Dissertations / Theses on the topic 'Children's literature, Australian History and criticism'
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葉淑蘭 and Sook-lan Yap. "A study of Zhang Tianyi's children's literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31211057.
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Dixon, Marzena M. "The structure and rhetoric of twentieth-century British children's fantasy." Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/14858.
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This thesis discusses twentieth century children's fantasy fiction. The writers whose creative output is dealt with include Penelope Lively, Alan Garner, Susan Cooper, Pat O'Shea, Peter Dickinson, T.H.White, Lloyd Alexander and, to a lesser extent, C.S.Lewis and J.R.R.Tolkien. These authors have been chosen because their books, whilst being of a broadly similar nature, nevertheless have a sufficient diversity to illustrate well many different important aspects of children's fantasy. Chapter I examines the sources of modern fantasy, presents the attitudes of different authors towards borrowing from traditional sources and their reasons for doing so, and looks at the changing interpretation of myths. Chapter II talks about the presentation of the primary and secondary worlds and the ways in which they interact. It also discusses the characters' attitudes towards magic. Chapter III looks at the presentation of magic, examines the traditional fairy-tale conventions and their implementation in modern fantasies, and discusses the concepts of evil, time, and the laws governing fantasy worlds. Chapter IV deals with the methods of narration and the figure of the narrator. It presents briefly the prevailing plot patterns, discusses the use of different kinds of language, and the ideas of pan-determinism and prophecy. The concluding chapter considers the main subjects and aims of children's fantasy, the reasons why the genre is so popular, and its successes and failures.
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Paull, James School of English UNSW. "An ambivalent ground: re-placing Australian literature." Awarded by:University of New South Wales. School of English, 2007. http://handle.unsw.edu.au/1959.4/28330.
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Narratives of place have always been crucial to the construction of Australian identity. The obsession with identity in Australia betrays longstanding uncertainty. It is not difficult to interpret in this uncertainty a replaying of the deeper insecurities surrounding the settler community's legal and more broadly cultural claims to the land. Such insecurities are typically understood negatively. In contrast, this thesis accepts the uncertainty of identity as an activating principle, appropriate to any interpretation of the narratives and themes that inform what it means to be Australian. Fundamental to this uncertainty is a provisionality in the post-colonial experience of place that is papered over by misleadingly coherent spatial narratives that stem from the imperial inheritance of Australian mythology. Place is a model for the tension between the coherence of mythic narratives and the actual rhizomic formlessness of daily life. Place is the ???ground??? of that life, but an ambivalent ground. An Ambivalent Ground approaches postcolonial Australia as a densely woven text. In this text, stories that describe the founding of a nation are enveloped by other stories, not so well known, that work to transform those more familiar narratives. ???Re-placing Australian literature??? describes the process of this transformation. It signifies an interpretative practice which seeks to recuperate the open-ended experience of place that remains disguised by the coherent narratives of nationhood. The process of ???re-placing??? Australian literature shifts the understanding of nation towards a landscape that speaks not so much about identity as about the constitutive performances of everyday life. It also converges with the unhomely dimension that is the colonist's ambiguous sense of belonging. We can understand this process with an analogy used in this thesis, that of music ??? the colonising language, and noise ??? the ostensibly inchoate, unformed background disruptive to cultural order yet revealing the spatial realities of place. Traditionally, cultural narratives in Australia have disguised the much more complex way in which place noisily disrupts and diffracts those narratives, and in the process generates the ambivalence of Australian identity. Rather than a text or a narrative, place is a plenitude, a densely intertwined performance space, a performance that constantly renders experience ??? and its cultural function ??? transgressive. The purpose of this thesis is not to displace stereotypical narratives of nationhood with yet another narrative. Rather, it offers the more risky proposition that provisionality and uncertainty are constitutive features of Australian social being. The narrative in the thesis represents an aggregation of such an ambivalent ground, addressing the persistent tension between place and the larger drama of colonialist history and discourse.
