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An Exploration of Representations of Race and Ethnicity in Three Transitional Series for Young ChildrenBalkaran, Sonia M 01 January 2018 (has links)
This thesis seeks to explore the related research literature surrounding representations and portrayals of protagonists of various multicultural backgrounds in series or transitional books. As teachers, it is essential to acknowledge the lack of multicultural characters in children's literature among elementary classroom bookshelves and learn how to incorporate literature featuring strong main characters of varying races and ethnicities so that children can see role models who mirror their own contexts. Prior studies, such as Gangi (2008) and Green and Hopenwasser (2017) have examined the deficiency of multicultural literature in the classroom, particularly among transitional stories, which shows the importance of exploring this topic. Furthermore, Green and Hopenwasser (2017) emphasize the importance of equal representation of transitional books with characters of diverse ethnicities, as they act as "mirrors and windows" for students to reflect upon themselves. These studies argue that to prevent the "whitewashing" of literature for primary grades, teachers should be cautious while choosing series or transitional books. I conducted an equity audit on three series or transitional books from different time periods, commonly found among elementary classroom libraries to explore ethnic and racial representations of protagonists to the actual demographics of the third-grade student population. Administering this equity audit also determined that popular series or transitional books are advantageous to include in classroom libraries when protagonists are portrayed as non-stereotypical experiencing real-life situations. The findings of this equity audit have the potential for educators to improve their methods choosing literature with characters of diverse races and ethnicities and improve methods of integrating multicultural literature into lessons.
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Meeting Gods: The re-presentation and inclusion of figures of myth in early twenty-first century young adult and middle grade children’s novelsCastleman, Michele Daniele 22 July 2011 (has links)
No description available.
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A Smoke that Thunders or GodtouchedNdlovu, Yvette 01 January 2023 (has links) (PDF)
Set in an imagined pre-colonial/ medieval southern African kingdom, A Smoke that Thunders or Godtouched is an epic fantasy novel that tracks the lives of three magical Black girls taking on the gods and the patriarchy.
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Cultural perspectives and adolescent concerns in Nigerian young adult novelsAbatan, Adetutu Abosede 10 November 2005 (has links)
Multicultural literature is a very important tool in today's classrooms because it enables teachers and students to learn about the practices, historical background for attitudes, norms and customs of other cultures and peoples. / Ph. D.
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„Wo ist der Junge aus dem Urwald?“ Abenteuer und koloniales Afrika in der Jugendliteraturde Beer, Amanda Erika 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2015 / AFRIKAANSE OPSOMMING : Hierdie proefskrif is ’n ondersoek na die wyse waarvolgens Duitse jeugboekskrywers die koloniale periode in Afrika uitbeeld. Duitse avontuurliteratuur speel dikwels af in die koloniale periode in Afrika. Motiewe in
die avontuurroman stem egter nie altyd ooreen met die historiese konteks en geografiese ruimtes nie. Dit skep die indruk dat so ’n verhaal tyd- en ruimteloos is en dat die historiese en geografiese konteks bloot die afstand tussen Afrika en Europa beklemtoon. In die lig van die feit dat Afrika en sy historiese konteks dikwels as eksotiese agtergrond dien, bespreek die studie die problematiek rondom die manier waarvolgens skrywers die koloniale periode in die avontuurliteratuur ontleed. Vervolgens word die vraag gestel tot watter mate die uitbeelding van Afrika sedert 1945 verander het. Die wyse waarop die koloniale periode in Afrika in Duitse jeugliteratuur uitgebeeld word, behoort dus
ondersoek te word binne die konteks van die tradisionele avontuurliteratuur. Deurdat die studie gesentreer is rondom die avontuurliteratuur voor 1945 en avontuurboeke na 1945, stel die dissertasie ondersoek in tot watter mate
jeugboeke en hulle uitbeelding van die koloniale periode verander het en in hoeverre die tradisionele avontuurliteratuur aan hierdie boeke ontleen is.
