Roald Dahl’s Narration Executive Ability for Fictionalization in His Children’s Novels

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 160-165
Author(s):  
R. Adhithya ◽  
N. Latha
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The Novel ◽  
Narrative Technique ◽  
The Creation ◽  
The Right ◽  
Executive Ability

This paper tends to make a study on the narrative technique which is an indivisible part of the novel which has been employed by Roald Dahl in his children’s novel. As the value of narrative technique lies in its appropriate usage as per the need, Dahl employed the right technique at the right place which conveyed his wonderful ideas to the readers and make them feel magical. Though there are various narrative devices applied by the novelists to explain, explore and objectify their themes or ideology. Dahl perfectly familiar with these narrative devices is essential for the creation, imagination as well as better understanding of fiction. Roald Dahl, being the world’s number one story teller of 20thcentury children’s literature used the techniques which pulls the reader attention into his novels.

scholarly journals The Story of Coraline(s): A Gothic Coming of Age

2021 ◽  
Vol 3 (1) ◽  
pp. 20-40
Author(s):  
J. Javier Torres-Fernández
Keyword(s):  
Children's Literature ◽  
Personal Development ◽  
Coming Of Age ◽  
Children’S Literature ◽  
Growing Up ◽  
The Novel ◽  
Her Family ◽  
Neil Gaiman ◽  
The Creation

This study deals with Coraline (2002), the novel by Neil Gaiman, and Coraline (2009), the animated adaptation directed by Henry Selick based on Gaiman’s book. While Gothic stories often emphasize and question human morality, children’s literature usually holds a moralizing value. Neil Gaiman’s Coraline presents a story within the genre of children’s literature that seems to be deeply rooted in the Gothic tradition. Some of the fundamental gothic elements in Coraline’s story are the presence of ghosts, grotesque beings, and the existence of a parallel and dark universe that serves as the setting for the story. Coraline deals with anxieties related with personal development, growing up, and the environments that surround her. Gothic content within both the book and the film contribute to the undermining of the idealization of Coraline’s family, her own process of growing up, and her coping with moving to a completely different place. The creation of the gothic world is exploited in both works to represent Coraline’s coming-of-age experience and her conflict with her family. However, despite Selick’s film being a faithful and well-delivered adaptation of Gaiman’s novel, there are considerable differences that affect how the audience interprets Coraline as a character and her story, which this analysis will highlight.

“Houses are alive. No?”The image of a “revived” house in English literaturein the late XIX — early XX century

2020 ◽  
pp. 298-312
Author(s):  
Georgy A. Veligorsky ◽  
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Gothic Literature ◽  
The Novel ◽  
The Past ◽  
Howards End ◽  
Edwardian Literature ◽  
Horror Literature

In this article we will talk about the unusual topos that occurs in Victorian and Edwardian literature — the “revived” estate. Indirectly going back to Gothic literature and the “horror literature” that inherited it (where the house can come to life literally, become harmful, frightening and even mortally dangerous for the inhabitant), however, it develops in a completely different way. The ghosts that inhabit the rooms of such a mansion are the guardians of a good and bright memory, “hidden joy”; embodied by the past, who lives in a shaky, invisible world. These ghosts have many hypostases: sometimes they turn out to be just a figment of the tenant’s imagination, and sometimes they are a real poltergeist, but not frightening, but protecting and preserving (W. Woolf, “A Haunted House”). Another manifestation of this topos can be called a house that comes to life, when the hero distinguishes between the beating of his heart (as happens in the novel by E.M. Forster “Howards End”) or hears a whisper of voices in the curtains shaken by the wind. The combination of these two motives (poltergeist and living house) is also found in the works of modernists (W. Woolf, “Orlando: A Biography”). Of particular interest is the image of a revived estate house in children’s literature; in this vein, we will consider the novel by Ph. Pierce, “Tom’s Midnight Garden”.

scholarly journals M.E.R. – 'Reg op ereplek' as kinderboekskrywer

Literator ◽  
2004 ◽  
Vol 25 (3) ◽  
pp. 43-82
Author(s):  
G. Wybenga
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Children's Books ◽  
Children’S Books ◽  
Literary Context ◽  
The Individual ◽  
The Right

M.E.R. – 'The right to a place of honour' as the author of children’s books A recognition of M.E.R.’s writing developed late in her career. One of the reasons for this was most probably that she was almost exclusively involved in writing for children in the 1920s and early 1930s. Her many publications for children included not only “Kinders van die Voortrek” and the well-known “Karlien en Kandas”, but many more. It was only in the late 1940s after she had published books for adults that she received recognition for her work – which did not happen in the case of her earlier children’s books. Although she is at present regarded as a pioneer of children’s literature, these books have still not been accepted as part of the canon. This article attempts to indicate why she is considered a pioneer by situating her work in the literary context of the time. By analysing the individual books for children as texts in their own right, the article demonstates that dichotomising her work into literature for children and literature for adults is not justified. From the onset till the end of her career M.E.R.’s publications form one continuous oeuvre. The same trends observable in her early work for children are present in the later work for adults.