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George, Carla Elizabeth. "Identity and the children's literature of George MacDonald." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96975.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACTThe Victorian period, often heralded as the golden age of children‘s literature, saw both a break and a continuation with the traditions of the fairy tale genre, with many authors choosing this platform to question and subvert social and literary expectations (Honic, Breaking the Angelic Image 1; Zipes, Art of Subversion 97). George MacDonald (1824-1905), a prolific Scottish theologian, whose unspoken sermons, essays, novels, fantasies and children‘s fairy tales deliberately engage with such issues as gender, mortality, class, poverty and morality, was one such author (Ellison 92). This thesis critically examines how the Victorian writer George MacDonald portrays the notion of a ‗self‘ in terms of fixed ‗character‘ and mutable physical appearance in his fairy tales for children. Chapter One provides a foundation for this study by studying MacDonald‘s literary and religious context, particularly important for this former preacher banned from his pulpit (Reis, 24). Chapter Two explores a series of examples of the interaction between characters and their physical bodies. This begins with examining portrayals of characters synonymous with their bodies, before contrasting this with characters whose bodies appear differently than their inner selves. Chapter Two finishes by observing those characters whose physical forms alter throughout the course of the tale. As these different character-body interactions are observed, a marked separation between character and body emerges. In Chapter Three, the implications of this separation between character and body are explored. By writing such separations between the character and their body, MacDonald creates a space where further questions can be asked about our understanding of issues such as identity and mortality. Chapter Three begins with an analysis of the observations made in the first chapter, posing that MacDonald crafted characters consisting of an inner self and a physical body. This was then further explored through images of recognition in the tales, finding that characters are expected to recognize one another despite complete physical alterations; the inner self is able to know and be known. Chapter Three concludes by studying mortality in the tales, particularly MacDonald‘s portrayals of the possibility of life after death.
AFRIKAANSE OPSOMMING: Die Viktoriaanseperiode, wat gereeld voorgehou word as die goue era vir kinderliteratuur, het beide breuke en kontinuïteit gehad met die tradisies van die genre van sprokiesverhale. Menigte skrywers het sprokiesverhale gekies as ‘n middel waardeur hulle sosiale en literêre verwagtinge kon bevraagteken en omseil (Honic, Breaking the Angelic Image 1; Zipes, Art of Subversion 97). George MacDonald (1824—1905) — 'n prolifieke Skotse teoloog, wie se onuitgesproke preke, opstelle, novelle, fantasieë en kindersprokies doelgerig kwessies soos geslag, moraliteit, klas en armoede getakel het — was een só 'n skrywer (Ellison 92). Hierdie tesis ondersoek krities hoe die Viktoriaanse skrywer George MacDonald die idee van ‗self‘ uitgebeeld het in terme van 'n vaste "karakter" en veranderbare fisiese voorkoms in sy sprokiesverhale vir kinders. Hoofstuk Een verskaf 'n fondasie vir hierdie studie deur MacDonald se literêre- en geloofskonteks te bestudeer. Hierdie is besonders belangrik, omdat hierdie gewese predikant voorheen van die kansel verban was (Reis, 24). Hoofstuk Twee ondersoek 'n reeks voorbeelde van die interaksie tussen karakters en hul fisiese gestaltes. Dit begin met 'n ondersoek van uitbeeldings waarin karakters sinoniem met hul voorkoms is. Daarna word 'n kontras getrek met karakters wie se uiterlike voorkoms verskillend is van wie hulle innerlik is. Hoofstuk Twee sluit af deur merking te maak van karakters wie se fisiese voorkoms verander deur die verloop van die verhaal. Soos hierdie verskillende interaksies tussen karakter en voorkoms ondersoek word, word 'n merkbare verdeling tussen karakter en voorkoms ontbloot. In Hoofstuk Drie word die implikasies van hierdie verdeling tussen karakter en voorkoms ondersoek. Deur so 'n verdeling tussen karakter en voorkoms uit te beeld, skep MacDonald 'n ruimte waarbinne verdere vrae gevra kan word oor hoe ons kwessies soos identiteit en moraliteit verstaan. Hoofstuk Drie begin met 'n analise van die opmerkings wat in die eerste hoofstuk gemaak is, waarin gestel word dat MacDonald sy karakters ontwerp het om te bestaan uit 'n innerlike self en 'n fisiese voorkoms. Hierdie word dan verder ondersoek deur te kyk na voorbeelde van gewaarwording in die verhale, waar daar gevind is dat daar van die karakters verwag word om mekaar te herken ten spyte van gehele fisiese veranderinge; die innerlike self kan ken en geken word. Hoofstuk Drie sluit af deur die moraliteit van die stories te bestudeer, veral MacDonald se uitbeelding van die moontlikheid van lewe na die dood.
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何倬榮 and Cheuk-wing Ho. "Engendering children: from folk tales to fairy tales." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31227363.
