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Relevant bibliographies by topics / Aetonormativitet

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Academic literature on the topic 'Aetonormativitet'

Author: Grafiati

Published: 29 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Aetonormativitet"

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Burton, Lindsay. "The Posthumanist Child: Pharmakon and Collodi's Pinocchio." Oxford Literary Review 41, no. 2 (December 2019): 202–18. http://dx.doi.org/10.3366/olr.2019.0279.

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The childlike elements of deconstruction—deconstruction's suggestion of play—require an interdisciplinary attention that they have previously not been afforded in scholarly discourse on Derrida. The power of the child in children's literature scholarship has similarly been immune to binary-disrupting forces common in adjacent literary fields; such immunity has been granted under the banner of ‘aetonormativity,’ which norms adult power while subverting that of the child. In light of the posthumanist turn in critical thinking, which demands a dissolution of binaries in favour of heterogeneity, deconstruction offers a novel approach to analysing the child in children's literature. In this paper, I draw upon Donna Haraway's diffractive approach to textual analysis to read Derrida's discussion of pharmakon through Maria Nikolajeva's conceptualization of aetonormativity. The resulting shift in understanding of both concepts allows for a reading of Carlo Collodi's The Adventures of Pinocchio that explores a figure I term the posthumanist child, whose undecidable embodiment works to disrupt the aetonormative binary.

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Beauvais, Clémentine. "The Problem of ‘Power’: Metacritical Implications of Aetonormativity for Children’s Literature Research." Children's Literature in Education 44, no. 1 (October 25, 2012): 74–86. http://dx.doi.org/10.1007/s10583-012-9182-3.

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3

Meeusen, Meghann. "“Unless Someone Like You” Buys a Ticket to this Movie: Dual Audience and Aetonormativity in Picturebook to Film Adaptations." Children's Literature in Education 49, no. 4 (November 1, 2017): 485–98. http://dx.doi.org/10.1007/s10583-017-9334-6.

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Alkestrand, Malin. "Harry Potter and the Curse of Aetonormativity: Age-Related Cognitive Scripts and a Disruption of "the Harry Potter Literary Schema" in Harry Potter and the Cursed Child." Children's Literature Association Quarterly 45, no. 1 (2020): 43–58. http://dx.doi.org/10.1353/chq.2020.0003.

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Seymour, Jessica. "‘Youth theory’: a response to aetonormativity." TEXT, October 30, 2015. http://dx.doi.org/10.52086/001c.27153.

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Dobson, Tom, Lisa Stephenson, and Ana De Arede. "Writing a Novel with Roma Primary School Children: Tensions in Disrupting Aetonormativity." Children's Literature in Education, November 7, 2020. http://dx.doi.org/10.1007/s10583-020-09428-3.

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Abstract Story Makers Press (SMP) is a University-based publisher which co-constructs stories with under-represented groups of children in order to diversify representation in children’s literature and disrupt the way adult perceptions of normality pattern children’s literature (aetonormativity). In this paper we analyse six drama and creative writing workshops run by SMP with Czech and Slovak Roma children from an inner city primary school in the north of England to co-construct a story about climate change. Our analysis identifies how in developing the story, the children were often reluctant to draw upon their funds of knowledge relating to their Roma backgrounds, instead Westernising their protagonists and settings. We also explore how the children disrupt aetonormativity by interweaving magical elements into realistic narrative about climate change in order to establish a genre of magical realism. Finally, we identify how this genre of magical realism is problematic when considering stereotypical depictions of Roma characters in children’s literature and how changes were made to our story in light of a critical race theory reading of the first draft. As well as helping SMP to refine its processes, this analysis suggests that minority groups such as Roma need to be able to draw upon more literary representations of Roma in order to shape their creative outputs and that the curriculum needs to focus on developing children’s critical responses to the representation of minority ethnic groups in children’s literature.

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Dobson, Tom, Lisa Stephenson, and Ana De Arede. "Disrupting aetonormativity: involving children in the writing of literature for publication." English in Education, November 1, 2019, 1–16. http://dx.doi.org/10.1080/04250494.2019.1679622.

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Satriati, Wikan, and Dhita Hapsarani. "Symbolic Violence in Mata Di Tanah Melus By Okky Madasari." KnE Social Sciences, August 1, 2019. http://dx.doi.org/10.18502/kss.v3i19.4907.

