THE NEXT GREAT ADVENTURE: REPRESENTATIONS OF DEATH IN J. K. ROWLING’S HARRY POTTER SERIES

In line with previous studies about the importance of breaking with taboos surrounding death in children’s and YA literature, this article examines how this topic is treated in J. K. Rowling’s Harry Potter series. Whereas other critical works have focused on Rowling’s excessive representations of violent deaths, I concentrate on the more benign portrayals of this reality that can also be found in her novels. I contend that the series ultimately renders and treats death as a complex issue. On one hand, Rowling embraces the pedagogy of death with her explicit didactic message that death is not evil per se and has to be accepted as a natural part of our existence, an idea which is central to the series. On the other hand, this study also looks into the ways in which deviates from the pedagogy of death, arguing that this does not necessarily detract from the series’ potential to promote a healthy view of this topic among readers. On the contrary, Rowling’s capacity to teach her audience lessons about death while, at the same time, acknowledging that these lessons may sometimes be at odds with how readers actually feel about the end of life makes for a complex, sensitive and humane rendering of this subject.

YA Literature: A Genre on the Rise. Challenges and Strategies in Translating the Imaginary World of Elizabeth Knox’s Southland Saga

<p>Young Adult (YA) literature has taken the publishing industry by storm since J.K. Rowling published the first novel of her Harry Potter saga (1997-2007). From then on, the genre has exponentially grown expanding to other media, such as the film industry, videogames, theme parks as well as merchandise. The Spanish-speaking markets have mirrored the English-speaking ones thoroughly embracing the genre. Indeed, it is thanks to the continuous sales growth in this sector of the market that the book industry has kept afloat in the last two decades. New Zealand’s recent rise in popularity among young Spaniards and Hispanic Americans alike, in part because of the working holiday visa schemes between New Zealand and several Spanish-speaking countries, and in part on account of the featuring of the country in Peter Jackson’s Lord of the Rings (2001-2003) and The Hobbit (2012-2014) trilogies, has created an opportune moment to introduce New Zealand YA authors to the Hispanic market. Elizabeth Knox’s Southland saga (Dreamhunter (2005), Dreamquake (2007) and Mortal Fire (2013), with a fourth and fifth novels under way), is a fine example of New Zealand YA literature that has the potential to follow the success of other franchises, such as Cassandra Clare’s The Mortal Instruments saga (2007-2014) and Stephenie Meyer’s Twilight saga (2005-2008). Knox’s YA novels have been internationally acclaimed in the English-speaking world and have received several prizes; this makes them an ideal showcase to introduce New Zealand YA writers to the Spanish-speaking audiences. Therefore, this thesis has a twofold objective. On the one hand, it presents a comprehensive list of challenges and difficulties encountered when translating the imaginary world in which Knox’s three YA novels are set, which can also apply to the translation of other New Zealand YA novels. Each of these challenges is accompanied by one or more strategies to provide possible solutions. On the other hand, the thesis aims at producing a commercially viable version of the novels targeting a wide Spanish-speaking readership A theoretical discussion precedes the translation samples in which issues such as foreignisation versus domestication (Venuti 1995) are considered, as well as the suitability of a standardised target language. The translations are carried out under the umbrella of a potential Skopos (Reiss and Vermeer 2014) as if they had been commissioned for a wide Spanish-speaking market. General issues including target language considerations and the translation of cultural words (Newmark 1988, 94) are analysed within the frame of the previous theoretical discussion. In addition, specific linguistic and textual issues particular to Knox’s YA novels are tackled to illustrate the complexities of rendering the imaginary world of the Southland saga into Spanish. The aim of this thesis is to produce a version which, complying with a potential Skopos, is suitable for the Spanish-speaking market as well as compiling a comprehensive list of translation challenges and possible solutions particular to the genre with a focus in New Zealand. The result is a translation that not only preserves but also heightens the New Zealand origin of the source text while maintaining readability and fluidity in the target language.</p>

YA Literature: A Genre on the Rise. Challenges and Strategies in Translating the Imaginary World of Elizabeth Knox’s Southland Saga

<p>Young Adult (YA) literature has taken the publishing industry by storm since J.K. Rowling published the first novel of her Harry Potter saga (1997-2007). From then on, the genre has exponentially grown expanding to other media, such as the film industry, videogames, theme parks as well as merchandise. The Spanish-speaking markets have mirrored the English-speaking ones thoroughly embracing the genre. Indeed, it is thanks to the continuous sales growth in this sector of the market that the book industry has kept afloat in the last two decades. New Zealand’s recent rise in popularity among young Spaniards and Hispanic Americans alike, in part because of the working holiday visa schemes between New Zealand and several Spanish-speaking countries, and in part on account of the featuring of the country in Peter Jackson’s Lord of the Rings (2001-2003) and The Hobbit (2012-2014) trilogies, has created an opportune moment to introduce New Zealand YA authors to the Hispanic market. Elizabeth Knox’s Southland saga (Dreamhunter (2005), Dreamquake (2007) and Mortal Fire (2013), with a fourth and fifth novels under way), is a fine example of New Zealand YA literature that has the potential to follow the success of other franchises, such as Cassandra Clare’s The Mortal Instruments saga (2007-2014) and Stephenie Meyer’s Twilight saga (2005-2008). Knox’s YA novels have been internationally acclaimed in the English-speaking world and have received several prizes; this makes them an ideal showcase to introduce New Zealand YA writers to the Spanish-speaking audiences. Therefore, this thesis has a twofold objective. On the one hand, it presents a comprehensive list of challenges and difficulties encountered when translating the imaginary world in which Knox’s three YA novels are set, which can also apply to the translation of other New Zealand YA novels. Each of these challenges is accompanied by one or more strategies to provide possible solutions. On the other hand, the thesis aims at producing a commercially viable version of the novels targeting a wide Spanish-speaking readership A theoretical discussion precedes the translation samples in which issues such as foreignisation versus domestication (Venuti 1995) are considered, as well as the suitability of a standardised target language. The translations are carried out under the umbrella of a potential Skopos (Reiss and Vermeer 2014) as if they had been commissioned for a wide Spanish-speaking market. General issues including target language considerations and the translation of cultural words (Newmark 1988, 94) are analysed within the frame of the previous theoretical discussion. In addition, specific linguistic and textual issues particular to Knox’s YA novels are tackled to illustrate the complexities of rendering the imaginary world of the Southland saga into Spanish. The aim of this thesis is to produce a version which, complying with a potential Skopos, is suitable for the Spanish-speaking market as well as compiling a comprehensive list of translation challenges and possible solutions particular to the genre with a focus in New Zealand. The result is a translation that not only preserves but also heightens the New Zealand origin of the source text while maintaining readability and fluidity in the target language.</p>

