scholarly journals Des livres pour enfants a l’heure de la mondialisation

2015 ◽  
pp. 22
Author(s):  
Muguras Constantinescu
Keyword(s):  
Children's Literature ◽  
Friedrich Nietzsche ◽  
Children’S Literature ◽  
Harry Potter ◽  
Theory And Practice ◽  
International Institute ◽  
Founding Director ◽  
Charles Perrault ◽  
New Phenomena ◽  
The Impact

En este artículo, la autora desarrolla varias ideas sobre la teoría y la práctica de los campos científicos desde un punto de vista social y pedagógico directamente relacionado con la literatura y las artes plásticas para niños. La cuestión es analizada desde el marco teórico diseñado por Jean Perrot en su último libro, Du jeu, des enfants et des livres à l’heure de la mondialisation (Editions du Cercle de la Librairie, Paris, 2011). Jean Perrot es un reconocido estudioso de la literatura y la ficción infantil y el director fundador del Instituto Internacional Charles Perrault de Francia. En su última obra, el autor reflexiona sobre las metamorfosis de los libros y la cultura para niños en la era de la "videoesfera" y la "sociedad del espectáculo" bajo el impacto de la globalización. Explora de forma relevante los numerosos fenómenos nuevos conectados a la "producción para niños" que describe como una cuestión particularmente compleja.El libro de Jean Perrot supone una mirada exhaustiva sobre la investigación realizada en el campo de la literatura infantil en los albores del tercer milenio, con análisis relevantes sobre el público objetivo, la tentación de considerar el libro como un objeto, la compleja relación entre discurso y pintura, y el tema del cuerpo fantástico en obras y novelas dirigidas a jóvenes lectores. La conclusión que Jean Parrot elabora en su libro es lúdica y optimista en la medida en que, por medio de una sutil estrategia intertextual, el autor adopta y adapta la idea del “eterno retorno” en referencia a Harry Potter, el “león” de la infancia y Friedrich Nietzsche. In the present paper, the author develops several ideas about the theory and practice of scientific fields from a social and educational viewpoint directly connected to children’s literature and visual arts. The issue is analyzed inside the theoretical frame designed by Jean Perrot in his latest book, Du jeu, des enfants et des livres à l’heure de la mondialisation (Editions du Cercle de la Librairie, Paris, 2011). Jean Perrot is a well-known scholar of literature and children’s fiction and the founding director of Charles Perrault International Institute in France. In his latest work, the author reflects on the metamorphoses of children’s books and culture in the era of the “video-sphere” and of the “show society” under the impact of globalization. He relevantly explores the numerous new phenomena that are connected to “children’s production” which he describes as a particularly complex issue. Jean Perrot’s book is an overall view on research done in the field of children’s literature at the beginning of the third millennium, with relevant analyses of the target audience, of the temptation of the book seen as an object, of the complex relationship between discourse and picture, of the theme of the fantasy body in plays and novels addressing young readers. The conclusion that Jean Perrault draws in his book is ludic and optimistic as, through a subtle intertextual strategy, the author adopts and adapts the idea of the “eternal return” when referring to Harry Potter, to the childhood “lion” and to Friedrich Nietzsche.

scholarly journals When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds

2021 ◽  
Vol 11 (1) ◽  
pp. 32
Author(s):  
Helen Adam
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Literature ◽  
Cultural Diversity ◽  
Day Care ◽  
Children’S Literature ◽  
Long Day ◽  
Day Care Centres ◽  
Book Collections ◽  
The Impact

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

Inspiration from Translation: The Golden Age of English-Language Children’s Literature and Its Impact on Polish Juvenile Fiction

Tekstualia ◽  
2021 ◽  
Vol 2 (65) ◽  
pp. 69-88
Author(s):  
Aleksandra Wieczorkiewicz
Keyword(s):  
Children's Literature ◽  
Golden Age ◽  
English Language ◽  
Children’S Literature ◽  
Juvenile Literature ◽  
Cross Sectional ◽  
Young Readers ◽  
Literary Convention ◽  
The Impact ◽  
Adventure Novels

The article presents a cross-sectional view of the impact of the translations of English-language juvenile literature of the Golden Age on Polish literary production for young readers. This panorama of infl uences and reception modes is presented in three comparative close-ups, dealing with characters and recipients (English ‘girls’ novels’ and their Polish equivalents), literary convention (adventure novels), and fairytale quality, imagination, and fantasy (Polish literary works inspired by English classic fantasy books). The study shows that Golden Age children’s literature transferred into Polish by means of translation brought new trends, motifs, genres and themes to Polish juvenile literature, signifi cantly contributing to its development.

scholarly journals Translating children’s literature: some insights from corpus stylistics

2018 ◽  
Vol 71 (1) ◽  
pp. 117-134 ◽  
Author(s):  
Anna Čermáková
Keyword(s):  
Cluster Analysis ◽  
Children's Literature ◽  
Children’S Literature ◽  
Age Groups ◽  
Harry Potter ◽  
Literary Translation ◽  
Corpus Linguistic ◽  
Corpus Stylistics ◽  
And Cluster Analysis

In this paper I explore the potential of a corpus stylistic approach to the study of literary translation. The study focuses on translation of children’s literature with its specific constrains, and illustrates with two corpus linguistic techniques: keyword and cluster analysis — specific cases of repetition. So in a broader sense the paper discusses the phenomenon of repetition in different literary (stylistic) traditions. These are illustrated by examples from two children’s classics aimed at two different age groups: the Harry Potter and the Winnie the Pooh books — and their translations into Czech. Various shifts in translation, especially in the translation of children’s literature, are often explained by the operation of so-called ‘translation universals’. Though ‘repetition’ as such does not belong to the commonly discussed set of translation universals, the stylistic norms opposing repetition seem to be a strong explanation for the translation shifts identified.  

Children's Literature: Theory and Practice

ELH ◽  
1978 ◽  
Vol 45 (3) ◽  
pp. 542 ◽  
Author(s):  
Felicity A. Hughes
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Theory And Practice ◽  
Literature Theory

Kideogames: Reimagining the Fringe of Literary Studies as the Forefront

2019 ◽  
Vol 15 (7) ◽  
pp. 772-788
Author(s):  
Emma Reay
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Studies ◽  
Games Studies ◽  
Permanent Home ◽  
Low Culture ◽  
The Impact ◽  
Literary Canons ◽  
The Way ◽  
Academic Study

The absence of children’s texts and ludic texts from traditional literary canons, curricula, journals, and conferences might appear obvious, practical, and natural—a straightforward reflection of theoretical and methodological divergence, and of the way texts are grouped outside of academic study. However, these seemingly self-evident explanations do not hold up under scrutiny. In this article, I posit that the omission of children’s texts and ludic texts from well-developed scholarly contexts is partly rooted in the ideological collocation of “children,” “play,” and “low culture.” I compare the strategies used by children’s literature studies and games studies to manage their marginalization and conclude that irrespective of the quality, the variety, the relevance, and the impact of research conducted within these two disciplines, neither will find a permanent home in the serious, sophisticated, “adults-only” space of the literature faculty. I ask whether this is necessarily a problem, and suggest that - when consciously embraced - the lightness of illegitimacy may be a potent as the heft of tradition. Finally, I advocate for an intersectional alliance between children's literature studies and games studies and explore some of the ways in which this kind of academic solidarity might counter the marginalizing effects of infantilization.

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