In hierdie proefskrif word avontuurverhale en avontuurlike jeugverhale wat tydens die koloniale periode in Afrika afspeel, vervolgens ontleed. Die studie fokus op vier periodes: Eerstens word tradisionele avontuurstories en motiewe wat ’n belangrike rol speel in die uitbeelding van Afrika, geïdentifiseer. Die volgende tekste word ontleed: C.Falkenhorst se Der Baumtöter (1894), Gustav Frenssen se Peter Moors Fahrt nach Südwest (1906), Josef S. Viera se Bana Sikukuu (1924) en Gust in der Klemme (1933), Max Mezger se Aufruhr auf Madagaskar (1930) en Rolf Italiaander se Wüstenfüchse (1934). Tweedens ondersoek die studie die rol wat avontuurmotiewe – inisiasie, weerstand en verowering – speel in jeugboeke wat in die Federale Republiek van Duitsland gepubliseer is. Die volgende tekste word onder die loep geneem: Kurt Lütgen se ...die Katzen von Sansibar zählen (1962), Rolf Italiaander se Mubange, der
Junge aus dem Urwald (1957), Herbert Kaufmann se Der Teufel tanzt im Ju-Ju-Busch en sy historiese roman Des Königs Krokodil (1959). Derdens ondersoek die studie watter rol avontuurmotiewe – die edel barbaar (edle Wilde), antiheld
en die tweegeveg – speel in jeugboeke wat in die Duitse Demokratiese Republiek gepubliseer is. Die volgende tekste word analiseer: Ferdinand May se roman Sturm über Südwest-Afrika (1962) en Götz R. Richter se Savvytrilogie
(1955 – 1963) en Die Löwen kommen (1969). Laastens stel die studie die vraag tot watter mate die kontemporêre avontuurliteratuur – soos Hermann Schultz se sendingroman Auf den Strom (1998) ’n nuwe ontwikkeling toon wat van die tradisionele avontuurliteratuur van die 19de en 20ste eeu afwyk. / ENGLISH ABSTRACT : This dissertation investigates how the African colonial period is portrayed in German youth literature. German adventure literature is often set in the African colonial period. However, motifs in the adventure novel do not always correspond with historical themes and geographical spaces. This gives the impression that such novels stand outside of time and space and that the
historical and geographical context merely emphasize the distance between Africa and Europe. In light of the fact that Africa and its historical context are often reduced to an exotic backdrop, questions are raised about the way
authors examine the colonial period in the adventure literature and how the portrayal of Africa has changed since 1945. The question how the African colonial period is portrayed in German youth literature is therefore examined
within the context of the traditional adventure literature. Reflecting on adventure literature before 1945 on the one hand and adventure stories after 1945 on the other, this study examines to what extent youth books and their portrayal of the colonial period have changed and how these books relate back to the traditional adventure literature.
For this purpose, adventure stories and adventurous youth stories and –novels that are set in the colonial period in Africa are analysed and the study focuses on four periods: Firstly, traditional adventure stories and motifs that play an
important role in the portrayal of Africa are identified. The following are analysed: C. Falkenhorst’s Der Baumtöter (1894), Gustav Frenssen’s Peter Moors Fahrt nach Südwest (1906), Josef S. Viera’s Bana Sikukuu (1924) and Gust in der Klemme (1933), Max Mezger’s Aufruhr auf Madagaskar (1930) and Rolf Italiaander’s Wüstenfüchse (1934). Secondly, the dissertation investigates what role adventure motifs – initiation, resistance and conquest – play in the
youth literature of the Federal Republic of Germany. The following are analysed: Kurt Lütgen’s …die Katzen von Sansibar zählen (1962), Rolf Italiaander’s Mubange, der Junge aus dem Urwald (1957), Herbert Kaufmann’s Der Teufel tanzt im Ju-Ju-Busch and his historical novel Des Königs Krokodil (1959). Thirdly, the study examines adventure motifs – noble savage (edle Wilde), anti-hero and the duel – in the literature published in the German
Democratic Republic. These are Ferdinand May’s novel Sturm über Südwest-Afrika (1962) and Götz R. Richter’s Savvy-Trilogie (1955-1963) and Die Löwen kommen (1969). Lastly, the dissertation poses the question to what extent the
contemporary adventure literature – like Hermann Schulz’ missionary novel Auf dem Strom (1998) – shows a new development which deviates from the traditional adventure literature of the 19th and 20th century.
