Though celebrated amongst the western literati and the intelligentsia thereof, Comic strips, especially the Indian produce with regional flavours in them, are seemingly juxtaposed, in the acceptance ...of their stylistic essence, if placed next to their western counterparts. This is also the reason why they have been infamously disregarded in the Indian academia. This paper proposes to study the stylistics aspect of the comic strips from Bengal especially the ones written by Shri Narayan Debnath, and the coming into vogue of this printed visual medium. This article aims to identify the uniqueness and the formal aspects of the stylistics of Indian Comic tradition from Bengal. Additionally, it aims to leaf through the popularity markers through Debnath’s stylistics aspect of the three comic strips that have kept the imagination of his audience alive for more than five decades. He successfully addressed the first objective through a systematic literary review with inclusion and exclusion set as a benchmark. The identification of the stylistics through close reading of the texts along with their systematic review of secondary literature, formed the basics of the second objective. Particularly those stylistics were considered which were typical of their prominence and were integral across the literature and the texts. Furthermore, a matrix was also successfully designed to map the identified stylistics. A couple of implications portray that the said interpretation may help the Post-Millennials or the Generation Z to examine and consider the sublimity and allegiance of reading, and shape the imagination prowess of young minds, apply their intellectual faculty and develop a comic disposition in life. Development of creativity in any narrative style and development of conversational mechanisms are often found to be an added bonus. However, making today’s generation read this form of narrative and chisel their fertile imagination remains a challenge for the digital-natives. There is no doubt however, that this age-old art form can be tremendously advantageous as an academic endeavour and become an integral part of children’s systematic reading habit.
En marge du dépôt du Rapport final de la Commission de vérité et réconciliation du Canada (CVR, 2015), nous proposons une analyse comparative d'éléments paratextuels d'oeuvres de littérature jeunesse ...chez deux auteurs autochtones. L'analyse porte sur les mentions à la culture autochtone dans le corpus d'oeuvres de Michel Noël (N = 73) et David Bouchard (N = 17). Nous nous servons de cette analyse afin de proposer trois dispositifs didactiques en lecture qui peuvent être utilisés en contexte d'enseignement allochtone ou autochtone afin de découvrir des textes << miroirs >>, << fenêtres >> et << portes >> (Botelho & Rudman, 2009). Mots-clés: auteurs autochtones, analyse paratextuelle, littérature pour la jeunesse, dispositifs en lecture, didactique de la lecture In conjunction with the Final Report of the Truth and Reconciliation Commission of Canada (CVR, 2015), we propose a comparative analysis of paratextual elements of children's literature in the publications of two Aboriginal authors. The analysis focuses on references to Aboriginal culture in the works of Michel Noël (N = 73) and David Bouchard (N = 17). We use this analysis to propose three didactic reading practices that can be used in the context of non-Native or Indigenous teaching in order to discover mirror, window, and door texts (Botelho & Rudman, 2009). Keywords: Aboriginal authors, paratextual analysis, children's literature, reading practices, reading instructions
The article focuses on the sources on Miyazaki's anime offering new research insights into Miyazaki's sources and working methods for the creation of the stories and settings for his films. The ...author draws on research by other critics, such as Susan Napier, to trace the way in which European literary influences, especially children's literature, alongside Europe's geography, are mined to create a 'Euroworld'. Denison also explores the tension between the fantastic and the real in Miyazaki's creative toolbox. While referencing Lindsay Smith's work on 'transformative adaptations', the author argues for Miyazaki's unique use of hybridised adaptation. This, Denison argues, enables Miyazaki to work his stories within a decentred context which nevertheless reflects global themes of industrialisation, the costs of war and the environment. The article argues that Miyazaki's anime 'fantasies' are always purposeful and anchored to the real world.
