Este presente trabalho visa a analisar, sob a ótica da Literatura Comparada, a temática da violência em obras de literatura infantil e juvenil. Além da teoria literária comparativista, usaremos também as teorias de discurso e dialogismo bakhtinianas e o conceito de prática social, apresentada na obra do lingüista Izidoro Blikstein. Nosso objetivo primordial é observar como a prática social, ou práxis, influencia o tratamento do tema da violência em obras de literatura infantil e juvenil. A escolha do tema de pesquisa se deu em função da crescente discussão sobre a presença de elementos violentos nos meios de entretenimento e arte infantis. Na escolha do corpus, procuramos abranger épocas diferentes, para que fosse possível analisar como a práxis de cada período influencia o tratamento temático nos textos infantis e juvenis. Assim, do século XIX, temos Sofia, a desastrada e Meninas Exemplares, da Condessa de Ségur. Do século XX, selecionamos Sangue Fresco, de João Carlos Marinho e do século XXI, De Mãos Atadas, de Álvaro Cardoso Gomes. / This present paper will analyze, through the Comparative Literature theory, the violence theme on childrens and young peoples books. In addition to the comparative literary theory, we will use the bakhtinian theories of discourse and dialogism, and the social practice concept, introduced by the linguist Izidoro Blikstein as well. Our main objective is to observe how the social practice, also known as praxis influences the violence theme on children´s and young peoples books. The choice of the project theme was made due to the crescent discussion regarding the presence of violence in children´s means of entertainment and art. As we chose the corpus, we intended to embrace different periods, so it would be possible to analyze how the praxis of each time influences the theme treatment on children´s and young peoples literature. Thereby, from de 19th century, we have Sofia, a desastrada and Meninas Exemplares, by the Comtesse du Ségur. Representing the 20th century we chose Sangue Fresco, by João Carlos Marinho and from our 21st century, we have De Mãos Atadas, by Álvaro Cardoso Gomes.

Thèse (Ph.D.)--University of British Columbia, 1998. / Comprend des réf. bibliogr.

The dissertation deals with various aspects of the translation of children's literature from English into Czech, focusing on its earliest stages. The methodology of the research is based on the polysystem theory. It indicates - in agreement with the hypotheses of the theory - that the polysystem of Czech children's literature developed under a strong influence of translation. In the earliest stages, original English texts played a marginal role; they were mostly translated into Czech indirectly via German mediating texts. With the commencement of direct translation at the turn of the 19th and the 20th centuries, the influence of literary models of English origin became stronger; they enriched Czech children's literature by specific thematic genres, as well as new stimuli of the new conception of imaginative children's literature, which replaced older didactically oriented texts rooted in the tradition of philanthropism. The dissertation also examines bibliographic issues of the analyzed subsystem. It illustrates by examples how the customary enumerative bibliography can be extended to the sphere of textology and yield new findings concerning translated texts (e.g. the identification of the mediating text or the correct form of the translation). The dissertation pays attention especially to texts...

Este presente trabalho visa a analisar, sob a ótica da Literatura Comparada, a temática da violência em obras de literatura infantil e juvenil. Além da teoria literária comparativista, usaremos também as teorias de discurso e dialogismo bakhtinianas e o conceito de prática social, apresentada na obra do lingüista Izidoro Blikstein. Nosso objetivo primordial é observar como a prática social, ou práxis, influencia o tratamento do tema da violência em obras de literatura infantil e juvenil. A escolha do tema de pesquisa se deu em função da crescente discussão sobre a presença de elementos violentos nos meios de entretenimento e arte infantis. Na escolha do corpus, procuramos abranger épocas diferentes, para que fosse possível analisar como a práxis de cada período influencia o tratamento temático nos textos infantis e juvenis. Assim, do século XIX, temos Sofia, a desastrada e Meninas Exemplares, da Condessa de Ségur. Do século XX, selecionamos Sangue Fresco, de João Carlos Marinho e do século XXI, De Mãos Atadas, de Álvaro Cardoso Gomes. / This present paper will analyze, through the Comparative Literature theory, the violence theme on childrens and young peoples books. In addition to the comparative literary theory, we will use the bakhtinian theories of discourse and dialogism, and the social practice concept, introduced by the linguist Izidoro Blikstein as well. Our main objective is to observe how the social practice, also known as praxis influences the violence theme on children´s and young peoples books. The choice of the project theme was made due to the crescent discussion regarding the presence of violence in children´s means of entertainment and art. As we chose the corpus, we intended to embrace different periods, so it would be possible to analyze how the praxis of each time influences the theme treatment on children´s and young peoples literature. Thereby, from de 19th century, we have Sofia, a desastrada and Meninas Exemplares, by the Comtesse du Ségur. Representing the 20th century we chose Sangue Fresco, by João Carlos Marinho and from our 21st century, we have De Mãos Atadas, by Álvaro Cardoso Gomes.