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Tse, Chun-yip, and 謝雋曄. "Publications for children in late Qing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50434408.
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Traditional publications for Chinese children were based on core value and belief systems in Confucianism. After the First Opium War, foreign missionaries began to disseminate Western knowledge and religious beliefs within the Chinese society on a wider scale, reaching children through the avenue of education. At this time, however, most Chinese intellectuals held fast to their belief in traditional Chinese methods of education which emphasised the Confucian principles.
The loss of the Sino-Japanese War brought a realization within China that its society and education system were relatively backward when compared with those of Western powers. Chinese intellectuals became more aware of the necessity for an entire education reform which should start from the younger generations in an attempt to revitalize China. As a result of this realization, Chinese educators began to adopt the missionaries’ practice of using publications targeted specifically at children. From the mid-19th century onwards, these publications underwent a period of vigorous development in China.
Missionaries and Chinese intellectuals in the late Qing period had thus, between them, helped to prepare the ground for the modernization of China by educating the future generations to employ new ideas and values.
This historical survey aims to investigate the development of Chinese publications for children from the mid-19th to the early 20th centuries, and offering a closer look at childhood education in China during this period. Some basic clarifications on the definition of children and the nature of books for children is given in the Introductory Chapter, and a brief account of the previous works and articles related to the study is also included. The main part of this thesis starts with a critical examination of the changes of the traditional Chinese primers for children education like Three Character Classic (《三字經》) under the influence of western ideas. Then it proceeds to an exploration of the emergence of modernized textbooks in Chapter Three with a critical appraisal of noted writers and publishers such as Wang Hengtong (Wang Hang-T’ong 王亨統) and the Commercial Press (商務印書館). Chapters Four to Seven present case studies of four children’s periodicals representing different parties of interest in the reform of children education, they are respectively the missionary publication The Child’s Paper (Xiaohai yuebao 《小孩月報》), The Children’s Educator (Mengxue bao《蒙學報》) published by the Chinese reformist, Enlightenment Pictorial (Qimeng huabao《啟蒙畫報》) published by enlightened Chinese intellectuals, and The Children’s World (Tongzi shijie 《童子世界》) published by the Chinese revolutionist. Chapter Eight attempts to reveal the nature of leisure readings and the development of children’s literature in late Qing China while the final Chapter provides conclusions and suggestions for further investigation.
By writing this thesis, I am committed to provide readers with a comprehensive and solid historical sketch of the development of children’s publication in a critical period of pre-modern China.published_or_final_version
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Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.
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Daniel, Carolyn. "Eating into culture : food and the eating body in children's literature." Monash University, School of Literary, Visual and Performance Studies, 2004. http://arrow.monash.edu.au/hdl/1959.1/5259.
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Wagenaar, Peter Simon. "The shadowed corners of sunlit ruins: Gothic elements in twentieth century children's adventure fiction." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002293.
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This thesis examines the way in which children's adventure fiction makes use of Gothic features, how these features have been modified for a younger audience and how these modifications have been influenced by other developments in children's and popular fiction: Chapter One sets out to define the nature of Gothic and isolate those aspects of it relevant to the proposed study. It puts forward a theory to account for the movement of Gothic trends into later children's fiction. Chapter Two examines the use of landscape, setting and atmospheric effects in Gothic and the way in which children's fiction has used similar trappings to create similar effects. Children's fiction, emphasising pleasurable excitement rather than fear has, however, muted these effects somewhat and played down the role of the supernatural, so intrinsic to Gothic. Chapter Three emphasises the Gothic's use of stereotypes, focusing on the portrayal of heroes and heroines. Those of children's fiction are portrayed very similarly to those of Gothic and the chapter compares and, on occasion, contrasts them noting, inter alia, their adherence to rigid moral codes and narrowly defined norms of masculine and feminine behaviour. Chapter Four looks at the portrayal of villains and the way in which their appearance defines them as such (as, indeed, does that of heroes and heroines). It examines in some detail their relationship to and interaction with the heroes and heroines, noting, for example, the 'pseudo-parental' role of villains who are characteristically older and in socially approved positions to exert power over heroes and heroines. The Conclusion addresses the fantasy aspect of these novels,referred to several times in passing in the course of earlier chapters, and comments on how the features detailed in Chapters Two, Three and Four all operate within the conventions of a fantasy.
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Chou, Mei-ching Tammy, and 周美貞. "Feminism and the representations of teenaged girls in 20th century children's literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31940201.
