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This thesis presents a history of the Saltire Society Literary Awards and examines their status and role within Scotland’s literary and publishing culture. The Society was founded at a critical inter-war period during which Scottish writers, artists and cultural commentators were re-imagining Scotland’s political and cultural identity. The Society, therefore, was a product of this reformative era in Scotland’s modern history. The Society’s identity and position within this inter- and post-war reformation is reflected in the Literary Awards, which are a means by which the Society attempts to accomplish some of its constitutional aims. The purpose of this thesis is three-fold. Firstly, it has filled a conspicuous gap in modern Scottish cultural history by offering a historically accurate description of the founding of the Saltire Society in 1936 and the development of the Society’s Literary Awards up until 2015. Secondly, this thesis demonstrates how the Society’s Literary Awards function in relation to key critical discourses pertinent to contemporary book award culture, such as forms of capital, national identity and gender. Finally, this thesis proffers an in-depth analysis of book award judgment culture. Through an analysis of the linguistic and social interactions between Saltire Society Literary Award judges, this thesis is the first study of its kind which considers exactly how literary award judging panels facilitate the judgement process. What this thesis reveals is how, despite often being plagued by problems regarding finances and personnel, the Society’s Literary Awards have endured as a key feature of Scottish literary and publishing culture, so much so that they are now the only series of awards dedicated to awarding Scottish fiction, non-fiction, poetry and first books, as well as academic history and research books. Due to the persistence and enthusiasm of the Society’s administrators and literary award judges the awards have continued to thrive and evolve to accommodate developments and demands within Scottish literary culture.

Made available in DSpace on 2014-07-29T16:29:29Z (GMT). No. of bitstreams: 1 Tese - LARISSA.pdf: 1161178 bytes, checksum: 7898eaae7a4c3e82fcff5716a0aa7d78 (MD5) Previous issue date: 2009-10-09 / This study investigates the specificities of contemporary Brazilian youth literature based on the initial hypotheses that such works attempt to establish an educational process for life. The concept of education is based on Bildungsroman (or formation novel), a genre whose paradigm is Goethe s Wilhelm Meister s Apprenticeship. The human-centred formation in this novel goes beyond purely practical teachings and leads the main character towards a maturity process promoted by existential ordeals. Thus, Meister s educational principles are taken into account in order to observe how the educational issue is represented in youth literature. This theoretical research aims to discuss the possible relationship between formation novels and youth literature as well as its characteristics. Works by Sandra Beckett (1997), Daniel Delbrassine (2002, 2006), João Luís Ceccantini (1993, 2000), Geffard-Lartet (2005), and Danielle Thaler (2002) were used as reference. Furthermore, the Vaga-lume Series published by Editora Ática was analysed. The series is a pioneering collection in Brazil as regards publishing novels for young readers. The analysis also included the finalist novels for the Jabuti Prize which were selected by Câmara Brasileira do Livro (CBL) from 2006 to 2008 in the Best Youth Book category. Readers undergoing a formation process feel seduced by specific strategies related to thematic and formal choices used in such novels. The educational issue is important due to the fact that the young character shows greater experience after facing ordeals. Therefore, in order to understand the tendencies in contemporary youth narratives, it is necessary to discuss its features and carry out an intrinsic analysis of works published under the heading of youth literature. / Este trabalho investiga a especificidade das narrativas juvenis brasileiras contemporâneas, apoiandose na hipótese inicial de que há, nas obras voltadas para jovens, uma preocupação de configurar um processo de educação para a vida. A ideia de educação se fundamenta no Bildungsroman (romance de formação), um gênero que tem como paradigma Os anos de aprendizado de Wilhelm Meister, de Goethe. A formação nessa obra está centrada numa educação humana, que foge dos ensinamentos puramente utilitários para levar o protagonista a um processo de amadurecimento causado pelo enfrentamento das provas próprias da existência. Dessa forma, parte-se dos princípios educativos presentes no Meister para observar como se manifesta o tema da educação nas obras juvenis. Para aprofundar a discussão sobre as possíveis relações entre o romance de formação e a literatura juvenil, assim como sobre as especificidades desse campo, foi feita uma pesquisa teórica em obras sobre esse tema, como as de Sandra Beckett (1997), Daniel Delbrassine (2002, 2006), João Luís Ceccantini (1993, 2000), Geffard-Lartet (2005) e Danielle Thaler (2002). Em seguida, empreendeu-se a análise da Série Vaga-Lume da Editora Ática, uma coleção pioneira no Brasil na publicação de narrativas voltadas para o jovem leitor, e também dos romances finalistas do prêmio Jabuti, selecionados pela Câmara Brasileira do Livro (CBL) nos anos de 2006 a 2008, na categoria melhor livro juvenil . As obras analisadas procuram seduzir um leitor em formação, com estratégias particulares ligadas a escolhas temáticas e formais. O tema da educação nessas obras é uma vertente importante, visto que a personagem jovem, ao final das provas enfrentadas, apresenta um acréscimo de experiência. Compreender, enfim, as tendências da narrativa juvenil na contemporaneidade envolve a discussão da especificidade desse campo e a análise intrínseca das obras lançadas no mercado com a denominação de juvenis.