In recent decades, age studies has started to emerge as a new approach to study children’s literature. This book builds on that scholarship but also significantly extends it by exploring age in ...various aspects of children’s literature: the age of the author, the characters, the writing style, the intended readership and the real reader. Moreover, the authors explore what different theories and methods can be used to study age in children’s literature, and what their affordances and limits are. The analyses combine age studies with life writing studies, cognitive narratology, digital humanities, comparative literary studies, reader-response research and media studies. To ensure coherence, the book offers an in-depth exploration of the oeuvre of a single author, David Almond. The aesthetic and thematic richness of Almond’s works has been widely recognised. This book adds to the understanding of his oeuvre by offering a multi-faceted analysis of age. In addition to discussing the film adaptation of his best-known novel Skellig, this book also offers analyses of works that have received less attention, such as Counting Stars, Clay and Bone Music. Readers will also get a fuller understanding of Almond as a crosswriter of literature for children, adolescents and adults.
A Past Without Shadow Shavit, Zohar
2005, 20050222, 2004-11-15, 2005-02-22, Letnik:
32
eBook
A Past Without Shadow examines 50 years of German children's books in which the darkest horrors of the Third Reich have routinely remained hidden. The horrors of the Third Reich are systematically ...screened and filtered, allowing the darker, bleaker parts of history to escape illumination. Here Zohar Shavit explores 345 German books for children describing the Third Reich and the Holocaust, and finds a shocking distortion of the past: a recurrent narrative which suggests that the Germans themselves had no hand in the suffering inflicted on the Jews. These books, Shavit argues, have created the false historical lesson that the real victims of Hitler's crimes were the German people themselves. First published to great acclaim in Hebrew and now available in English, this book is a wake-up call for anyone concerned about German children's literature and its responsibility to past and future.
Zohar Shavit is Professor at the Unit for Culture Research, Tel Aviv University. Her many books include Poetics of Children's Literature and several books in German on the History of Books for Jewish Children in the German-speaking world. Shavit is also known for her translations of American children's classics, among them her translation of E. B. White's Charlotte's Web, which received the Hans Christian Andersen Medal for distinguished translation.
Introduction to the English Edition Part 1: The "Story" of the German Past and the Construction of its Past Image 1. The Development of German Books for Children on the Third Reich and World War II 2. Keys to the Past Image 3. Construction of the Past Image Part 2: Strategies in the Construction of the "Story" Preface to Parts II and III 4. "Present, but not in Place" 5. "The Dream of the Thousand-Year Reich" - The Borders of the Reich and the Boundaries of Time 6. "Some of my Best Friends ... " - Philo-Semitic and Anti-Semitic Descriptions of the Jews 7. "Not the Way it Looks" - Nazis and Pseudo-Nazis 8. "If Only I Could ..." - An Analogy between Jews and Nazis Part 3: Whose War Was It? 9. "The Whole People ... " - The Scope of the Resistance Movement 10. "Actually, I Myself was a Victim" - The Germans as Victims 11. "I'm not Guilty" - The Germans and Guilt Part 4: The Construction of an Alternative Discourse 12. "Seeing it Differently" - An Alternative Narrative. Conclusion: The Image of the Past in German Public Discourse and Texts for Children
The authors share a story of a university/school collaboration committed to the professional development of teachers and teacher candidates through engagement with linguistically and culturally ...diverse students and quality multicultural and international texts. They describe the instructional engagements across their university/school partnerships and how the onset of the COVID 19 pandemic impacted their work.
In this pioneering historical study, Anne Lundin argues that schools, libraries, professional organizations, and the media together create and influence the constantly changing canon of children's ...literature. Lundin examines the circumstances out of which the canon emerges, and its effect on the production of children's literature. The volume includes a comprehensive list of canonical titles for reference.
Anne Lundin is Professor of Library and Information Studies at the University of Wisconsin-Madison.
