In this paper we propose a dual research: on the one hand, to offer a panoramic view of how the memory of the Spanish Civil War is transmitted in children's and young people's literature of our ...times, paying special attention to the technical narrative structure and the chronotope. On the other hand, the aim is to investigate the position of the children's/youth characters in these texts and the position of the authors with respect to the events of the war. As a methodological procedure, we will outline a brief note on what we academically understand by 'memory' as far as literature is concerned, and we will carry out a critical analysis of fifteen Spanish publications aimed at young audiences, all of them of narrative genre and marketed from the year 2000 onwards. In conclusion, we will synthesise the data and generate a bi-member vector that will show us both the technical way in which history is being told and its 'memory' transmitted in 21st century of children and young people literature (CYPL), as well as the tendency and majority position of current authors.
Este estudio propone una investigación doble: por un lado, ofrecer una visión panorámica de cómo la memoria de la guerra civil española se transmite en la literatura infantil y juvenil de nuestros días, prestando especial atención a la estructura técnica narrativa y al cronotopo. Por otro lado, se pretende indagar sobre cuál es el enfoque del personaje infantil/juvenil de esos textos y el posicionamiento de los autores con respecto a los acontecimientos bélicos.Como procedimiento, una vez aclarado el concepto académico de ‘memoria’ en lo que a literatura se refiere, se llevará a cabo el análisis crítico de quince publicaciones españolas destinadas al público infantojuvenil, todas ellas de género narrativo, aplicables a la educación literaria y comercializadas a partir del año 2000. A modo de conclusión se sintetizarán los datos para mostrar tanto la manera técnica por medio de la cual se está contando la historia y transmitiendo su ‘memoria’ en la literatura infantil y juvenil (LIJ) del siglo XXI, como la tendencia y posicionamiento mayoritario de los autores actuales. Palabras clave: Guerra civil española; literatura infantil y juvenil; memoria; identidad; educación literaria. Abstract This paper proposes a dual research: on the one hand, to offer a panoramic view of how the memory of the Spanish Civil War is transmitted in children's and young adult's literature of our times, paying special attention to the technical narrative structure and the chronotope. On the other hand, the aim is to investigate the focus of the children's/youth characters in these texts and the position of the authors with respect to the events of the war.As a methodological approach, once the academic concept of 'memory' is clarified within the realm of literature, a critical analysis is carried out on fifteen Spanish publications targeting the young audience. All these narrative’s fiction works, applicable to literary education and commercially distributed since the year 2000. By way of conclusion, the data is synthesized to demonstrate both the technical means through which the story is being recounted and its 'memory' is being conveyed in 21st century children's and young adult literature (CYAL), as well as the prevailing trends and predominant positioning of contemporary authors. Keywords: Spanish Civil war; children and young people literature; memory; identity; literary education.
Faced with the distorted image of functional diversity that has been transmitted from children's and young people's literature, the author investigates its representation in contemporary comics as a ...key space for dialogue with the reader. Through a triad of comics starring female child and youth characters with functional diversity, the researcher emphasizes the eradication of restrictive conceptions of difference as a problem that must be neutralized and delves into the possibilities of the comic for literary and inclusive education and the renewal of the classroom canon.
Frente a la distorsionada imagen que de la diversidad funcional desde la literatura infantil y juvenil se ha transmitido, la autora investiga sobre su representación en el cómic contemporáneo como espacio clave para el diálogo con el lector. A través de una tríada de cómics protagonizados por personajes femeninos infantiles y juveniles con diversidad funcional, la investigadora incide en la erradicación de restrictivas concepciones de la diferencia como problema que debe ser neutralizado y profundiza en las posibilidades de la historieta para la educación literaria e inclusiva y la renovación del canon de aula.
Abstract
Faced with the distorted image of functional diversity that has been transmitted from children's and young people's literature, the author investigates its representation in contemporary comics as a key space for dialogue with the reader. Through a triad of comics starring female child and youth characters with functional diversity, the researcher emphasizes the eradication of restrictive conceptions of difference as a problem that must be neutralized and delves into the possibilities of the comic for literary and inclusive education and the renewal of the classroom canon.
Keywords: literary education; comics; functional diversity; inclusive education.