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Shezi, B. K. "Vernuwing van maatskaplike norme as tema in afrikaanse jeuliteratuur vanaf 1985 tot 1995." Thesis, University of Zululand, 1999. http://hdl.handle.net/10530/1189.
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Dissertasie ingehandig by die Faculty of Arts ter vervulling van die vereistes vir die graad Magister Artium in Afrikaans aan die Universiteit van Zululand, South Africa, 1999.Hierdie studie behels ‘n ondersoek na jeugliteratuur, wat gesien word as verhale met eiesoortige kenmerke wat moet voldoen aan die sielkundige behoeftes van die tiener. Die doelwit is 'n ondersoek na die vernuwing van maatskaplike norme in Afrikaanse jeugliteratuur vanaf 1985 tot 1995. Hoewel maatskaplike norme ‘n sisteem vorm wat as gehee! deur die lede van die samelewing beheer moet word, kan die verhouding tussen verskillende rassegroepe uitgesonder word as die maatskaplike norm wat vir dekades ln groot bron van probleme in die Suid-Afrikaanse samelewing was, en nog steeds nie volkome opgelos is nie. Daar word dan in hierdie studie gekyk na die uitbeelding van die verhouding tussen verskillende rassegroepe in Afrikaanse jeugliteratuur, en die hipotese wat getoets word, is dat die veranderde norme in die samelewing gereflekteer sal word in literatuur vir jongmense ten einde hulle te help om as volwaardige volwassenes op te tree. Daar word tot die gevolgtrekking gekom dat daar nie in enigeen van die verhale wat ontleed is, enige negatiewe rassistiese voorstellings van swart of ander karakters op grand van rasseverskille voorkom nie. Die Suid-Afrikaanse samelewing word uitgebeeld as ongemtegreerd en daar word ook erkenning gegee aan die feit dat daar grense en ongelykhede bestaan tussen mense op grand van politieke en sosiale faktore. Daar word egter ook aan die ander kant erkenning gegee aan die nadelige gevolge van hierdie politieke stelsel, en dit is vera! belangrik dat karakters uit verskillende rasse- en sosiale groepe as innerlik gelykwaardig uitgebeeld word. Daar word klem gele op die sielsgenootskap tussen mense en die feit dat ons almal op die psigiese vlak dieselfde probleme en behoeftes het, en dat mense, ongeag hulle velkleur, mekaar kan help in die groeiproses tot groter lewenskennis en selfinsig.
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Mbukushe, Fundiwe Doreen. "A study of JJR Jolobe's selected children's rhymes." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53301.
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Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: This study identifies the predominant features in JJR Jolobe's children's poetry (rhymes). Another purpose well worth considering is the impact poems can have on children's language because poetry is the highest literary form and without poetry a child will sense the loss. The language in poetry is learned in an immitative manner because it is natural to childhood thereby helping children to respond almost instictively. They hear languages as part of their early environment and take it through imitation. In Jolobe's poems children learn about:- 1. The physical background which constitute geographical location, natural scenery appropriate for narrative. 2. The spiritual background which includes the emotional climate created by religious moral, social and psychological conditions. One should note that the speaker's rhymes enable the youngsters to build upon the language facilities and attempts one has to improve so that a child can communicate in his culture in an affective and productive way. These poems help the child to keep the sense of nationality, describe their nature land lovingly and understand the essential quality of their own race. Through Jolobe's poems children do not overlook isiXhosa oral heritage at school level and let oral tradition of the other nations dominate. Furthermore critical theory reflects that Jalobe's rhymes are genuinely poetry meant for fun. Humorous and nonsensical verses often serve as outlets for laughter and fun. Jolobe's work follows briefly the history of the Xhosa nation tracing their tradition, culture and language whereby it reflects the mental behaviour of a group and reveal its love and its hatred of certain things.