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This article explores the symbolic violence experienced by children in their everyday lives as represented in an Indonesian contemporary children novel, Mata di Tanah Melus (2018) by Okky Madasari. Unlike physical violence where its effect can be clearly recognized, the nature of symbolic violence—though equally harmful—is very subtle, so the victims may not recognize the violence. The research aims to identify how symbolic violence from adult to children is represented—especially in daily life—and how a protagonist deals and then negotiates with it. This article applies Pierre Bourdieu’s concept of symbolic violence and Maria Nikolajeva’s theory of adult’s aetonormativity. Several studies on adults’ symbolic violence against children in Indonesia have been carried out in folklores and dystopian novels. This article examines a contemporary children’s novel written by Okky Madasari. The novel is one of few Indonesian children’s novel that contains the issue of symbolic violence against children within modern and traditional worlds. The result of this research indicates that there are many forms of symbolic violence from adult to children, one of which is the domination of adults who are not aware that children also have their own opinions and needs. Such domination silences children and makes them lose their voices. Nevertheless, the research revealed that despite adult’s domination, the children characters in the novel found their agency and empowerment to negotiate the situation after encountering an otherworldly realm and going on their own adventures without the presence of their parents.

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Dissertations / Theses on the topic "Aetonormativitet"

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Berglind, Tyra. "Klanens ledare : En intersektionell maktanalys av Han som föddes att möta mörkret." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105043.

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This study analyses Michelle Paver’s youth book series Chronicles of Ancient Darkness from an intersectional power perspective. Gender and age are the main elements, and with these two power structures comes another layer of the analysis, namely, the postfeminist idea that it is impossible to categorise people as they are too diverse and ambivalent. Several characters, both youths and adults, are examined to see whether gender stereotypes are followed and if they determine what position of power the characters end up with. The study also explores whether the gender structures vary in groups where adults are present versus in groups where they are not. This adds another perspective, which is the element of age and therefore the problem of aetonormativity. The adults are the norm and they are in charge of the youths. However, when the youths meet with the adults, the two power structures, age and gender, clash in the question of whether a young man gets the upper hand over an older woman, or vice versa. In the end, the analysis concludes that even though the book series follows stereotypical gender structures in several ways, it also presents a query as to whether both gender and age categorisations are accessible and valid. Most main characters question their sufficiency and oppression on several levels, both in insecurities and in open discussion, and this result ends up harmonising with a postfeminist thought pattern. For all to be free from the hardships of not being adequate, or not receiving fair treatment from others based on gender or age, these structures must be questioned and perhaps even challenged.

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Olsson, Hilma. "Barn skriver också litteratur : Ett sociokulturellt perspektiv på skrivande, litteratur och läsning." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96187.

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In this essay, I endeavour to broaden the concept of literature by introducing five children’s literary works. Primarily, literary scholars have concentrated their studies on literature written by adults, regarding children as readers rather than writers. I believe that such a concept fails to cover the diversity of the literary field and therefore needs to change. Approaching writing and reading from a sociocultural point of view, and reading children’s stories from a narratological perspective, I intend to show that a new concept of literature is not only possible but inevitable. Due to the dialectic relationship between sender and receiver, literary and linguistic conventions and deviations, the definition of literature is renegotiated continuously. The French sociologist Pierre Bourdieu emphasized the impact of the academy by illustrating that scholars are maintaining literary norms when putting titles on reading lists and acknowledging certain authorships. Writing this essay is thus a pledge of change. Adult research of children’s literary work encompasses a wide range of implicit age-related power issues (aetonormativity), according to the Swedish literary scholar, Maria Nikolajeva. In this essay, I show an insufficiency of some of these adult literary concepts when applied to children’s writing. I conclude that a partly new terminology, based on children’s writing, needs to co-exist with the older set of concepts. I also emphasize the need for further literary studies on children’s writing to question, criticize and complete mine, and to acknowledge the variety of literary aspects in children’s writing.

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Book chapters on the topic "Aetonormativitet"

1

"Audience and Aetonormativity in Picturebook to Film Adaptations." In Children's Books on the Big Screen, 87–112. University Press of Mississippi, 2020. http://dx.doi.org/10.2307/j.ctv11sn6ck.6.

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Meeusen, Meghann. "Audience and Aetonormativity in Picturebook to Film Adaptations." In Children's Books on the Big Screen, 87–112. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496828644.003.0004.

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Chapter four suggests that the polarization of adult/child binaries in picturebook adaptations consistently highlights adult roles and presence within the story more than in the source, often foregrounding adult characters and featuring adults learning lessons from children. The chapter uses The Lorax and Jumanji to reveal how dual audience works differently in picturebooks and film, highlighting how these films seem to overturn adult/child binaries, placing children in increased power positions for a time, but eventually reestablish aetonormative power structures. The chapter ends by examining Spike Jonze’s controversial adaptation of Maurice Sendak’s Where the Wild Things Are, a film that emphasizes a common ideology that results from binary polarization in picturebook adaptation, wherein adults are portrayed as feeling powerless despite their seeming position of power.

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