Translation of Children's Literature in Iran and the Dichotomy of Identities

2014 ◽  
Vol 7 (1) ◽  
pp. 48-63
Author(s):  
Shahrzad Tajeddini ◽  
Masoud Sharififar
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The Other ◽  
Main Concern ◽  
Literary Field ◽  
Global Identity ◽  
Domestic Production ◽  
Young Readers ◽  
Frequent Type ◽  
New Concepts

As a neglected literary field in Iran, children's literature suffers a low domestic production and consequently the market is dominated by imported western books. Iranian translators have taken this opportunity to try to introduce children to new concepts from other cultures in hope of raising the level of tolerance and respect for ‘the other’ among them in a world dominated by the rhetoric of war. But young readers’ knowledge is limited; therefore they cannot be expected to comprehend the representations of other cultures which are taken for granted in adults’ literature. There emerges a conflict of norms in choosing to privilege domestication or foreignisation and thence local or global identity. In this study, four British children's books by Roald Dahl were chosen and compared with their Persian translations to find the main concerns of the translators in dealing with identity-reflecting items as classified by Helen T. Frank's research into translating for children, and thence to establish the most frequent type of identity encouraged by Persian translators for young readers. The article concludes that international understanding has been the main concern of Persian translators and global identity was more recurrently promoted by them.

scholarly journals Thresholds of Change in Children’s Literature: The Symbol of the Mirror

2018 ◽  
Vol 7 (2) ◽  
pp. 125-130
Author(s):  
Sergio Arlandis ◽  
Agustin Reyes-Torres
Keyword(s):  
Children's Literature ◽  
Cognitive Development ◽  
Children’S Literature ◽  
The Self ◽  
The Other ◽  
Young Readers ◽  
One Stage ◽  
Snow White ◽  
Looking Glass

This article approaches the study of children’s literature as a threshold of change that allows readers to explore the reality around them, imagine other worlds and understand other perspectives. Based on the notion of the child’s cognitive development organized into four stages ―pre-reading, fantastic stage, fantastic-realistic stage and aesthetics stage― reading becomes a resource to combine fantasy and experience where the mirror is a highly suggestive element and prone to hundreds of interpretations and applications as can be seen in the plots of well-known books such as the brother Grimm’s Snow White, Lewis Carroll’s Through the Looking-Glass, Michael Ende’s The Neverending story and J.K. Rowling’s The Philosopher’s Stone, among others. As a result, as young readers go from one stage to another, the mirror gains greater symbolic complexity and they face the discovery of the self and the other as well as the confrontation between the so-called primary and secondary worlds, reality and the marvelous.

scholarly journals Muito mais que diversão - contribuições de Maria Nikolajeva sobre literatura infanto-juvenil

2019 ◽  
Vol 18 (29) ◽  
Author(s):  
Maria Nikolajeva ◽  
Everaldo Lima de Araújo ◽  
Márcia Da Gama Silva Felipe ◽  
Thales Sant'Ana Ferreira Mendes
Keyword(s):  
Children's Literature ◽  
International Research ◽  
Linear Time ◽  
Children’S Literature ◽  
Research Society ◽  
Brothers Grimm ◽  
Young Readers ◽  
Cognitive Approaches ◽  
E Mail

Maria Nikolajeva nasceu na Rússia e se mudou para a Suécia em 1981. Mestre em Inglês pela Universidade Estadual de Moscou (Rússia) e doutora em Literatura Comparada pela Universidade de Estocolmo (Suécia) – onde trabalhou por 25 anos –, é Professora e Catedrática de Educação na Universidade de Cambridge (Reino Unido). Já foi presidente (1993-1997) da International Research Society for Children’s Lierature e uma das editoras seniores da Oxford Encyclopedia of Children's Literature. Em 2005, recebeu o International Brothers Grimm Award pela contribuição de seu trabalho sobre literatura infantil. É autora de mais de 300 artigos e de algumas dezenas de livros, incluindo From mythic to linear: time in children's literature (2000), Power, voice and subjectivity in literature for young readers (2010) e Reading for Learning: cognitive approaches to children's literature (2014). Sua obra mais conhecida no Brasil é Livro ilustrado: palavras e imagens (Cosac Naify, 2011), escrito em 2001, com a professora Carole Scott.Por e-mail, gentilmente a professora Maria Nikolajeva nos concedeu esta entrevista, carregada de posicionamentos sobre leitura e literatura infanto-juvenil. Com presteza, a professora ainda nos presenteou com a versão em inglês dessa conversa. É possível perceber importantes nuanças reflexivas para além da realidade brasileira, pondo em evidência o escopo dos estudos que tratam da literatura infantil e juvenil, seja no âmbito do ensino e da pesquisa.

