scholarly journals Ungdomens poetiska form

Barnboken ◽  
2021 ◽  
Author(s):  
Evelina Stenbeck
Keyword(s):  
Young People ◽  
Theoretical Perspective ◽  
Contemporary Poetry ◽  
Poetic Language ◽  
Poetic Form ◽  
Love Poetry ◽  
Symbolic Form ◽  
Young Readers ◽  
Power Of Language

The Poetic Form of Youth: The Rebellious Power of Language and Desire in the Anthologies Kärlek och uppror and Berör och förstör Siv Widerberg and Anna Artén’s poetry anthology Kärlek och uppror: 210 dikter för unga människor (Love and Rebellion: 210 Poems for Young People, 1989) is something of a classic when it comes to Swedish contemporary poetry explicitly addressing young readers. Thirty years after its publication another poetry anthology, Berör och förstör: Dikter för unga (Affect and Destroy: Poems for Youth, 2019), edited by Athena Farrokhzad and Kristofer Folkhammar, was published. Both books tap into a long tradition of lyrical anthologies. Neither of the anthologies contain poetry written primarily for young readers. On the contrary, the anthologies include poems from the Swedish lyrical canon. Although the two anthologies share a similar structure and joint themes such as youth, love, poetry, and rebellion, they are significantly different in regard to poetic form and the conceptualizations of youth. The main theoretical perspective in this study is that the form of the anthologized poems can be understood as ideological expressions of an interplay between the genre's tradition and its specific aesthetic context. By historizing the genre and comparing the different paratexts of the anthologies, the article shows that adult conceptions of youth hides behind the editorial choices. In a quest to (re)create new writing subjects, through the rebellious powers of poetic language and love, the symbolic form of youth poetry both challenges and negates adult notions of youth in the two anthologies.

scholarly journals Wojciech Żukrowski (who We do not Remember) – for the Young Reader

2014 ◽  
Vol 26 (31) ◽  
pp. 87-97
Author(s):  
Anna Wzorek
Keyword(s):  
Young People ◽  
Short Story ◽  
Young Reader ◽  
Historical Novels ◽  
Educational Values ◽  
Children And Young People ◽  
Young Readers ◽  
Cognitive Values ◽  
The Subject ◽  
The One

The main objective of the article is to discuss the forgotten works of Wojciech Żukrowski written for young people. The author is remembered by young readers as the one who created the fairy places of Tiutiurlistan and Blabancja (from the novels of Porwanie w Tiutiurlistanie [Kidnapping in Tiutiurlistan] and Na tronie w Blabonie [On the Throne in Blabon] and collected Vietnamese legends (Ognisko w dżungli [Fire in the Jungle]). However, Żukrowski wrote numerous texts addressed to children and young people which did not gain so much popularity, such as two modern novels of Słoneczne lato [Sunny Summer] (1952) and Poszukiwacze skarbów [Treasure Hunters] (1954), a “Vientamese” short story Mój przyjaciel słoń [My Friend the Elephant] (1957) as well as historical novels Szabla Gabrysia [Sabre Gabriela] (1952) and a short poem Bal w agreście [The Ball in a Goosberry Field] (1943). The article analyses the present titles and poses a very important question concerning the causes of the works being so unsuccessful. It is stated in the summary of the article that the forgotten works by Żukrowski written for young people are not devoid of values and comprise numerous aesthetic qualities (Bal w agreście), cognitive values (Poszukiwacze skarbów, Mój przyjaciel słoń) or educational values (Słoneczne lato or Mój przyjaciel słoń). The works by Wojciech Żukrowski analysed in the article are, however, anachronistic for a modern reader and outdated mainly due to the subject matter they tackle as well as included socrealistic elements.

scholarly journals Kids R Us: Online Social Networking and the Potential for Empowerment