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Kids take charge : reflections on an emergent motif in school stories for young adultsMalisch, Sherrie Lee January 2016 (has links)
Abstract : In this thesis, I explore the kids-take-charge (KTC) motif within recent school stories
produced for young adult audiences, situated in terms of a genealogy of school stories. The
corpus of school stories includes English- and French-language works produced as fiction, film,
or life-writing, both for teens and adults in Canada, the US, and the UK. This thesis identifies the
historical and ideological shifts that may have given rise to the motif. School stories lend
themselves to the identification of some of the distinct models of selfhood and ‘coming into
one’s own’ that have figured prominently in works about and for adolescents in various
sociocultural contexts. The research question that is asked is: Why is this type of story emerging
now, and what social purposes might it serve? The question is inspired by the possible impact of
power relations on youth in society, discussed in Disturbing the Universe: Power and
Repression in Adolescent Literature by Roberta Trites, who suggests that power is everywhere in
young adult literature because power is the key category of the adolescent experience. The thesis
also draws on the work of theorists such as Louis Althusser, Michel Foucault, Beverly Lyon
Clark, Henry Giroux, George Herbert Mead and Charles Horton Cooley, among others.
The corpus includes the following works: The Lightning Thief, part of the Percy Jackson
series by American author Rick Riordan; Schooled, by Canadian-born author Gordon Korman;
the Harry Potter series by JK Rowling; High School Musical, a film that appeared in movie
theatres and was shown on the Disney Channel; Harriet’s Daughter by M. NourbeSe Philip; and
variations on the classic residential and early school stories as they travelled to the New World,
such as Louisa May Alcott's Jo's Boys; Thomas Hughes' Tom Brown School Days, LM
Montgomery's Anne of Green Gables, and Ralph Connor's Glengarry School Days, among other
works.
iv Chapter One establishes the contours of the KTC motif via a variety of contemporary
fictional works for young adults through contrasting the stories of change-making by young
adults in these works with patterns found both in classic British school stories of the 19th century
and in early Canadian and American variations on the theme. The chapter explores what it means
for young people to achieve an adult sense of self, and what resources they are expected to
engage in the process. The chapter also examines the kinds of models of youth selfhood and
emerging adulthood that can be linked to the KTC motif.
In Chapter Two, I argue that a qualitatively new motif concerning power and agency has
emerged within a number of school stories produced over the past two decades. As I identify it,
the KTC motif is characterized by three defining features, whether it appears in works of fantasy
or realism. First, the central protagonist must confront a problem or crisis of systemic
importance; how this challenge is resolved will affect an entire school, community, or even—in
works of fantasy—the fate of entire worlds. Second, stories that feature the KTC motif generally
de-emphasize the importance of adult mentors in preparing young people for, and guiding them
through, these challenges. Third, the KTC motif enshrines a particular notion of the ‘authentic
self’ as the source of personal power and agency: victory is assured only insofar as the central
protagonist becomes and remains ‘true’ to himself or herself. Finally, I ask what the vision of
power and agency implicit in the KTC motif could mean for young people as they move toward
becoming adult actors in a complex and globalizing world.
In Chapter Three, I examine questions that enable me to access the model of social
change, comparing these accounts to a narrative of social change in the broader world. I also
assess how adolescents are liable to view and interpret their own experiences through a global
v lens as prodigious consumers of narratives produced in a global culture. This chapter assesses the
extent to which social forms of difference and inequality, such as gender, race, and class, are
integrated into presentation of the problem and strategy/solution within the KTC motif, and how
social changes are encouraged by young protagonists.
