scholarly journals Conceptualizing of Aging Literature: A Global Perspective

2021 ◽  
pp. 104-109
Author(s):  
Keshab Sigdel
Keyword(s):  
Young Adult ◽  
Social Relationships ◽  
Young Adult Literature ◽  
Life Experiences ◽  
Global Perspective ◽  
Literary Texts ◽  
Specific Group ◽  
Psychological Conditions ◽  
Aging People

Aging is generally represented by two stereotypes that present distinctly opposite views: the first views it as a stage of celebration relating it to experience and wisdom. The second is associated with a lamentation on the loss of physical and emotional vigor. There are organized bodies of literature about and for a specific group of the population that includes children literature, young-adult literature. But, there is no such organized body of literature that describes the unique life experiences, physical and psychological conditions, needs, and personal and social relationships of aging people. Though these issues have sporadically appeared in different literary texts, there is still a need to theorize aging literature from academic and other disciplinary perspectives. In this context, this paper serves three-fold objectives: first, it surveys various endeavors to understand aging from both eastern and western perspectives; secondly, it attempts to conceptualize literature on aging by referring to few representations of aging in literary texts; finally, it presents the prospect of literature of aging as a new field of creativity and scholarship.

scholarly journals The Intralingual Translation or Rewording of British and American Literary Works on the Basis of Children’s and Young Adult Literature

2020 ◽  
Vol 26 (47) ◽  
pp. 139-164
Author(s):  
Agata M. Balińska
Keyword(s):  
Children's Literature ◽  
Young Adult ◽  
Young Adult Literature ◽  
American English ◽  
Children’S Literature ◽  
Literary Texts ◽  
Literary Works ◽  
Young Readers ◽  
Common Trend ◽  
Unpublished Research

The paper reviews instances of intralingual translation between British and American English. Its main focus is the translation of literary texts aimed and children and young readers which were written in Britain and then altered before being released on the American market. Examples of cases where originally American texts were altered for British readers, a less common trend, are also provided. The text explores typical differences between British and American English, the position of children’s literature and the motivations behind the changes, examples of alteration to titles of books, changes that trigger changes of larger portions of texts, alterations to the style of the books, and areas where the authors of the translations corrected authors’ mistakes. Most of the examples are based on previously published works which analyzed intralingual translation between British and American English in children’s literature, with some taken from unpublished research by the author. The paper was written with the hope that it will help create more awareness of the existence of such translations, especially since in most cases no information that such changes were made is provided within or outside the literary texts discussed in this paper.

Reenvisioning space, mobilities and public engagement with young adult literature

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Caroline Hamilton-McKenna ◽  
Theresa Rogers
Keyword(s):  
Young Adult ◽  
Young Adult Literature ◽  
Literary Analysis ◽  
Literary Texts ◽  
Young Adult Fiction ◽  
Spatial Analyses ◽  
Literature Instruction ◽  
Content Type ◽  
Global Pandemic ◽  
Teachers And Students

Purpose In an era when engagement in public spaces and places is increasingly regulated and constrained, we argue for the use of literary analytic tools to enable younger generations to critically examine and reenvision everyday spatialities (Rogers, 2016; Rogers et al., 2015). The purpose of this paper is to consider how spatial analyses of contemporary young adult literature enrich interrogations of the spaces and places youth must navigate, and the consequences of participation for different bodies across those spheres. Design/methodology/approach In a graduate seminar of teachers and writers, we examined literary texts through a combined framework of feminist cultural geography, mobilities and critical mobilities studies. In this paper, we interweave our own spatial analyses of two selected works of young adult fiction with the reflections of our graduate student participants to explore our spatial framework and its potential to enhance critical approaches to literature instruction. Findings We argue that spatial literary analysis may equip teachers and students with tools to critically examine the spaces and places of everyday life and creatively reenvision what it means to be an engaged citizen in uncertain and troubling times. Originality/value While we have engaged in this work for several years, we found that in light of the global pandemic, coupled with the recent antiracist demonstrations, a spatial approach to literary study emerges as a potentially even more relevant and powerful component of literature instruction.

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