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Children’s Literature and Childhood Discourses: Exploring Identity through Fiction de Dr Anna Cermakova

Children’s Literature and Childhood Discourses: Exploring Identity through Fiction: Corpus and Discourse

Editat de Dr Anna Cermakova, Professor Michaela Mahlberg
en Limba Engleză Hardback – mai 2024
Children's literature shapes what children learn about the world. It reflects social values, norms, and stereotypes. This book offers fresh insights into some of the key issues in fiction for children, from the representation of gender to embodied cognition and the translation of children's literature.Connecting classic children's texts such as Alice in Wonderland with contemporary fiction including Murder Most Unladylike, the book innovatively brings together perspectives from corpus linguistics, stylistics, cognitive linguistics, literary and cultural studies, and human geography. It explores approaches to experiencing fiction, as well as methods for the study of literary texts. Childhood discourses are investigated through the materiality of texts, the spaces that literature takes up in libraries, the cultural history of fiction moulded through performances, as well as reading environments that shape childhood experiences, such as fashion and urban spaces.Children's Literature and Childhood Discourses emphasizes the crucial link between fictional stories and real life.
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Specificații

ISBN-13: 9781350176980
ISBN-10: 1350176982
Pagini: 304
Ilustrații: 50 bw illus
Dimensiuni: 156 x 234 x 25 mm
Greutate: 0.57 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Corpus and Discourse

Locul publicării:London, United Kingdom

Caracteristici

Interdisciplinary and very timely in its coverage of key social and cultural concepts, offering an insight into the impact of fiction and real-world texts in establishing identity

Notă biografică

Anna Cermakova is a Senior Research Associate at Lancaster University, UK and EdTech consultant for WiKIT, AS. Michaela Mahlberg is Professor of Corpus Linguistics at the University of Birmingham, UK.

Cuprins

List of FiguresList of TablesList of ContributorsAcknowledgementsIntroduction, Anna Cermáková (Lancaster University, UK) & Michaela Mahlberg (University of Birmingham, UK)1. Sensitive Girls, Purposeful Boys, and Embodied Emplacement, Catherine Olver and Maria Nikolajeva (University of Cambridge, UK)2. Can Children Read Irony? A Cautionary Tale, Peter Stockwell (University of Nottingham, UK)3. The Rhetoric of Orphanhood, Marion Gymnich (University of Bonn, Germany)4. Caroline Hewins and Making Space for Books for the Young in American Public Libraries, Rebekah Fitzsimmons (Carnegie Mellon University, USA)5. Children's Geographies and (Spatial) Literacy, Peter Kraftl (University of Birmingham, UK)6. Revisioning Lewis Carroll's Alice and their Afterlives through Nale Performance, Kiera Vaclavik (Queen Mary University of London, UK)7. Exploring Representations of Girls and Boys in the Text Printed on Slogan T-Shirts, Marianne McKinley (UK)8. Discovering What It Means to be Unladylike in Children's Fiction, Anna Cermakova (Lancaster University, UK) and Michaela Mahlberg (University of Birmingham, UK)9. Gendered Reporting Verbs in the Italian Translation of Harry Potter, Lorenzo Mastropierro (Università degli Studi dell'Insubria, Italy)10. Hegemonic and Counter Discourses of Happiness, Wolfgang Teubert (University of Birmingham, UK)Post scriptum: Reading Children's Books Aloud, Caroline Radcliffe, (University of Birmingham, UK)Index

Recenzii

Societies that do not value the power of storytelling for children do not value the future. This book promises to offer a much needed broadening perspective on the field of contemporary children's literature and it's vital place in helping young people navigate today's world.
As this collected volume crosses disciplinary divides, it not only constitutes a major contribution to children's literature scholarship but also shows the substantial relevance of this field for example to linguistics, gender studies or childhood studies. It will appeal both to academic readers and those with other professional expertise related to children and childhood.
This book represents a new and innovative approach to the study of children's literature. It is likely to be of interest to linguists, literary scholars, education researchers, librarians, teachers and parents, and also to researchers in the numerous domains with which it makes connections.
What happens to children's minds when they read literature? How do literary texts form a child's knowledge and experience of the world? What roles might both societal factors, such as gender, and cognitive factors, such as embodiment, play in all this? These questions, and many more, are explored in the multidisciplinary and muti-methodological studies that constitute this learned and pioneering volume.