Bu araştırmada, Millî Eğitim Bakanlığı tarafından 2005 yılında yayımlanan ve 2018 yılında yürürlükten kaldırılan ortaokul öğrencilerine yönelik hazırlanmış 100 Temel Eser’in söz konusu eğitim-öğretim ...kademesinde yakın zamana kadar en çok tercih edilen kitap listesi olduğu varsayımından hareketle bu kitaplara toplumsal cinsiyet rollerinin ne şekilde yansıdığının tespiti amaçlanmıştır. Bu amaç doğrultusunda 100 Temel Eser metinleri içerisindeki toplumsal cinsiyeti yansıtan ifadeler tespit edilmiştir. Araştırmanın verileri, 100 Temel Eser içerisinde yer alan Türk edebiyatına ait olaya dayalı metinlerden tarama modeli ile elde edilmiştir. Araştırmanın amacına yönelik olarak veriler belirlenen kategoriler çerçevesinde değerlendirilmiş, kategori türlerinden ise ‘kişilere ve aktörlere göre kategoriler’ seçilmiştir. Araştırmanın ana izleği çocuk kitaplarında eril ve dişil cinsiyetin ne şekilde yansıtıldığıdır. Ana izleğe bağlı olarak alt kategoriler; “dişil cinsiyeti aşağılayıcı söylemler, eril cinsiyeti yüceltici söylemler, dişil ve eril cinsiyetin günlük yaşamdaki rolleri” olarak belirlenmiştir. Belirlenen kategorilere ait tüm veriler araştırmaya dâhil edilmiş ve içerik analizi türlerinden frekans analizi ile verilerin sıklık ve yüzdeleri hesaplanmıştır. Hesaplanan sıklık ve yüzdeler tablolarda gösterilmiş ve yorumlanmıştır. İlgili kategorilere ait verilerin tamamına, çalışmanın hacmini artırmaması sebebiyle yer verilmemiştir. Araştırmadan elde edilen bulgulardan hareketle 100 Temel Eser’de toplumsal cinsiyet rollerinin adalet temelli bir anlayışla sunulmadığı, aksine eril cinsin pek çok konuda dişil cinsten üstün görüldüğü sonucuna ulaşılmıştır.
Based on the assumption that the 100 Basic Works List, published by the Ministry of National Education in 2005 and annulled in 2018, was the most preferred book list until recently for the secondary school students, this study aims to determine whether gender perception in these books has been presented in a justice-based understanding or not. In line with this objective, expressions which reflects gender in 100 Basic Works texts were detected. The data of the research were obtained from the narration-based texts of Turkish literature included in 100 Basic Works by scanning model. In parallel with the purpose of the research, the data have been evaluated within the scope of specified categories, and among the category types, "categories for people and actors" have been selected. The main theme of the research is how different the female and male sex are perceived in the context of gender. Subcategories depending on the main theme have been specified as “discourses degrading the feminine sex, expressions glorifying the masculine gender, the roles of the female and masculine in daily life”. All data about the specified categories have been included in the study and the frequency and percentages of the data were calculated with frequency analysis, which is one of the content analysis types. Calculated frequencies and percentages have been shown in tables and interpreted. All of the data about the related categories have not been presented as evidence so as not to enlarge the scope of the study. Based on the findings obtained from the research, it has been concluded that the perception of gender is not presented with a justice-based approach in 100 Basic Works, on the contrary, the masculine gender is seen as superior to the feminine gender in many issues.
From the analysis of the picturebook Un día soleado (2018) (A sunny day)2 by Rafael Rubio and Gabriela Lyon, we recognize identity visions related to everyday and urban cultural practices, together ...with heritage elements and literary characters of popular roots which build up national identity senses that depart themselves from an essentialist perspective. This discursive articulation about identity, we propose, shows a change in Chilean children's narratives of the last decade since between 1990 and 2010 this was mainly focused on making native cultures visible, from an approach in which the idea of unification and homogenization of cultural diversity predominated.
By examining the novels of critically and commercially successful authors such as Sarah Dessen (Someone Like You), Stephenie Meyer (theTwilightseries), and Laurie Halse Anderson (Speak),Reading Like ...a Girl: Narrative Intimacy in Contemporary American Young Adult Literatureexplores the use of narrative intimacy as a means of reflecting and reinforcing larger, often contradictory, cultural expectations regarding adolescent women, interpersonal relationships, and intimacy. Reading Like a Girl explains the construction of narrator-reader relationships in recent American novels written about adolescent women and marketed to adolescent women.