Acknowledgements Introduction 1. Best Books: Librarians 2. Best Books: Scholars 3. Best Books: Reader Conclusion Bibliography Index
The book deals with the issue of the Holocaust in the Polish literature for children and adolescents. Drawing upon some of the leading Polish authors of the twentieth and the twentieth-first ...centuries, the author reveals the historical, ideological, and cultural entanglement of their works. The main focus of the book is to search for reasons behind the outpouring of interest in the Holocaust noticed in the most recent Polish literature for younger readers. Among these reasons, the author lists the Polish local and historical context, the new approach to issues traditionally seen as taboo, the development of memory and postmemory narratives, and the postmodern shift from a discursive totality and universalist explanations.
The Reception of Ancient Greece and Rome in Children's Literature: Heroes and Eagles investigates the varying receptions of Ancient Greece and Rome in children's literature, covering the genres of ...historical fiction, fantasy, mystery stories and classical mythology, and considering the ideological manipulations in these works.
Artykuł poświęcony jest czterem narracyjnym książkom obrazkowym obecnym na polskim rynku wydawniczym, które uznać można za przedstawiające wojnę w ujęciu uniwersalnym: Wrogowi D.Caliego i S. Blocha, ...Bajce o Wojnie J. Rudniańskiej i P. Fąfrowicza, Wojnie, która zmieniła Rondo R. Romanyszyn i A. Łesiwa oraz Wojnie J. J. Letrii i A. Letrii. Celem jest sprawdzenie, w jakim stopniu zagadnienie to omawiane jest w aspekcie emocjonalnym, intelektualnym oraz historycznym. Analiza elementów wizualnych i słownych prowadzi do wniosku, że książki te oddziaływają przede wszystkim afektywnie, a dominującą przedstawianą emocją jest lęk. Większość analizowanych książek dąży do jego łagodzenia, przede wszystkim przez wprowadzenie pozytywnego zakończenia. Jedynie Wojna wyłamuje się z tej konwencji, każąc pytać o granice pedagogiki grozy. Komponent intelektualny najsilniej reprezentowany jest we Wrogu, przynosząc refleksje na temat odpowiedzialności za wojnę oraz mechanizmy angażowania w nią jednostek. Zauważyć przy tym należy, że obecność tego aspektu w prezentacji konfliktu zbrojnego nie jest zależna od projektowanego przez wydawcę wieku odbiorców. Komponenty historyczne są słabo widoczne w omawianych utworach, pozostają niedopowiedziane, ale dostępne wiedzy dorosłego, lub dotyczą detali. Prowadzi to do wniosku, że analizowane książki kreują antywojenne postawy, przede wszystkim odwołując się do emocji, co nie zapewnia jednak bezpieczeństwa emocjonalnego dziecięcych odbiorców.
Children's literature comes from a number of different sources-folklore (folk- and fairy tales), books originally for adults and subsequently adapted for children, and material authored specifically ...for them-and its audience ranges from infants through middle graders to young adults (readers from about 12 to 18 years old). Its forms include picturebooks, pop-up books, anthologies, novels, merchandising tie-ins, novelizations, and multimedia texts, and its genres include adventure stories, drama, science fiction, poetry, and information books. The Historical Dictionary of Children's Literature relates the history of children's literature through a chronology, an introductory essay, appendixes, a bibliography, and over 500 cross-referenced dictionary entries on authors, books, and genres. Some of the most legendary names in all of literature are covered in this important reference, including Hans Christian Anderson, L. Frank Baum, Lewis Carroll, Roald Dahl, Charles Dickens, C.S. Lewis, Beatrix Potter, J.K. Rowling, Robert Louis Stevenson, Mark Twain, J.R.R. Tolkien, Jules Verne, and E.B. White.
In this article, the authors demonstrate that, while picturebooks are more commonly used to teach specific math concepts and skills, math can be used as a tool to enhance comprehension of stories and ...illustrations. Their curricular recommendations include lesson objectives, connections to the Common Core math standards, and possible uses for the picturebooks around which they designed these engagements.
The author describes how she initiated an inquiry into students’ personal and family cultures through a carefully curated text set that reflected what she learned from administering a home culture ...survey. Lopez documents students’ use of translanguaging in their responses to the texts, as well as what they learned through their reading and discussions.