2010 ◽  
Vol 8 (2) ◽  
pp. 151-165 ◽  
Author(s):  
Priscilla M Regan ◽  
Valerie Steeves
Keyword(s):  
Young People ◽  
Social Networking ◽  
Social Networking Sites ◽  
Theoretical Perspective ◽  
Social Experiences ◽  
Online Social Networking ◽  
Online Media ◽  
The Relationship

Our paper examines the dynamic of surveillance and empowerment from a theoretical perspective, identifies illustrative empirical examples, and perhaps most importantly investigates the practices that maximize the empowerment potential and minimize threats to that potential.In particular, we seek to understand the ways in which young people have adopted or adapted online media in order to deepen their social experiences, build community, and resist measures that seek to limit their online speech and access to information.We posit that there are four different models of the relationship between surveillance and empowerment in the context of young people on social networking sites (SNS).We introduce each of these with a discussion of the dynamic between surveillance and empowerment in each model and some representative examples.Finally, we explore whether there are particular conditions which permit empowerment to emerge in a surveillance environment.

Three ways to view a sonnet: Metaphor and poetic structure in three translations of Shakespeare’s sonnet XC

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Laura Kassner
Keyword(s):  
19Th Century ◽  
Conceptual Metaphor ◽  
Cultural Background ◽  
Poetic Language ◽  
Poetic Form ◽  
Paul Celan ◽  
Conceptual Metaphors ◽  
Poetic Structure ◽  
Metaphor Theory

AbstractShakespeare’s works have been translated many times throughout different historical eras, and these translations vary considerably both in their poetic form and in their cognitive underpinnings. This paper investigates the cognitive and poetic differences between three translations of Shakespeare’s sonnet XC: a 19th-century translation by F. A. Gelbcke (Gelbcke 1867), a translation by Paul Celan (Celan 1967) and a translation by A. Thalmayr (Thalmayr 1985). In particular, the use of conceptual metaphor across all versions is compared, and it is established that primary conceptual metaphors tend to remain intact across translations whereas complex conceptual metaphors tend to be replaced by different complex metaphors specific to the era and cultural background of the respective translators. This observation has broader implications for metaphor theory in general: Cross-linguistic studies of literary translations may be useable as a metric for the basic-ness or universality of metaphors. The poetic form variation found in the translations reflects the variation in metaphor material, and the mechanisms of foregrounding and parallelism postulated for poetic language by formalist poetics are shown to be useful for investigating the phenomenon of translation.

scholarly journals Broken promises – A novel’s impact on shaping youth identity

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Berit Lundgren ◽  
Mathabo Khau
Keyword(s):  
Young People ◽  
South African ◽  
Emerging Economies ◽  
Language Theory ◽  
Functional Language ◽  
The Novel ◽  
Young Readers ◽  
Youth Identity ◽  
Gendered Stereotypes ◽  
Made In

In many emerging economies worldwide, and in South Africa in particular, sizeable investments have been made in education with the hope of increasing literacy rates and hence producing a workforce that will fit into the job market. Thus it is important to understand the context and literacy materials within South African classrooms and their impact. This article looks at the novel Broken promises by Roz Haden, which is read in many South African classrooms. From a post-structural feminist theory and functional language theory, we analyse how the portrayal of characters and storyline can have an impact on young readers’ identity construction in relation to the novel’s predominant discourses. The findings show that men are still portrayed as dominant in their own right within society whereas women are defined in relation to men. Unchallenged, this portrayal can continue to perpetuate gendered stereotypes, which would affect young people’s functionality in society. We therefore argue that while novels are good for improving literacy among young people, the messages they contain should be deconstructed and challenged so that young people can make informed decisions regarding their gender identities.

scholarly journals Dialoger om verdier i grunnskolens formålsparagraf – med minnematerialet fra 22. juli som læremiddel

Prismet ◽  
1970 ◽  
pp. 171-184
Author(s):  
Ingebjørg Stubø ◽  
Synnøve Markeng
Keyword(s):  
Young People ◽  
Children And Adolescents ◽  
Theoretical Perspective ◽  
Central Values ◽  
Starting Point ◽  
Good Starting Point ◽  
Education Act ◽  
Norwegian Education ◽  
Human Worth