In the KTC motif, I find that self-actualization brings power—and power from within
trumps power from without, at least within cultures based on Western individualism. Exceptions
are discussed through the examples of narratives based on Caribbean-Canadian identities
(Norbese-Philip) and on indigenous identities. Contemporary school stories that follow the KTC
motif continue to have a moralizing or didactic bent, in keeping with a trend in YA literature that
underlines the agency of youth protagonists over that of adults. Where the classic school story
ultimately affirms the existing order, the KTC motif suggests that the existing power order is
corrupt. I suggest that the KTC motif may in part reflect the needs of a post-industrial,
knowledge-based economy, in which people are flexible, self-motivated, and willing to believe
that whether they succeed or fail depends not on the soundness of institutions, but on the strength
of their own unique talents and even their personal 'authenticity.' / Résumé : Dans cette thèse, j’explore le modèle de l’enfant qui prend charge "kids-take-charge (KTC)", à
travers des récits produits pour des audiences de jeunes adultes, en termes de généalogie de récits
scolaires. Le corpus des récits scolaires inclut des travaux en anglais et en français produits comme
science-fiction, film ou faits vécus, pour les adolescents et les adultes du Canada, des États-Unis
et le Royaume-Uni. Cette thèse identifie les changements historiques et idéologiques qui ont pu
causer la naissance de ce modèle. Les récits scolaires ont mené à l’identification de certains
modèles distincts d’individualité et "coming into one’s own" qui ont figurés principalement dans
les travaux sur et pour les adolescents dans des contextes socioculturels variés. La
questionrecherche qui est posée est : pourquoi ce genre d’histoire émerge maintenant, et quel but
social peut-il servir ? La question est inspirée par l’impact possible du pouvoir des relations sur la
jeunesse dans la société, examiné dans Disturbing the Universe : Power and Repression in
Adolescent Literature par Roberta Trites, qui suggère que le pouvoir est partout et la littérature de
jeunes adultes parce que le pouvoir est la catégorie clé de l’expérience des adolescents. Cette thèse
nous amène aussi au travail des théoriciens comme Louis Althusser, Michel Foucault, Beverly
Lyon Clark, Henry Giroux, George Herbert Mead et Charles Horton Cooley parmi tant d’autres.
Le corpus inclut les travaux suivants : The Lightning Thief, partie de la série Percy Jackson des
auteurs américains Rick Riordan; Schooled, de l’auteur canadien Gordon Korman; la série des
Harry Potter de JK Rowling; High School Musical, un film qui est apparu sur les écrans de cinéma
et qui a été diffusé sur la chaine Disney ; Harriet’s Daughter de M. NourbeSe Philip; et variations
des classiques sur les pensionnats et récits scolaires qui ont voyagé dans le temps, comme Louisa
May Alcott's Jo's Boys; Thomas Hughes' Tom Brown School Days, LM Montgomery's Anne of
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Green Gables, and Ralph Connor's Glengarry School Days, pour ne nommer que ceux-là.
Le chapitre 1 établit les contours du motif "KTC” à travers une variété d’œuvres de fiction
contemporaines pour jeunes adultes en contrastant les histoires des changements faits par les jeunes
adultes dans ces travaux avec des modèles trouvés dans les classiques récits scolaires britanniques
du 19e siècle et dans les premières variations canadiennes et américaines sur le sujet. Le chapitre
examine également les types de modèles d’individualité des adolescents et jeunes adultes qui
peuvent être liés au motif “KTC”.
Au chapitre 2, je soutiens qu’un relativement nouveau concept concernant le pouvoir et l’agence
est apparu dans un certain nombre de récits scolaires produits dans les deux dernières décennies.
Comme je conceptualise le motive KTC, 3 fonctions bien définies que ce soit dans les ouvres de
fantaisie ou le réalisme. Premièrement, le personnage central doit confronter un problème ou une
crise d’importance systémique ; comment ce défi est résolu affectera une école entière, une
communauté ou même – dans les œuvres de fantaisie – le destin du monde entier.