An Artist and a Writer: YA Literature by Anna Höglund

This article highlights the interpictorality in two YA books by the Swedish writer and illustrator Anna Höglund, Om detta talar man endast med kaniner [This Is Something You Only Talk About with Rabbits] (2013) and Att vara jag [To Be Me] (2015). The analysis of the visual intertextuality between pieces of artwork by Peter Tillberg, Frida Kahlo, Lena Cronqvist, Richard Bergh and René Magritte and five pictures from Höglund’s books thematises school, body and identity. The discursive positioning in the artworks and in Höglund’s pictures directs the readers in their decoding of Höglund’s text, offers possibilities in their interpretations and challenges the adolescent readers to make connections across different formats, such as text and image, and between different images.

Imagined innocence meets lived experience

Purpose The purpose of this study was to challenge pre-service teachers’ (PSTs) assumptions about youth readers, the researcher in this study invited a group of three seventh-grade students to attend a multicultural young adult (YA) literature class designed for PSTs at a large mid-western university. Design/methodology/approach Using qualitative methodology, the researcher strove to answer the following question: How can instructors use youth literature and teaching practices to shift the way that youth readers are perceived – especially marginalized youth – within educational institutions? Data sources included participant observation and field notes, semi-structured interviews with participating seventh-grade students, discussion artifacts, lesson plans and discussion transcripts. Findings The author found that the seventh-grade students in this study shared intertextual connections and offered critical readings of text and the world that had the potential to challenge PSTs’ notions of how YA literature can, and should, be used in classrooms. Importantly, the adolescent students were also able to see themselves as competent participants in collegiate dialogue around texts. Originality/value Much research has been done on the value of giving PSTs experiences in school field experiences, but this research highlights the power of interactions between adolescents and PSTs in a university classroom.

Young Adult Literature (YAL): An Analytical Study Among Selected EFL Teachers in Jordanian Public Schools

The purpose of this study is to shed light on Young Adult literature (YAL) in Jordan. Eleven English as a foreign language (EFL) teachers and 62 EFL students in Jordanian public schools participated in this research to first measure their awareness of the YAL and to evaluate the academic benefits of integrating English YA literature into the Jordanian public school curricula. A group of EFL instructors and EFL learners were interviewed using a semi-structured guide. The instructors' interview questions focused on demographics, definitions of YA literature, age classification of YAL, benefits, and challenges of using YA novel in Jordanian English curricula. Questions for the learners centered on demographics, definition and age classification of YAL, and the use of YA novels in the EFL classroom. The study revealed that EFL teachers' reliance on the official curriculum tends to remove innovation and creativity from their teaching and limit their opportunities to adapt the curricula to the competence and interest of their EFL students. The research also revealed that EFL students who read English YA novels developed necessary competencies in both the English language and daily life experiences. The results showed that most EFL teachers in this research paper asserted that English YA novels positively affected EFL students in Jordan. This effect led to increased motivation and engagement in EFL classrooms. Received: 27 January 2021 / Accepted: 8 April 2021 / Published: 10 May 2021

Festival Attendees: A Motivation and Performance Analysis of a Young Adult Literature Festival

This research, with data collected pre-COVID-19, provides insight into an interesting and rarely studied event, the young adult (YA) literature festival. Survey research conducted at a YA festival, with attendees generally from middle school through university age, provided useful insight into the motivations for visiting the festival, determination of the person making the decision to attend (surprisingly, the YA and rarely his/her parent) and the satisfaction and dissatisfaction factors that affected the attendee’s attitude toward the festival. In addition, Significance Performance Analysis (SPA) is introduced as an alternative to the widely used Importance Performance Analysis (IPA) model.

Queering K-12 Classrooms Through Literature Discussion and Dialogue

Schools are heteronormative and gendernormative spaces that reinforce a narrow range of experiences and identities. Creating classroom spaces that empower LGBTQ+ identities is critical in supporting K-12 learners to become thoughtful and empathetic learners. LGBTQ+ students continue to experience bullying, stereotyping, discrimination, and marginalization. This chapter focuses on supporting pre-service teachers' understanding of how to queer classroom spaces through the integration of intersectional children's and YA literature that affirms LGBTQ+ identities and experiences. Bishop's framework of mirrors, windows, and sliding glass doors is used with the addition of prisms. The prism provides a critical action to expand the notion and expectation of normal through intersectional representation.

The Inaugural Year of the Whippoorwill Book Award for Rural YA Literature

About the Whippoorwill Award for excellence in young adult literature. List of this year's winners.