Aiming to understand how the child reads the children's literary book, we interviewed students from the 4th grade of Elementary School (Caxias do Sul-RS). The interview was guided in 3 books, ...involving picture, prose and verse categories, as provided in the Call of the School Library National Program –PNBE (2014). Interviews, built from Bauer and Gaskell (2002), took place in two stages, one designed to answer general questions about reading and other, specific, focusing on reading each title. The data analysis wasperformed with parameters constructed from Ramos and Panozzo (2004) and Ramos (2010). This qualitative study is predominantly descriptive and analytical, and points out that the child builds senses through their experiences and knowledge, interacting withdifferent discursive modalities. It's also appreciated that that empty inherent in the textual structure can limit the realization of poetry, suggesting that School Library National Program -PNBE besides provide literary books, should consider mediating actions so that literary reading can result
Com o objetivo de compreender como a criança lê o livro literário infantil, foram entrevistados alunos do 4º ano do Ensino Fundamental (Caxias do Sul-RS). A entrevista pautou-se em 3 livros, categorias imagem, prosa e verso, previstas no Edital do ProgramaNacional Biblioteca da Escola –PNBE (2014). O roteiro da conversa foi construído a partir de Bauer e Gaskell (2002) e a interação com os estudantes ocorreu em dois momentos, um destinado a responder perguntas gerais sobre leitura e outro, específico, focalizando a leitura de cada um dos títulos lidos. A análise dos dados foi realizada com parâmetros construídos a partir de Ramos e Panozzo (2004) e Ramos (2010). Este estudo qualitativo é, predominantemente, descritivo-analítico e aponta que o leitor infantil constrói sentidos por meio de suas vivências, interagindo com diferentes modalidades discursivas. Sinaliza ainda que os vazios inerentes à estrutura textual limitam a concretização da poesia, sugerindo que o Programa Nacional Biblioteca da Escola -PNBE, além de fornecer livros literários, deveria contemplar ações mediadoras para que a leitura literária se efetive.
Con el objetivo de comprender cómo el niño lee el libro literario infantil, fueron entrevistados alumnos del 4º año de la Enseñanza Primaria (Caxias do Sul-RS-Brasil). La entrevista se basó en 3 libros, categorías imagen, prosa y verso, previstas en el Edicto del Programa Nacional Biblioteca de la Escuela –PNBE (2014). El guión de la conversa fue construido a partir de Bauer y Gaskell (2002) y la interacción con los estudiantes ocurrió en dos momentos, uno dirigido a responder preguntas generales sobre lectura y otro, específico, enfocando la lectura de cada uno de los títulos leídos. El análisis de los datos fue realizado con parámetros construidos a partir de Ramos y Panozzo (2004) y Ramos (2010). Este estudio cualitativo es, predominantemente, descriptivo-analítico y señala que el lector infantil construye sentidos por medio de sus experiencias, interaccionando con diferentes modalidades discursivas. Indica aun que los vacios inherentes a la estructura textual limitan la materialización de la poesía, sugiriendo que el Programa Nacional Biblioteca de la Escuela -PNBE, además de proporcionar libros literarios, debería contemplar acciones mediadoras para que la lectura literaria sea llevada a cabo
Translation has been considered as a cross-cultural act comprising the transference of the cultural signs, rather than only finding the equivalence of linguistic patterns in the target text. As ...bridge-builders between different cultures, translators assume a very significant role in order to achieve the most appropriate cognitive, cultural, stylistic, and linguistic equivalence in the target system. This role becomes more challenging and problematic when the target audience are children. By emphasizing the difficulties in translating children's literature and the required strategies, the present study examines the Turkish translation of culturally-bound words and expressions in Tolkien's 'Letters From Father Christmas'. Within the framework of Lawrence Venuti's concepts of domestication and foreignization, and Klingberg's scheme of cultural context adaptation categories, this study analysed the translator's strategies and decisions and discussed whether the translator successfully conveys the same impression in the target audience in a context which is foreign to the Turkish culture and children in particular.
This indispensable teacher resource and course text, now revised and updated, addresses the whats, whys, and how-tos of incorporating outstanding childrens literature into the K8 reading program. A ...strong emphasis on diverse literature is woven throughout the fifth edition, with chapters emphasizing the need for books that reflect their readers and presenting dozens of carefully reviewed books that teachers will be eager to use in the classroom. Leading authorities provide advice on selecting texts, building core literacy and literary skills, supporting struggling readers, and maximizing engagement. The volume offers proven strategies for teaching specific genres and formats, such as fiction, nonfiction, picturebooks, graphic novels, biographies, and poetry. This title is a copublication with the International Literacy Association. New to This Edition *Many new teaching ideas and book recommendations, with an increased focus on culturally diverse literature. *Scope expanded from K5 to K8. *Chapter on using read-alouds and silent reading. *Chapters on diverse literature about the arts and on transitional chapter books. *Chapter on engaging struggling readers with authentic reading experiences.
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