Deuxièmement, les récits qui représentent le concept KTC insistent généralement moins de
l’importance de mentors adultes dans la préparation et la supervision des jeunes à affronter ces
défis. Troisièmement, le concept KTC conserve la notion particulière du "soi authentique" comme
source du pouvoir personnel et agentivité : la victoire est assurée seulement dans la mesure où le
protagoniste central devient et demeure "vrai" pour lui et elle-même. Finalement, je demande
qu’est-ce que la vision du pouvoir et de l’agentivité du concept du KTC implique pour les jeunes
lorsqu’ils deviennent des acteurs adultes dans un monde complexe et globalisé.
Au chapitre 3, j’examine les questions qui me permettent d’accéder au modèle du changement
social en comparant les explications du changement social dans un monde plus large. J’évalue
aussi comment les adolescents sont susceptibles de voir et d’interpréter leur propre expérience à
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travers une lentille globale comme consommateurs prodigieux de récits produits dans une culture
mondiale. Ce chapitre évalue la mesure dans laquelle les différentes formes sociales et l’inégalité,
comme le sexe, la race et la classe sociale sont intégrés dans la présentation du problème et la
stratégie/solution dans le motif KTC et comment les changements sociaux sont encouragés par les
jeunes protagonistes.
Dans le motif KTC, je constate que le développement personnel apporte le pouvoir – et le pouvoir
de l’intérieur est un atout du pouvoir de l’extérieur, au moins dans les cultures basées sur
l’individualisme occidental. Les exceptions sont traitées dans les exemples de récits basés sur les
identités Cara𝑖𝑖𝑖bes-canadiennes (Norbèse-Philip) et sur les identités indigènes. Les récits scolaires
contemporains qui suivent le motif KTC continuent d’avoir un penchant moralisateur ou
didactique, conformément à une tendance dans la littérature jeunesse qui souligne l’agentivité des
jeunes protagonistes sur celui des adultes. Où l’histoire scolaire classique affirme en fin de compte
l’ordre établi, le motif KTC suggère que le pouvoir établi est corrompu. Je suggère que le motif
KTC peut en partie refléter les besoins d’une économie post-industrielle basée sur la connaissance
dans laquelle les gens sont flexibles, motivés et décidés à croire que s’ils réussissent ou non de
dépend pas de la force des institutions, mais de leur force de caractère et même de leur propre
"authenticité".
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D’un didactisme à l’autre : étude sociocritique du roman québécois pour adolescents (1980-2000)Racine, Julie 10 1900 (has links)
Alors que la critique soutient souvent que le didactisme dans la littérature québécoise pour la jeunesse est chose du passé, l’analyse sociocritique, dans le présent mémoire, de plusieurs romans pour adolescents publiés après 1980 montre plutôt qu’il y subsiste et que les thèmes (conflits entre parents et adolescents, famille, sexualité) et les formes (narration ou focalisation à partir du point de vue de personnages adolescents) souvent invoqués par la critique pour prouver sa disparition constituent précisément les dimensions d’un didactisme d’un nouveau genre. Les personnages adolescents des romans analysés proposent des portraits de parents, des jugements sur des modèles familiaux et des citations de conseils sur la sexualité qui peuvent tous être considérés comme des stratégies didactiques. En plus de mettre de l’avant certaines valeurs, ces discours tenus par les adolescents constituent un métadidactisme qui réinscrit dans les œuvres elles-mêmes la relation, qui est au cœur même de la définition de la littérature jeunesse, entre un adulte détenteur de savoir et un jeune considéré comme un être en formation. / While critics often argue that didacticism in Quebec youth literature is obsolescent, a sociocritical analysis of some novels written for teenagers since 1980 shows that themes (parent-teenager conflicts, family, sexuality) and forms (narration and focalisation from the perspective of teen characters) frequently used to prove didacticism’s disappearance are, in reality, the manifestations of a new kind of didacticism. Their portraits of parents, judgments of family models and advice on sexuality, always shared by teenage characters, can in fact be considered didactic strategies. In addition to promoting specific values, those discourses build a metadidacticism which reiterates, in the novels themselves, the relationship that defines youth literature : a relationship between a knowledgeable adult and a young human being in training.
