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.

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.

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>

scholarly journals Im dalej w las…

2019 ◽  
pp. 161-164
Author(s):  
Iwona Gralewicz-Wolny
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The Right

The article focuses on Ten i tamten las [This and That Forest] by Magdalena Tulli, which is another recent example of a book addressed to children, whose sender is a distinguished author of adult literature. The interpretation of the text reveals the adult problems and emotions faced by its animal heroes, subtly hidden behind the adventurous layer of the work. Consequently, the reader receives a book that defies the traditional division into children’s literature and adult literature: a book that requires not so much the right metrics as sensitivity.

scholarly journals Book Review: Excellent Books for Early and Eager Readers

2016 ◽  
Vol 56 (1) ◽  
pp. 51
Author(s):  
Jenny Foster Stenis
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Children's Librarians ◽  
The Right

Excellent Books for Early and Eager Readers is a standout readers’ advisory tool for all children’s librarians. Every children’s librarian struggles with placing the right book in the hands of the early and eager reader. In this reviewer’s many years as a selector of children’s literature, she has not come across a bibliography that fills a need so well.

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 WACANA ESTETIKA ISLAM DALAM SASTERA KANAK-KANAK INDONESIA ERA ORDE BARU TAHUN 1980-AN

2021 ◽  
Vol 32 (1) ◽  
pp. 1-14
Author(s):  
Dwi Susanto ◽  
Albertus Prasojo ◽  
Rianna Wati ◽  
Murtini Murtini
Keyword(s):  
Children's Literature ◽  
Literary History ◽  
Children’S Literature ◽  
Data Interpretation ◽  
New Order ◽  
Literary Aesthetics ◽  
History Of ◽  
Literature History ◽  
The Right ◽  
Islamic Literature

This research focused on the spread of aesthetic discourse in Islamic literature, especially Islamic Indonesian children’s literature which was marginalised in Indonesian literature history. The paper aimed to identify the system of exclusion or prohibition, restrictions to discourse and genealogical aesthetics of Islamic children’s literature. The data utilised were various discourses available in Indonesian literature, aesthetics in the history of the literature mentioned, Indonesian literary experts and critics’ opinions, and different information related to the topic. Data interpretation was executed based on the strategy introduced by Michel Foucault on discourse and power. Results showed that the discourse of Islamic literary aesthetics was deliberately eliminated during the New Order era because it was believed to be a part of the right-wing political power apparatus. That exclusion was carried out with restrictions and prohibitions by highlighting the aesthetics of development and modernity as the dominant aesthetic discourse in Indonesian literature, such as universal humanism. The history of aesthetic discourse in Islamic literature, including Islamic children’s literature, appeared significantly during the Post-Reformation era due to the New Order’s collapse. Hence aesthetic discourses that emerged afterwards were highly diverse and on par with other genres. Keywords: Islamic literary aesthetic discourse, children’s literature, Indonesian literary history.

scholarly journals Overgange. Børne- og ungdomslitteratur og barndomsopfattelser i bevægelse

2016 ◽  
Vol 31 (75) ◽  
Author(s):  
Nina Christensen
Keyword(s):  
Children's Literature ◽  
Young Adult ◽  
Children’S Literature ◽  
Active Agent ◽  
Young Adult Fiction ◽  
Children And Young People ◽  
Sound Image ◽  
The Right ◽  
Primary Medium ◽  
The Continuum

“Transitions. Children’s Literature and Young Adult Fiction on the Move”The article gives an overview of current changes and tendencies within children’s literature and young adult fiction, as well as the research related to this field. Until recently, the book was considered the primary medium for literature for children, but the production of narratives that move across media is expanding. This calls for approaches that take the interaction of sound, image, verbal text and medium into consideration. Today, children and young people are considered individuals with agency, with the right and opportunity to influence their own situation, and this has led to an increasing interest in children’s use and production of texts. The article discusses aspects of this development, links it to a historical framework, and proposes a model that focuses on the interaction between different modes of expressions, media, producers and readers. In continuation of this, the article debates approaches to childhood within children’s literature studies, in particular the ‘kinship model’ proposed by Marah Gubar. This model suggests a focus on the continuum and the similarities between children and adults, instead of an approach to children that stresses their deficits or the differences between children and adults. The article concludes that the increasing interaction between children’s books and other media calls for interaction between children’s literature studies and media studies, and that many aspects point to a need for viewing the child as an active agent in the use and production of texts.

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