Literary education aims to promote the teaching of reading from an academic, social, and personal perspective. At present there is a consensus on the central role that the school institution plays, ...which can be translated into explicit and implicit approaches. The objective of this article is to explore Spanish Secondary school teachers’ beliefs about literary education to determine their proximity to each of these two approaches, as well as the coherence within such beliefs, unpacking the relationships between adherence to principles and declared practices. To obtain the data that supports the study, the
Beliefs About Literary Education of Secondary School Teachers
(BALESST) scale has been elaborated. 1,544 Secondary Education teachers from the 17 Spanish communities and the autonomous cities of Ceuta and Melilla have responded to the scale. For the analysis of the data, the statistical packages of IBM SPSS Statistics, 24.0 and G* Power 3 have been used. The results suggest that Spanish Secondary school teachers are in an eclectic position in the debate between explicit and implicit literary education, reveal relevant discrepancies between the two factors that make up the scale (adherence to principles and declared practices), and allow identify majority and minority representations and practices among teachers.
This work is part of the researchin the field of teaching literature and theprofile of the reader and the belief systemof teachers in initial training. Its objectiveis to delve into the literary ...biography offuture teachers, paying special attention towho their literary mediators were, since,possibly, they end up acting as mediationmodels in their future tasks as teachers. Tocarry out this research we use an AuthorRecognition Test to establish the degree offamiliarity of students with literature, andthe literary life story of the 35 students ofthe dual degree in Infant and Primary Educationat the University of Barcelona, thatconfigure the sample. The results, whichare constructed from a qualitative approachto literary life stories and the quantitativedata from the Author RecognitionTest, show a nuanced relationship betweenthe degree of familiarity of students withliterature and the type of literary mediatorand literary experiences lived so far.
El presente trabajo forma parte de las investigaciones en el campo de la didáctica de la literatura sobre el perfil lector y el sistema de creencias del profesorado en formación inicial. Su objetivo es ahondar en la biografía literaria de los futuros enseñantes, haciendo especial atención a quiénes fueron sus mediadores literarios, puesto que, posiblemente, acaben ejerciendo como modelos de mediación en su futura tarea como docentes. Para llevar a cabo dicha investigación se utiliza un Author Recognition Test, para establecer el grado de familiaridad de los estudiantes con la literatura, y el relato de vida literaria de los 35 estudiantes del doble grado de Educación Infantil y Primaria de la Universidad de Barcelona que configuran la muestra. Los resultados, que se construyen a partir de una aproximación cualitativa a los relatos de vida literarios y también de los datos cuantitativos del Author Recognition Test, muestran una relación con matices entre el grado de familiaridad de los estudiantes con la literatura y el tipo de mediador literario y las experiencias literarias vividos hasta el momento.
La educación literaria es un concepto desarrollado en las últimas décadas que trata de renovar la enseñanza de la literatura con un enfoque más centrado en el lector y en su relación con los textos ...que con la memorización de obras o autores. La etapa de educación infantil (0-6 años), al ser considerada teóricamente ágrafa, puede parecer que no atañe a la educación literaria. En este artículo tratamos de argumentar, por un lado, las razones de peso para que se implemente en las aulas. Por otro lado, aportamos un enfoque holístico de los principales pilares de esta educación literaria en esa fase. El uso de la literatura infantil como material prioritario, la animación lectora para la creación del hábito lector y el uso de las bibliotecas para nutrir tanto este hábito lector como la competencia literaria del alumnado, consideramos, son las líneas de actuación que permiten una educación literaria exitosa en esta etapa. Se aborda este tema desde una metodología cualitativa de análisis de la bibliografía sobre el tema y uniendo las diferentes investigaciones sobre los diferentes campos en una única propuesta. Así, encontramos como resultado de esta reflexión que el desarrollo armónico de la educación literaria en infantil, en la que se alterna la lectura en voz alta, la narración de cuentos y poesías tradicionales y no, la exploración de álbumes, el uso de la biblioteca de aula y las visitas a las bibliotecas municipales y, cómo no, una constante presentación de la lectura como una opción de ocio, sin duda, creará lectores competentes y ciudadanos críticos.
The purpose of the article is to substantiate approaches to the development of educational and methodological kits for preschool educational institutions of the Chuvash Republic on the development of ...native speech and teaching native language, literary education in the Chuvash language.