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Prostor jako významotvorný činitel v literatuře pro děti a mládež / Space as a Meaning-Making Factor in Children's and Young Adult LiteratureStejskalová, Tereza January 2015 (has links)
This master's thesis, titled "Space as a Meaning-Making Factor in Children's and Young Adult Literature", concentrates on building and projection of literary space in the literature specifically intended for children and young adults. It has literary analytical and literary interpretive character and is based on theoretical works on the topic of literary space. This thesis is divided into two parts. The first part covers the theoretical conception of literary space. The second part consists of examinations of literary works, first of the world's classics of children's and young adult literature (The Brothers Lionheart by Astrid Lindgren, The Neverending Story by Michael Ende, Through a Glass, Darkly by Jostein Gaarder) and then of the works of contemporary Czech children's and young adult literature Lenka a Nelka neboli AHA ('Lenka and Nelka or AHA') by Daniela Fischer, Spící město, Spící spravedlnost a Spící tajemství ('Sleeping City', 'Sleeping Justice', and 'Sleeping Secret') by Martin Vopěnka and Soví zpěv ('Owl's Song') by Iva Procházková. In the theoretical part, the conception of literary space is defined from the perspective of literary topology. The definition of this concept is based on literary studies on the topic of literary topology, mainly on the essays Místa s Tajemstvím ('Places...
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Lužickosrbské motivy ve vybraných umělých pohádkách současné literatury / Motifs of Sorbian Lusatia in contemporary literature focusing on the genre of modern fairy-taleValášková, Tereza January 2014 (has links)
TITLE Motifs of Sorbian Lusatia in contemporary literature focusing on the genre of modern fairy-tale AUTHOR Bc. Tereza Valášková DEPARTMENT Department of German Studies SUPERVISOR PhDr. Tamara Bučková, Ph.D ABSTRACT This master thesis deals with the motifs of Sorbian Lusatia in the selected modern fairy-tales in contemporary children's and young adult literature. The problem is explained on the basis of fifteen books by eight Sorbian writers and one German writer. The motifs of Sorbian Lusatia are sought in the Sorbian cultural history, mythology and folklore. This master thesis wants to prove, if motifs of Sorbian Lusatia are used in contemporary children's and young adult literature of the selected authors in the genre of modern fairy-tale. It demonstrates that the issues associated with the culture of this West Slavic minority are in contemporary, especially in Sorbian, but also German literature, a popular source of multicultural enrichment in Europe, which is threatened by monoculture. The methods include especially motif analysis, verification or falsification of the hypothesis, then interpretation and comparison. The work is constructed deductively and it focuses on the description of the issue. It was found that in the selected modern fairy-tales these following motifs occur: history of the Sorbian...
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Komentovaný překlad: Maite Carranza - Palabras Envenenadas. Barcelona, Edebé, 2010 / Annotated translation: Maite Carranza - Palabras Envenenadas. Barcelona, Edebé, 2010Trägerová, Lucie January 2016 (has links)
The aim of this Master Thesis is to provide the reader with an annotated literary translation of the book Palabras Envenenadas written by the Spanish author Maite Carranza. The first part of the thesis presents in total of 6 translated chapters of the novella Palabras Envenenadas. The second part focuses on presenting the information about the author and the style of the book as well as the role of the original and the translatated text in the source and target culture context, the development of the translation analysis and translation methods while discussing the translation problems and their solutions. Last but not least, the thesis should also offer the reader also a brief glimpse into a process of the birth of a translated literature. Powered by TCPDF (www.tcpdf.org)
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