Empire and Children’s Literature: Changing Patterns of Cross-Cultural Perspective

This paper explores the author’s contention that South Asian females are raised within a familial culture which may serve to devalue them and in addition, can potentially bring them into conflict with dominant school narratives. As such, South Asian female students learning in Canada require alternative stories, “counterstories,” (Lindemann Nelson, 1995) and/or counter-narratives on which to construct their identities. In attempting to respond to the question as to how IndoCanadian female students can negotiate their “stories to live by,” (Clandinin & Connelly, 2000) those complex narratives dealing with ethnicity, culture, family, school, and identity, the author puts forward the premise that children’s literature can lead to a positive response. Selected children’s literature are surveyed as a possible means of cultivating strong cross-cultural connections amongst students, parents, and teachers, and assisting Indo-Canadian girls in primary and secondary grades to succeed as healthy individuals. Woven throughout the paper are brief fragments of a story which the author wrote and chose to include as a way of employing a metaphorical device.

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Translation Aesthetics in Children’s Literature

Theory and Practice in Language Studies ◽

10.17507/tpls.0712.22 ◽

2017 ◽

Vol 7 (12) ◽

pp. 1327

Author(s):

Furong Huang

Keyword(s):

Children's Literature ◽

Rapid Development ◽

Children’S Literature ◽

Theoretical Framework ◽

Cross Cultural ◽

Aesthetic Object ◽

Dominant Position ◽

Cultural Exchanges ◽

The Aesthetic ◽

Important Branch

Despite the fact that children’s literature is an important branch of the literary polysystem, it was neglected as a peripheral subject for long. It is not until in recent years that much attention is increasingly poured into it due to the rapid development of economy and booming cross-cultural exchanges. Currently, the newly-developed children’s literature is gradually occupying a dominant position and winning children’s favor. Translated works are no exception. Numerous classic children’s literary works from abroad are translated and retranslated. People tend to care much about translation activities, yet forget to formulate the theoretical framework. The thesis attempts to explore how to incorporate translation aesthetics into children’s literature translation. Children’s literature is characterized by its artistry, which is no doubt linked to children’s unique disposition. Children’s rich imagination, their acute sense of color, rhythm and children-favored animated images, etc. should be given priority in the process of translation. Based on Liu Miqing’s interpretation of translation aesthetics, the thesis will be developed from the perspective of the aesthetic object, the aesthetic subject and their respective aesthetic constituents. Further discussion is given as to the realization of aesthetic transference and representation in translating children’s literature under the guidance of translation aesthetics.

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El papel de la literatura infantil en el fortalecimiento de los procesos de lectura en preescolar.// The role of children's literature in the strengtning of the process of reading preschool.

Hexágono Pedagógico ◽

10.22519/2145888x.292 ◽

2011 ◽

Vol 2 (1) ◽

pp. 36

Author(s):

Liliam Cuartas López ◽

Tatiana Gómez Bruno

Keyword(s):

Children's Literature ◽

Elementary School Teachers ◽

Teaching Practice ◽

Children’S Literature ◽

First Grade ◽

Cultural Knowledge ◽

Spanish Language ◽

Cultural Perspective ◽

Learning And Teaching ◽

Children First

Esta investigación se constituye en un aporte de carácter pedagógico metodológico y académico al área de Lengua Castellana y Literatura, en el sentido que se asume el estudio, el aprendizaje y la enseñanza de la lengua como un proceso dinámico, pensado y construido tanto por el docente como por los estudiantes. Esta investigación busca fortalecer los procesos de lectura, a partir de la literatura infantil en los niños de preescolar (primer grado) de básica primaria en los de centros de práctica pedagógica investigativa. El proyecto tiene una orientación de corte significativo y semiótico donde el acto de leer es asumido como un proceso de interacción entre un sujeto portador de saberes culturales, intereses, deseos, gustos, etc. y un texto como soporte portador de un significado desde una perspectiva cultural política, ideológica y estética particularque postula un modelo de lector. Para analizar dichos procesos se tomaron como base los criterios consignados en los Lineamientos de Lengua Castellana y los postulados hechos por Teu Van Dijk y María Cristina Martínez.ABSTRACT: This research constitutes a methodological contribution pedagogical and academic the area of Spanish Language and Literature, in the sense that it is assumed the study, learning and teaching of language as a dynamic process, designed and built both by the teachers as students. This research seeks to strengthen the processes of reading, from children's literature in preschool children (first grade) elementary school teachers in the teaching practice of research centers. The project has a significant cut orientation and semiotic where the act of reading is taken as a process of interaction between a carrier subject of cultural knowledge, interests, desires, tastes, etc.. and text as a support carrying a meaning from a cultural perspective of politics, ideology and particular aesthetic that posits a model of reader. To analyze these processes were taken on the criteria set forth in the Guidelines of Spanish Language and the assumptions made by Teu Van Dijk and Maria Cristina Martinez.

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