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.

“Who Are You?”: Modernism, Childhood, and Historical Consciousness in Faulkner’s The Wishing Tree

2017 ◽  
pp. 122-134
Author(s):  
Hannah Godwin
Keyword(s):  
Twentieth Century ◽  
Children's Literature ◽  
Children’S Literature ◽  
Historical Consciousness ◽  
Creative Potential ◽  
Young Readers ◽  
Child Reader

This chapter considers an “uneasy yet potentially fruitful confluence” between modernist writing and children's literature in the only Faulkner tale penned specifically for children. Drawing on “the Romantic reverence for the child as transcendent and inspirational,” a reverence qualified to some degree by twentieth-century psychoanalysis and its suspicion of childhood innocence, modernist artists portrayed the child as “a vessel of consciousness” and “instinctual, intense perceptions,” and thus a source of “defamiliarizing perspectives” that fostered artistic experimentation. In The Wishing Tree, writing for young readers may have helped Faulkner awaken his creative potential. The Wishing Tree's rich mix of fantasy and history “works to imbue the child reader with a sense of historical consciousness” while recognizing her as the bearer “of a more hopeful future”.

Developing a Children's Literature Course to Facilitate Pre-Service Teachers' Understanding of Culturally Relevant Texts

2021 ◽  
pp. 44-67
Author(s):  
Jill M. Davis ◽  
Nicole Pearce
Keyword(s):  
Children's Literature ◽  
Faculty Member ◽  
Lived Experiences ◽  
Culturally Relevant ◽  
Children’S Literature ◽  
The Other ◽  
Seminal Work ◽  
Other World

This chapter describes the development of an undergraduate course focused on exploring children's literature using a critical lens. Descriptions of course assignments and activities are provided to illustrate how pre-service teachers engaged in learning how to identify and evaluate diverse books. Additionally, reflections provide insights into the lived experiences of the students enrolled in the class and the faculty member who created the course. The course framework emphasizes the importance of providing culturally relevant texts that reflect the cultures and identities of readers ages 3-12. This framework aligns with the seminal work of Bishop's “Windows, Mirrors, and Sliding Glass Doors” that described the importance of children accessing books that are windows into other experiences, books that mirror their own lived experiences, and sliding glass doors that children can walk into the other world created by the author.

scholarly journals The Language of Fear in Children’s Literature: A Case Study of Ted Hughes’s Poems for Children

2021 ◽  
Vol 16 (11) ◽  
pp. 453-471
Author(s):  
Elżbieta Chrzanowska-Kluczewska ◽  
Keyword(s):  
Children's Literature ◽  
Cultural Context ◽  
Native Language ◽  
Children’S Literature ◽  
Adult Life ◽  
Young Readers ◽  
Poetic Imagery ◽  
Fear And Anxiety ◽  
Cognitive Construct

The article tackles the issue of the language of fear exploited in children’s literature, taking Ted Hughes’s Nature poems for young readers as the object of analysis. It presents a perspective of linguistic stylistics and literary semantics and as such is not meant to be a critical literary evaluation of Hughes’s poetry. Rather, it focuses on linguistic instruments of creating the aura of fear in children’s poetry and their cognitive import. The author has chosen a neuroscientific paradigm for the two closely related emotions – fear and anxiety – as propagated by American researcher Joseph LeDoux, most prominently in his work “Anxious” (2015). LeDoux maintains that the feeling of fear is not inborn but rather a cognitive construct emergent from the use of one’s native language practiced within a particular socio-cultural context. The unique atmosphere of Hughes’s poetry has been achieved by a rich lexicon of fear-related notions and a skillfully applied figuration (anthropomorphisms, similes). His poetic imagery powerfully complements the vocabulary and troping in calling to life fictional worlds, often uncanny and menacing, remote from the young readers’ experience. The author of this article perceives in the lexicon, figuration and multimodal imagery (both verbal and visual, the latter realized as illustrations in picture-books) an important didactic device that teaches children how to manage fearsome experiences. This capability will also prepare children to face anxiety, an emotion typical of adult life and related mostly to existential problems.