Mock-Epic as a Byproduct of the Norm of Elevated Language

Target ◽  
1999 ◽  
Vol 11 (2) ◽  
pp. 245-262 ◽  
Author(s):  
Rachel Weissbrod
Keyword(s):  
Nineteenth Century ◽  
Children's Literature ◽  
Children’S Literature ◽  
Late Nineteenth Century ◽  
Late Nineteenth ◽  
The Creation ◽  
Mock Epic ◽  
The 1960S ◽  
Hebrew Tradition ◽  
Guys And Dolls

Abstract Beginning in the late nineteenth century, Hebrew underwent a process of revival. Despite the growing stratification of the language, literary translations into Hebrew were governed by a norm which dictated the use of an elevated style rooted in ancient Hebrew texts. This norm persisted at least until the 1960s. Motivated by the Hebrew tradition of employing the elevated style to produce the mock-epic, translators created mock-epic works independently of the source texts. This article describes the creation of the mock-epic in canonized and non canonized adult and children's literature, focusing on the Hebrew versions of Henry Fielding's Joseph Andrews, Damon Runyon's Guys and Dolls, Peter O'Donnell's Modesty Blaise and A.A. Milne's Winnie-the-Pooh and The House at Pooh Corner.

scholarly journals Unsur Pembangun dalam Sastra Anak Novel Mata di Tanah Melus Karya Okky Madasari: Kajian Strukturalisme

2021 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Nur Cahyati ◽  
Heny Friantary ◽  
Ixsir Eliya
Keyword(s):  
Children's Literature ◽  
Data Collection ◽  
Children’S Literature ◽  
Building Blocks ◽  
Point Of View ◽  
The Novel ◽  
Analysis Model ◽  
Content Analysis Method ◽  
Data Collection Instrument ◽  
Collection Data

Children's literature produced in Indonesia it self is not too much and studies are rarely carried out. Therefore, it is important to have an assessment of children's literature, especially novels. The research objective was to describe the building blocks in Okky Madasari's Mata di Tanah Melus novel. The approach used in this research is a structuralism approach. The research method used content analysis method. The data source is the novel Mata di Tanah Melus by Okky Madasari. The research time was carried out for one month. Data collection techniques using library techniques. The data collection instrument was the novel Mata di Tanah Melus by Okky Madasari. The data validity technique uses credibility testing techniques, namely increasing persistence and using reference materials. Data analysis in this study used Miles and Huberman's analysis model, namely data collection, data reduction, data presentation, and conclusions. The results showed that the building blocks found in the novel Mata di Tanah Melus, namely the facts of the story in the form of a forward plot. The main character is Matara, the supporting character consists of 18 people, the white character consists of 5 people, and the black character is the Hunters. The setting consists of 17 places. The time setting occurs in the morning, noon, and night. The socio-cultural background raises the culture of the Melus Tribe. The theme raised in the novel Mata di Tanah Melus is the theme of humanity. The means of the story are titles and points of view. The title of the novel contains two meanings and experiences semantic distortion. The point of view used is the main actor's first person point of view

scholarly journals Andrei Platonov and the discussion of the fairy tale in children's literature of the 1920s

2021 ◽  
Vol 27 (2) ◽  
pp. 130-136
Author(s):  
Aleksey O. Kostylev
Keyword(s):  
Children's Literature ◽  
Fairy Tale ◽  
Children’S Literature ◽  
The Novel ◽  
New School ◽  
Works Of Art ◽  
The Fantastic ◽  
New Literature ◽  
The Way

The article is devoted to the discussion around the fairy tale, which found a place in the magazine «On the Way to a New School», the newspaper «Reader & Writer», its main provisions. In the 1920s pedagogues and children’s writers headed by Nadezhda Krupskaya revised old children’s literature and studied the theory of a new Soviet book for children, publishing articles and reviews. The connection between work in children’s literature and ideology, anti-religious propaganda is traced. Attention is drawn to the discussion of the category of the fantastic in a fairy tale among the authors of «On the Way to a New School», «Reader & Writer». Examples of new literature for children, its differences and similarities with the previous one are given. Andrei Platonov could also have known about the discussion around the genre of a fairy tale in 1926–1927 after moving to Moscow, as indicated by the epistolary, biographical facts and works of art, in particular the story «The Ethereal Path», the poem «About Electricity». The episodes from the novel «Chevengur» are considered in the context of this discussion.

scholarly journals A educação matemática inclusiva em livros do 1º ano do ensino fundamental no Pnaic

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Katiane Monteiro Freire Oliveira ◽  
Edvonete Souza de Alencar
Keyword(s):  
Children's Literature ◽  
Primary Education ◽  
Children’S Literature ◽  
First Year ◽  
Teaching Mathematics ◽  
Literature Teaching ◽  
Verbal Language ◽  
Palabras Clave ◽  
The Right ◽  
National Pact

