Integrating Children's Literature and Song into the Social Studies

2002 ◽  
Vol 93 (2) ◽  
pp. 73-78 ◽  
Author(s):  
Jesse Palmer ◽  
Susie Burroughs
Keyword(s):  
Children's Literature ◽  
Social Studies ◽  
Children’S Literature ◽  
The Social

The Alluring Nature of Children's Culture: Fairy Tales, the Carnival and the World Wide Web

2015 ◽  
Vol 8 (2) ◽  
pp. 169-184
Author(s):  
Željka Flegar
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Mikhail Bakhtin ◽  
Children’S Literature ◽  
Social Construct ◽  
Time Out ◽  
The Social ◽  
Children's Culture ◽  
Language And Ideology

This article discusses the implied ‘vulgarity’ and playfulness of children's literature within the broader concept of the carnivalesque as defined by Mikhail Bakhtin in Rabelais and His World (1965) and further contextualised by John Stephens in Language and Ideology in Children's Fiction (1992). Carnivalesque adaptations of fairy tales are examined by situating them within Cristina Bacchilega's contemporary construct of the ‘fairy-tale web’, focusing on the arenas of parody and intertextuality for the purpose of detecting crucial changes in children's culture in relation to the social construct and ideology of adulthood from the Golden Age of children's literature onward. The analysis is primarily concerned with Roald Dahl's Revolting Rhymes (1982) and J. K. Rowling's The Tales of Beedle the Bard (2007/2008) as representative examples of the historically conditioned empowerment of the child consumer. Marked by ambivalent laughter, mockery and the degradation of ‘high culture’, the interrogative, subversive and ‘time out’ nature of the carnivalesque adaptations of fairy tales reveals the striking allure of contemporary children's culture, which not only accommodates children's needs and preferences, but also is evidently desirable to everybody.

Emergent bilinguals as text designers: rendering meaning through signs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sally Brown
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Emergent Bilinguals ◽  
Multiple Perspectives ◽  
Content Type ◽  
English Only ◽  
Cultural Aspects ◽  
The Social ◽  
Semiotic Resources ◽  
Multilingual Learning

Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.

Children's Literature in Middle School Social Studies

1993 ◽  
Vol 84 (1) ◽  
pp. 32-36 ◽  
Author(s):  
Marsha K. Savage ◽  
Tom V. Savage
Keyword(s):  
Middle School ◽  
Children's Literature ◽  
Social Studies ◽  
Children’S Literature

scholarly journals Representation of Black Men and Women Characters in Children's Literature: Breaking with the Hegemonic Culture

2018 ◽  
Vol 6 (10) ◽  
pp. 265-272
Author(s):  
Mônica Abud Perez de Cerqueira Luz ◽  
Roseli Machado Lopes do Nascimento ◽  
Rosana Maria Pires Barbato Schwartz ◽  
Márcia Mello Costa De Liberal ◽  
João Clemente De Souza Neto
Keyword(s):  
Children's Literature ◽  
Women Characters ◽  
Children’S Literature ◽  
Point Of View ◽  
Doctoral Research ◽  
The Social ◽  
Black Characters ◽  
Official Curriculum ◽  
Initial Hypothesis ◽  
Brazilian Culture

This article is the result of a doctoral research and from the reflections and researches developed by the Social Pedagogy Group. The main objective is to analyze the discourses carried in children's literature from a post-structuralist perspective and some notes by Foucault on the articulation between discourse, power, and knowledge. For the analysis and understanding of the speeches and the textual and iconographic forms conveyed on the black and black characters, we use children's works produced after the promulgation of Law 10.639/2003, which established the inclusion in the official curriculum of the teaching network of the subject matter "History and Afro-Brazilian Culture". Our initial hypothesis was that discourses on black and black characters, as well as their culture, ancestry, and especially religiosity, kept the operationalization of racism. From the theoretical-methodological point of view, the research is qualitative of an ethnographic nature.

scholarly journals Między utopią socjalizmu a karykaturą Zachodu. Nie-dziecięca interpretacja świata przedstawionego w trylogii o skrzacie Nieumiałku Mikołaja Nosowa

2020 ◽  
pp. 63-88
Author(s):  
Marta Studenna-Skrukwa
Keyword(s):  
Children's Literature ◽  
Soviet Union ◽  
Cultural Context ◽  
Children’S Literature ◽  
Young Readers ◽  
The Soviet Union ◽  
The Social ◽  
Adult Reader

This paper attempts an interpretation of Nikolai Nosov’s novels about the adventures of Dunno, which enjoyed a cult status in the Soviet Union. Despite being children’s literature, they are examined in terms of themes that have little to do with young readers. The analysis is historical rather than literary, aiming chiefly to elucidate the cultural context and the social notions from the period of Khrushchev’s thaw. Here, the author undertakes to answer the questions concerning the extent to which the reality created by Nosov served to mould the socialist worldview as early as childhood and, simultaneously, whether it incidentally offered the adult reader an opportunity of intellectual escape into the officially condemned world.

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