scholarly journals Are Archetypes Not Enough in Children's Literature? A Case Study of Body Shaming and Stereotypes in Roald Dahl's The Twits And The Witches

2020 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Akanksha Bahukhandi
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Human Race ◽  
Young Readers ◽  
Functional Units

Archetypes are easily identifiable in works of fiction regardless of when they were penned and the relevant cultural mileu. This is because archetypes are functional units of the 'collective unconcious' which is common to all. Going by that logic shouldn't the authors of fiction be just fine with exploring various aspects and variations af various archetyes deep seated in the psyche of their readers? If archetypes provide a sound base of ready acceptance by virtue of  their familiarity to the entire human race, then what explains the rampant use of strereotypical characters and plots in fiction all across the globe and especially in children's literature? Do the stereotypes encourage prejudices and body shaming? The present paper aims to look into the possible reasons behind the use of stereotypes and caricatures, their effectiveness and their impact on the young readers.

scholarly journals Owls Are Good at Keeping Secrets: An Unusual Alphabet by S. O'Leary

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Children's Literature ◽  
Academic Libraries ◽  
Children’S Literature ◽  
The Other ◽  
University Of Alberta ◽  
The University ◽  
Selection Of ◽  
Child Readers

O’Leary, Sara.  Owls Are Good at Keeping Secrets: An Unusual Alphabet. Illustrated by Jacob Grant. Tundra Books, 2018. From first to last, the phonic examples in O’Leary’s alphabet book are disarming:                 “Aa                 Alligators think you’d like them if you got to know them.”                 “Zz                Zebras would like to be first. Just once.“ Unlike so many other authors of this genre, O’Leary rarely struggles to find simple, memorable examples of words that begin with the appropriate vowels and consonants. The sole exception in his work is the use of “Chipmunks” to illustrate the sound of the letter “C.” Child readers would have to be mature enough to recognize the digraph (ch) and be alert to its sound. That exception being noted, all of the other phonic illustrations—even the ones for the “difficult” sounds—are straight-forward, playful and engaging.                 “Qq                 Quail get quite tired of being told to be quiet.”                 “Uu                 Unicorns believe in themselves.                 “Yy                 Yaks giggle at their own jokes.” Joseph Brant’s illustrations are all that they ought to be: large, clear, colourful and, most importantly in this type of book, unambiguous. His depiction of voles for the letter “V” is particularly endearing. Those of us involved in the field of children’s literature might want this illustration and its motto on our flag:                 “Vv                 Voles always want just one more book.” In any case, we should ensure that this delightful book is on our children’s library shelves. Highly recommended: 4 out of 4 starsReviewer: Leslie Aitken Leslie Aitken’s long career in librarianship included selection of children’s literature for school, public, special and academic libraries. She was a Curriculum Librarian for the University of Alberta.              

scholarly journals NEWS & ANNOUCEMENTS

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Hanne Pearce
Keyword(s):  
Children's Literature ◽  
Picture Book ◽  
Children’S Literature ◽  
Round Table ◽  
South Florida ◽  
National Council ◽  
Children's Books ◽  
Children’S Books ◽  
The Moon ◽  
Young Readers

