining traction is Indigenous-authored picturebooks about Canadian residential schools. This article conducts a close reading of Margaret Pokiak-Fenton and Christy Jordan-Fenton's picturebook When I Was Eight (2013). The picturebook gathers Indigenous and settler children together to contest master settler narratives regarding the history of residential schools. Using Gerald Vizenor's concept of ‘survivance’ and Dominick LaCapra's notion of ‘empathic unsettlement’, the article argues that picturebooks work to unsettle young readers empathetically as part of restorying settler myths about residential schools and implicating young readers in the work of reconciliation.

Power of Darkness: Narrative and Biographical Reflexivity in A Series of Unfortunate Events

2008 ◽  
Vol 1 (2) ◽  
pp. 200-212
Author(s):  
ELIZABETH BULLEN
Keyword(s):  
The Self ◽  
Risk Society ◽  
Project Risk ◽  
Young Readers ◽  
The World ◽  
The Face ◽  
High Earning ◽  
Textual Culture ◽  
Children’S Exposure ◽  
Central Claim

This paper investigates the high-earning children's series, A Series of Unfortunate Events, in relation to the skills young people require to survive and thrive in what Ulrich Beck calls risk society. Children's textual culture has been traditionally informed by assumptions about childhood happiness and the need to reassure young readers that the world is safe. The genre is consequently vexed by adult anxiety about children's exposure to certain kinds of knowledge. This paper discusses the implications of the representation of adversity in the Lemony Snicket series via its subversions of the conventions of children's fiction and metafictional strategies. Its central claim is that the self-consciousness or self-reflexivity of A Series of Unfortunate Events} models one of the forms of reflexivity children need to be resilient in the face of adversity and to empower them to undertake the biographical project risk society requires of them.

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