<p>Este trabalho tem por objetivo mapear os livros de literatura infantil no ensino da matemática inclusiva do 1º ano do ensino fundamental do Pacto Nacional pela Alfabetização na Idade Certa (Pnaic) de 2013-2015. Realizamos a leitura na íntegra de todos os livros e fizemos fichamentos buscando trazer uma reflexão sobre a prática da literatura infantil como recurso metodológico. Ao realizarmos as leituras das obras, identificamos três categorias: livros com rimas; livros que apresentam linguagem não verbal e livros sobre o meio ambiente. Percebemos a importância da literatura infantil para o ensino-aprendizagem dos alunos e como pode ser utilizada como recurso metodológico.</p><p><strong>Palavras-chaves</strong></p><p>Literatura infantil. Ensino. Matemática e inclusão.</p><p> </p><p><strong>Inclusive Mathematics Education in Books of the First Year of Primary Education in the PNAIC</strong></p><p><strong>Abstract</strong></p><p>This work aims to map the books of children’s literature for the teaching of inclusive mathematics in the first year of primary education that are listed in the National Pact for Literacy at the Right Age (PNAIC) from 2013- 2015. We read all the books listed and took systematic notes on each of them in order to propose a reflection on children’s literature as a methodological resource. By reading the works, we identify three categories: books with rhymes; books which present non-verbal language; and books on the environment. We realized the importance of children’s literature for teachinglearning and how it can be used as a methodological resource.</p><p><strong>Keywords</strong></p><p>Children’s literature. Teaching. Mathematics and inclusion.</p><p> </p><p><strong>La educación matemática inclusiva en libros del 1.er año de la enseñanza básica en el Pnaic </strong></p><p><strong>Resumen</strong></p><p>Este trabajo tiene como objetivo mapear los libros de literatura infantil en la enseñanza de las matemáticas inclusivas del 1.er año de la enseñanza básica del Pacto Nacional por la Alfabetización a la Edad Adecuada (Pnaic) de 2013-2015. Realizamos una lectura completa de todos los libros e hicimos fichas bibliográficas con el fin de suscitar una reflexión sobre la práctica de la literatura infantil como recurso metodológico. Al leer las obras, identificamos tres categorías: libros con rimas, libros que presentan un lenguaje no verbal y libros sobre el medioambiente. Percibimos la importancia de la literatura infantil para la enseñanza-aprendizaje de los alumnos y cómo puede utilizarse como recurso metodológico.</p><p><strong>Palabras clave</strong></p><p>Literatura infantil. Enseñanza. Matemáticas e inclusión.</p>

Group 15: Mystic Mischief: Banned Books in Classrooms

1969 ◽  
Author(s):  
Candice Pinto ◽  
Erica Gordon ◽  
Ardita Sinoimeri ◽  
Maddie Vloet
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Public Libraries ◽  
Children’S Literature ◽  
Religious Communities ◽  
The Novel ◽  
Main Character ◽  
Group 15 ◽  
The Witch

This poster will look at children’s literature that has been banned from schools due to themes of magic, witchcraft, or mysticism. We will be looking at four different popular children's novels, and dissecting the reasons behind their prohibition. These include: C. S. Lewis’ (1950) The Lion, the Witch and the Wardrobe, which, although it has never been banned, has been challenged by numerous public schools, religious communities and public libraries, as its main character, the lion Aslan, can be interpreted as a Christ-like figure. The novel The Witches by Roald Dahl, another celebrated children’s author, has, however, been banned due to its glamourization of witchcraft, as well its misogynistic views. We draw on scholarship on magic and modernity (eg. Randall Styers 2004) to contextualize the fear over magic and mysticism in relation to “legitimate religion” and with respect to the supposed moral vulnerability of children. 

scholarly journals Chasing Remarkable Lives: a Problematization of Empowerment Stories for Girls

2020 ◽  
pp. 44
Author(s):  
Macarena Garcia-Gonzalez
Keyword(s):  
Children's Literature ◽  
Gender Norms ◽  
Children’S Literature ◽  
Romantic Love ◽  
Girl Power ◽  
Good Night ◽  
The Right ◽  
Reading Promotion

This article explores the question of how to assess children’s literature as feminist. Drawing upon a revision of the concept of postfeminism as a gendered neoliberalism that cultivates the ‘right’ disposition for succeeding in a neoliberal society, I bring together two possible objects of study upon which I outline some problematic aspects. I begin by focusing on a publishing phenomenon of the last few years: the biography compilations, such as the crowdfunded Good Night Stories for Rebel Girls, that, in a more or less explicit manner, aim to provide younger generations with new repertoires of gendered agencies. Then I analyze two picturebooks that have been recommended by reading promotion agencies and praised for their anti-sexist values: Tirititesa and La bella Griselda. In both these picturebooks, we find two protagonists tran sgressing gender norms and heteronormative ideals of romantic love. Yet, I argue that they reproduce systems of exclusions that are quite problematic if read from feminist intersectionality. The texts analyzed  are modeled by a postfeminist sensibility in which a celebratory “girl power” is put forward, while obscuring how (gendered) exclusions work.

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