Greetings Everyone,The news for this new year’s issue consists mainly of a list of a major children’s literature awards that have been announced, as well as a few upcoming conferences.AWARDS2017 ALSC (Association for Library Service to Children) Book and Media Award WinnersJohn Newberry MedalThe Girl Who Drank the Moon Written by Kelly Barnhill and published by Algonquin Young Readers, an imprint of Algonquin Books of Chapel Hill, a division of Workman PublishingNewberry Honour BooksFreedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life by Ashley Bryan written and illustrated by Ashley Bryan and published by Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing DivisionThe Inquisitor’s Tale: Or, The Three Magical Children and Their Holy Dog written by Adam Gidwitz, illustrated by Hatem Aly and published by Dutton Children's Books, Penguin Young Readers Group, an imprint of Penguin Random House LLCWolf Hollow written by Lauren Wolk and published by Dutton Children's Books, Penguin Young Readers Group, an imprint of Penguin Random House LLCRandolph Caldecott MedalRadiant Child: The Story of Young Artist Jean-Michel Basquiat illustrated by Javaka Steptoe, written by Javaka Steptoe and published by Little, Brown and Company, a division of Hachette Book Group, Inc.Caldecot Honour BooksDu Iz Tak? illustrated and written by Carson Ellis, and published by Candlewick PressFreedom in Congo Square illustrated by R. Gregory Christie, written by Carole Boston Weatherford and published by Little Bee Books, an imprint of Bonnier Publishing GroupLeave Me Alone! illustrated and written by Vera Brosgol and published by Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited PartnershipThey All Saw a Cat illustrated and written by Brendan Wenzel and published by Chronicle Books LLCLaura Ingalls Wilder AwardNikki Grimes -- Her award-winning works include “Bronx Masquerade,” recipient of the Coretta Scott King Author Award in 2003, and “Words with Wings,” the recipient of a Coretta Scott King Author Honor in 2014. Grimes is also the recipient of the Virginia Hamilton Literary Award in 2016 and the NCTE (National Council of Teachers of English) Award for Excellence in Poetry for Children in 2006.2018 May Hill Arbuthnot Honor AwardNaomi Shihab Nye will deliver the 2018 May Hill Arbuthnot Honor Lecture.Mildred L. Batchelder AwardCry, Heart, But Never Break - Originally published in Danish in 2001 as “Græd blot hjerte,” the book was written by Glenn Ringtved, illustrated by Charolotte Pardi, translated by Robert Moulthrop and published by Enchanted Lion Books.Batchelder Honour BooksAs Time Went By published by NorthSouth Books, Inc., written and illustrated by José Sanabria and translated from the German by Audrey HallOver the Ocean published by Chronicle Books LLC, written and illustrated by Taro Gomi and translated from the Japanese by Taylor NormanPura Belpre (Author) AwardJuana & Lucas written by Juana Medina, is the Pura Belpré Author Award winner. The book is illustrated by Juana Medina and published by Candlewick PressPura Belpre (Illustrator) AwardLowriders to the Center of the Earth illustrated by Raúl Gonzalez, written by Cathy Camper and published by Chronicle Books LLCAndrew Carnegie MedalRyan Swenar Dreamscape Media, LLC, producer of “Drum Dream Girl: How One Girl’s Courage Changed Music”Theodor Seuss Geisel AwardWe Are Growing: A Mo Willems’ Elephant & Piggie Like Reading! Book written by Laurie Keller. The book is published by Hyperion Books for Children, an imprint of Disney Book GroupRobert F. Sibert Informational Book MedalMarch: Book Three written by John Lewis and Andrew Aydin and illustrated by Nate Powell, published by Top Shelf Productions, an imprint of IDW Publishing, a division of Idea and Design Works LLC  Stonewall Book Awards - ALA Gay, Lesbian, Bisexual, and Transgender Round Table (GLBTRT)Mike Morgan & Larry Romans Children’s & Young Adult Literature AwardIf I Was Your Girl written by Meredith Russo and published by Flatiron BooksMagnus Chase and the Gods of Asgard: The Hammer of Thor written by Rick Riordan and published by Disney Hyperion, an imprint of Disney Book GroupHonor BooksPride: Celebrating Diversity & Community written by Robin Stevenson and published by Orca Book PublishersUnbecoming written by Jenny Downham and published by Scholastic Inc. by arrangement with David Fickling BooksWhen the Moon Was Ours written by Anna-Marie McLemore and published by Thomas Dunne Books, an imprint of St. Martin’s Press2017 Children’s Literature Association Phoenix AwardsPhoenix Award  2017Wish Me Luck by James Heneghan Farrar Straus Giroux, 1997Phoenix Honor Books 2017Seedfolks by Paul Fleischman HarperCollins, 1997Habibi by Naomi Shihab Nye Simon & Schuster, 19972017 Phoenix Picture Book AwardTell Me a Season by Mary McKenna Siddals & Petra Mathers Clarion Books, 1997One Grain of Rice: A Mathematical Tale by Demi Scholastic, 1997 CONFERENCESMarchSerendipity 2017: From Beginning to End (Life, Death, and Everything In Between) The Vancouver Children’s Literature Roundtable Mar. 4, 2017 | 8am to 3:30 pm | UBC Ike Barber LibraryJuneChildren’s Literature Association ConferenceHosted by the University of South Florida June 22-24, 2017 Tampa, FL  Hilton Tampa Downtown Hotel Conference Theme: Imagined FuturesJulyInternational Research Society for Children’s Literature (IRSCL) Congress 2017 – Toronto July 29 - August 2, 2017  Keele Campus, York University  The Congress theme is “Possible & Impossible Children: Intersections of Children’s Literature & Childhood Studies." That is all for this issue. Best wishes!Hanne Pearce, Communication Editor 

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