In the theoretical part, this diploma thesis deals with a literary analysis and comparison of books Momo, Timm Thaler, or the Traded Laughter and The Thief Lord. The pieces of work are analysed on the basis of their common features. Such features include the main characters, and the magical motifs which affect real life situations. The partial subjects of observation are film versions of the works. The thesis is concluded by the practical part addressing a didactic adaptation of the novel Momo; including worksheets and other teaching aids designed for pupils of elementary schools and grammar schools. The teaching aids are based on the theory and involve a didactic analysis, methodical analysis and time plans for their utilization in German language classes. KEYWORDS Children's literature, Momo, Michael Ende, Timm Thaler, James Krüss, The Thief Lord, Cornelia Funke, magic elements in literature, The didactics of children's literature.

The goal of this project was to develop an environmental education resource for fifth grade teachers using the California Science textbook. The goal is for teachers to be able to use this guide as a convenient resource to incorporate environmental education and environmental literature into science instruction.

<p>Throughout my project, I focus on contemporary young adult historical fantasies that engage with legacies of systemic racism and Western Imperialism—a publishing trend that has developed due to an increased call for stories of racial inclusion in YA literature. These texts aim to create a more inclusive historical imagination by telling fictionalized histories that center people of color. Given the current political climate surrounding Critical Race Theory, my project analyzes how these texts both challenge and inadvertently perpetuate the logic of systemic racism. I argue that these historical fantasies attempt to acknowledge and untangle legacies of racism for audiences who, in the face of today’s reactionary political climate, may very well not be taught about them in their schools. My approach focuses on how, in their exploration of racism, these novels attempt corrective representation in the context of current social justice and racial reckoning movements, and grapple with the legacy of institutional racism in the here and now. As such, my project argues that we not only need diverse books in Western young adult fiction, but we also need more books that are willing to confront the persistent problems of systemic racism without perpetuating racial stereotypes or Eurocentric viewpoints. </p>

The purpose of my dissertation is to conduct an intertextual study of two fantasy texts — Alice in Wonderland by Victorian author Lewis Carroll, and Stardust by postmodern fantasy author Neil Gaiman — and their filmic re-visionings by Tim Burton and Matthew Vaughn respectively. In scrutinising these texts, drawing on insights from feminist, children’s literature and intertextual theorists, the actions of ‘growing up’ and ‘falling down’ are shown to be indicative of a paradoxical becoming of the text’s central female protagonists, Alice and Yvaine. The social mechanisms of the Victorian age that educate the girl-child into becoming accepting of their domestic roles ultimately alienate her from her true state of being. While she may garner some sense of importance within the imaginary realms of fantasy narratives, as these female protagonists demonstrate, she is reduced to the position of submissive in reality – in ‘growing up’, she must assume a ‘fallen down’ state in relation to the male. / English Studies / M.A. (English)