Research material. Literature analysis, study of the history of the formation and development of methods of speech development and literary education of pre-school students: the views of the founders of the methodology of speech development (E.I. Tikheeva, E.A. Fleerin, O.I. Soloviev, etc.) and literary education of pre-school students (M.M. Konina, L.M. Gurovich, Z.A. Gritsenko, etc.).
The need for a systematic approach to work on speech development (E.I. Tikheeva), justification of the approach to the lesson as the main leading form of education (M.M. Alekseeva, V.I. Yashina), modern requirements of the Federal State Educational Standard in working with preschoolers and the views of classical teachers (E.A. Fleerin, A.P. Usova, O.A. Skorolupova), the importance of a comprehensive approach to solving speech development problems (F.A. Sokhin, O.S. Ushakov), the peculiar tasks of familiarization with fiction, different approaches to the purpose of a children's book, studies of the peculiarities of artistic perception among preschoolers, changing views on the role of a children's book and its aesthetic nature (L.M. Gurovich), the origin of the methodology of literary education of preschoolers (Z.A. Gritsenko), the unresolved issue of the organization of work on the formation of a large "talented" reader, the validity of organizing direct educational activities in kindergarten to familiarize with literature (M.M. Konina, M. Gurovich, O.S. Ushakova, N.V. Gavrish).
Research results and conclusions. The conceptual approaches to the development of educational and methodological kits for the development of speech and teaching native (Chuvash) are substantiated language, literary education of pre-school children in Chuvash kindergartens.
The ideas and provisions implemented in teaching aids have been successfully tested in a number of Chuvash kindergartens and have been accepted by teachers.
Using as its key texts George Oppen’s 21 Poems and I.A. Richards' introduction to The Principles of Literary Criticism, this essay argues, first, that in the early decades of the twentieth century ...pragmatist epistemology and ethos of participation had a transformative effect on U.S. poetry, and second, that in these same decades, the then-emergent profession of literary criticism refused to absorb the participatory ethos, even as other disciplines, perhaps most notably education and anthropology, were being transformed by it. It concludes with some thoughts about what the adoption of a participatory approach might look like in literary critical studies, with special attention to the transactional model of reading theorized by Louise Rosenblatt beginning in the late 1930s.
This paper thinks with the concept of intertextuality to consider the multiple intersecting power structures inside and outside of literary education in secondary schools that continue to dominate ...text selection policies and teaching practices. We draw on our research with in-service teachers to reconsider how intertextual networks circulate on multiple levels: textual, social, cultural, and institutional. Although the concept of intertextuality has been activated as an alternative to rarified conceptualisations of literary heritage, as we unpack in this paper, intertextuality often distributes, reinforces, and perpetuates canonical power structures such as institutional whiteness, and Euro western values in secondary school subjects that feature literary studies. Rather than abandoning intertextuality, we attempt to tease out how it operates in various registers in schooling and we suggest how critically engaging with the concept might provide a way forward for English study in the twenty-first century.
The article looks at changes in the literature curriculum throughout the Soviet occupation. It discusses the content of the curricula, the ideological context, as well as the proportion of the ...curriculum dedicated to literary education. Due to the sheer volume of the material available, the article limits itself to mapping out the topic: whether and how the ideological emphases evolved during different periods (Stalinism, the Khrushchev Thaw, the Era of Stagnation); the ratio of Russian (Soviet) to Estonian authors covered in the literary curriculum; the educational system paradoxes involved in literature as a school subject that allows for the expression of certain views. Three observations are drawn in conclusion. Firstly, in ideological and party-led education, literature lessons held a special place in Soviet schools. Literature – alongside history – was considered the most important subject for shaping the students' views. Secondly, a remarkable portion of the curriculum was allotted to literary education conceived in this manner, to make sure that the mandated authors could be discussed in depth. Without doubt, this involved communist instruction – the intensity of which varied greatly depending on the head of school, the teachers and the decade at hand. However, Estonian literature, especially the literary classics, could still be covered extensively alongside the ideological instruction. Thirdly, literature lessons evolved into a sphere for the discussion of Estonian nationhood, owing to the fact that the accepted authors represented seminal texts, the examination of which made it possible to also talk about Estonian literary history. In the history of teaching and studying Estonian literature, the Soviet era was particularly notable for its emphasis on literary classics, which undeniably played a crucial role in the preservation of national identity. The article also notes that Estonian literature largely lost this role in general education schools after Estonia regained its independence.
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