In the aftermath of the shooting and killing of young people on Utøya island and the bombing of government buildings on July 22nd 2011, children and adolescents put down texts and drawings on spontaneous memorials in the Oslo area1..Love and togetherness, life and human worth are often the values these utterances focus on. These are values closely related to central values in the objects clause («formåls-paragrafen») of the Norwegian Education Act, such as respect for human worth, compassion, diversity, equality and solidarity. This article highlights how children’s memorial texts can be a good starting point for conversation when the theme of the teaching is preamble values. The article deals with two forms of dialogue, philosophical conversations and teacher-led dialogues. The article’s main theoretical perspective is taken from Laila Aase’s presentation of the literary conversation in school, supplemented by perspectives that underlie the philosophical conversations and teacher-led dialogues.   Nøkkelord: Verdier, læringsverdier, 22. juli 2011, dialog, filosofisk samtale

scholarly journals Italian nonsense verse: rewriting poetry in Alice’s Adventures in Wonderland by Lewis Carroll translated into Italian

2020 ◽  
Vol 7 (2) ◽  
pp. 75-86
Author(s):  
Claudia Alborghetti
Keyword(s):  
Lewis Carroll ◽  
Poetic Language ◽  
Book Series ◽  
Young Readers ◽  
Publishing Houses ◽  
The Common ◽  
Alice's Adventures In Wonderland ◽  
Alice’S Adventures In Wonderland ◽  
First Time ◽  
Lay Public

Alice’s Adventures in Wonderland (1865) was translated in Italy for the first time in 1872 by Teodorico Pietrocòla Rossetti. Since then, it has found fruitful ground in the so-called “creative transposition” (Jakobson, 2002), which makes use of the creative channel to communicate with a lay public that relies on rewritings to approach classic texts (Lefevere, 1992). Rewriters include translators and people who manipulate source texts for economic, political or social reasons. Their work is evidence of the evolution of literature as it brings classic texts down to the level of the common reader, ensuring their survival through time. Alice, a mixture of narrative voice and nonsense poetry, survives through the rewritings aimed at a young public. This paper explores poetry in selected translations of Alice’s Adventures in Wonderland, including Donatella Ziliotto’s translation published by Salani in 2010, Masolino D’Amico’s translation in the children’s literature series of classics published by BUR Ragazzi in 2016, and the modernized re-edition of Silvio Spaventa Filippi’s translation first published in 1913, distributed in a new book series in 2013. The translations analysed have all been published between 1991 and 2016 by different translators and publishing houses. This selection allowed for a mixed methodology of analysis delving into the paratext and poetic language, in order to compare rhythm, structure and rhyme, looking for common aspects but especially divergent approaches as a mark of creativity wishing to release the potential of the poetic verse and mediate it for young readers.

Children’s and Juvenile Literature

2018 ◽  
Author(s):  
M. O. Grenby
Keyword(s):  
Young People ◽  
Literary Culture ◽  
The Novel ◽  
Juvenile Literature ◽  
Distinct Entity ◽  
Young Readers ◽  
Children’S Fiction ◽  
Children's Fiction

This chapter examines children's and juvenile literature. Many pre-Victorian children did not encounter children's fiction at all. A substantial number, of course, were largely disconnected from literary culture by indigence or illiteracy. However, lots of those young people who did consume books continued to use material designed primarily for adults. What confuses the matter is that the distinction could be very blurred between literature for adults and literature for ‘young gentlemen and ladies’. What would now be called ‘crossover’ works were common: titles originally aimed at adults that were quickly appropriated by or for young readers. By 1820, the novel for children was establishing itself as a distinct entity, but had not quite disconnected itself from the mainstream. Children's fiction was still shadowing the novel for adults, imitating its genres, and sharing its concerns.

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