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The epic of Gilgamesh is the oldest recorded story known to humanity. It has a long and complex textual history. The final version of the epic, generally known as the standard version, was produced about 1200 B.C. in the Babylonian dialect of Akkadian by a priest and scribe named Sin-leqi-unninni. The cuneiform tablets upon which the epic was recorded, were rediscovered during the nineteenth century when European archaeologists started digging in the ancient cities of the Middle East, especially Nineveh. Since then the story has been translated into many languages; several English translations have been published. Some of these translations of the epic maintain epic poetic form, others are in prose, and there are a number of versions for children. At the moment no complete version exists in Afrikaans. This thesis presents a translation of parts from Geraldine McCaughrean's English children's version, which was published in 2002. McCaughrean adapts the structure of the standard version, clearly a strategy to make her text exciting for modern readers. The theoretical insights of André Lefevere and Lawrence Venuti form the paradigm for the translation process. Lefevere sees translation as one of a number of rewriting techniques. The detail of such a rewriting is determined by the poetics of the target culture, the patronage which enables such a translation to exist, and the ideological framework within which the rewriting develops. Venuti distinguishes between two translational approaches: a domesticating translation adapts the translation to the target culture and creates the impression with readers that they are reading an original text; foreignising translation makes the readers aware that they are reading a text from another culture. The opportunities and limitations of children's literature and translation for children are explored. Specific attention is given to taboo topics, as a number of these appears in the Gilgamesh Epic. The writers of the children's versions have solved these problems in different ingenious ways. Annotations shed light on the translational challenges and the decisions of the translator. Finally the whole project is evaluated and suggestions for further research are made. / AFRIKAANSE OPSOMMING: Die Gilgamesj-epos is die mensdom se oudste opgetekende verhaal. Dit het ‘n lang en komplekse ontstaansgeskiedenis. Die finale variant van die epos, wat algemeen bekend staan as die standaardweergawe, is ongeveer 1200 v.C. in Babiloniese Akkadies geskryf deur ‘n skriba-priester genaamd Sin-leqi-unninni. Die spykerskriftablette waarop dit opgeteken is, is gedurende die negentiende eeu herontdek tydens argeologiese opgrawings van die verwoeste antieke stede in die Midde-Ooste, veral Nineve. Sedertdien is die verhaal in verskeie tale vertaal; daar bestaan etlike vertalings in Engels. Hierdie vertalings van die epos word soms aangebied as epiese gedig, in ander gevalle in prosavorm, en daar bestaan ook ‘n paar verskillende weergawes vir kinders. Daar bestaan tans egter geen volledige weergawe in Afrikaans nie. Hierdie tesis bied ‘n vertaling van dele uit een van die Engelse kinderweergawes, dié van Geraldine McCaughrean, wat in 2002 verskyn het. McCaughrean pas die struktuur van die standaardweergawe aan, ‘n duidelike strategie om haar teks vir hedendaagse lesers opwindend te maak. Die teoretiese insigte van André Lefevere en Lawrence Venuti vorm die raamwerk vir die vertaalproses. Lefevere beskou vertaling as een van ‘n hele aantal tegnieke van herskrywing. Die besonderhede van so ‘n herskrywing word bepaal deur die poetika van die doelkultuur, die patronaat wat die herskrywing moontlik maak, en die ideologiese raamwerk waarbinne die herskrywing ontstaan. Venuti onderskei tussen twee vertaalbenaderings: ‘n domestikerende vertaling pas die vertaalde teks sterk aan by die doelkultuur sodat lesers van die vertaling onder die indruk gebring word dat hulle ‘n oorspronklike teks lees; en vervreemdende vertaling, waarin die lesers bewus is dat hulle ‘n teks uit ‘n ander kultuur lees. Die moontlikhede en beperkinge van kinderliteratuur en vertalings vir kinderlesers word ondersoek. Spesifieke aandag word geskenk aan taboe-onderwerpe, waarvan ‘n hele paar in die Gilgamesj-epos voorkom, en hoe die skeppers van die kinderweergawes hierdie probleme opgelos het. Annotasies belig die vertaaluitdagings en die vertaler se keuses. Ten slotte word die projek as geheel geëvalueer en voorstelle vir verdere navorsing verskaf.

The emotive connotations of diminutives in English are a source of controversy among scholars, while the Slavic languages of Polish and Russian are considered ‘diminutive-rich’ with diminutives that convey diverse nuances. Thus, the translation of diminutives between English and Slavic languages has either been portrayed as difficult or has been ignored altogether. However, an analysis of Carroll’s Alice in Wonderland and several of its translations into Polish and Russian shows that English has many diminutives, some of which are ‘untranslatable’, while many diminutives can be easily translated. Yet, the strong emphasis on diminutives in Polish and Russian produces diminutives in the translations that do not appear in the original text and are not typical of English. What becomes evident is that the obstacles in translating various diminutive constructions provoke the question: What are the semantic-pragmatic differences between English and Polish/Russian diminutives and how do these differences affect translation? / Graduate / 0679 / 0593 / 0314 / dlockyer@alumni.ubc.ca