AFRIKAANSE OPSOMMING: In hierdie studie word die hoofkenmerke in JJR Jolobe se kinderpoesië geïdentifiseer. Poësie het 'n groot impak op kinders se taalgebruik, dit vorm deel van hulle vroeë omgewing, en die verlies daarvan sal 'n negatiewe invloed op kinders hê. Die taal in poësie word aangeleer deur nabootsing, omdat dit natuurlik is vir kinders en hulle help om amper instinktief daarop te reageer. Jolobe se poësie leer kinders van: 1. Fisiese agtergrond, wat bestaan uit geografiese ligging en natuurtonele toepaslik tot die vertelling en 2. Spirituele agtergrond, wat die emosionele klimaat insluit wat geskep word deur godsdienstige, morele, sosiale en sielkundige toestande. Die poësie help kinders om 'n sin vir nasionalitiet te ontwikkel, dit beskryf hulle geboortelande met deernis en bevordre begrip vir die essensiële kwaliteit van hulle eie ras. Deur Jolobe se poësie herken kinders hulle mondelinge isiXhosa-erfenis op skoolvlak, en verseker dit sodoende dat hierdie erfenis nie deur die mondelinge tradisies van ander nasies gedomineer word nie. Kritiese teorie toon aan dat Jolobe se kinderpoësie ware poësie is wat pret vir die leser moet verskaf. Humoristiese en onsinnige verse dien telkens as uitlaatkleppe vir plesier en pret. Jolobe se werk beskryf die geskiedenis, tradisies, kultuur en taal van die Xhosanasie, en reflekteer sodoende die denkwyse en voor- en afkeure van die groep.
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Grossman, Michèle 1957. "Entangled subjects : talk and text in collaborative indigenous Australian life-writing." Monash University, School of Literary, Visual and Performance Studies, 2004. http://arrow.monash.edu.au/hdl/1959.1/5269.
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McCarthy, Bridie Clare, and bridiecmccarthy@yahoo com au. "At the limits: Postcolonial & Hyperreal Translations of Australian Poetry." Deakin University. School of Communication and Creative Arts, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070329.093702.
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This dissertation employs the methodologies of postcolonial theory and hyperreal theory (following Baudrillard), in order to investigate articulations of identity, nation and representation in contemporary Australian poetry. Informed by a comparative analysis of contemporary Latin American poetry and cultural theory (in translation), as a means of re-examining the Australian context, this dissertation develops a new transnational model of Australian poetics.
The central thesis of this dissertation is that contemporary Australian poetry engages with the postcolonial at its limits. That is, at those sites of postcoloniality that are already mapped by theory, but also at those that occur beyond postcolonial theory. The hyperreal is understood as one such limit, traceable within the poetry but silenced in conventional postcolonial theory. As another limit to the postcolonial, this dissertation reads Latin American poetry and theory, in whose texts postcolonial theory is actively resisted, but where postcolonial and hyperreal poetics nevertheless intersect.
The original critical context constructed by this dissertation enables a new set of readings of Australian identity through its poetry. Within this new interpretative context, the readings of contemporary Australian poetry articulate a psycho-social postcoloniality; offer a template for future transactions between national poetry and global politics; and develop a model of the postcolonial hyperreal.
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McArthur, Kathleen Maureen. "The heroic spirit in the literature of the Great War." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23680.
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DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.
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The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.
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Bellen, Christine Siu. "The historic voice of Bukid: a postcolonial reading of Manila and Bicol's comtemporary." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/306.
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Writing the history of children's literature in the postcolonial era remains important, because it serves as the counter-assertion to the history of the child and the history of children's literature dominated by the West. The once-silenced voice of the postcolonial child must resurface in in literary criticism, because it asserts the strangeness and otherness that the West and of which it has remained largely ignorant. The present study offers a postcolonial reading of children's literature in the Philippines in the context of succeeding waves of Spanish and American colonization. In making close-readings of selected works, I analyze the dynamic between metropolitan Manila and provincial Bicol, in the effort to reconfigure operative binaries of city and country still shaping the economic, historical and cultural realities in everyday Filipino/a life. Philippine children's literature remains "Manila -centric"not only because the capital city retains the monopoly of cultural production nationally, but because it perpetuates the legacy of colonialism in language and educational policy required by elites in the center. By contrast, Bicol represents the power, voice, and authority of the once -marginalized periphery, whereby an alternative to Manila in children's literary disc ourse has emerged, born out of (as I argue here) a specifically and culturally situated local discourse: that of the bukid or mountain.Bukid is the Bicol term for the rice field, mountain, and volcano. The iconic mountain-volcano of our region, the Mayon Volcano, represents the power of bukid now appearing on the horizon of the metropolitan imaginary. The mountain is speaking back. Historically, bukid has served as a shelter for the marginalized. It also has provided refuge for revolutionaries rebelling against the colonizers based in the center. As an as -yet under-theorized voice linking local landscape to history, the voice of bukid is crucial to the study of Filipino/a children's literature, because its very solidity and monumentality are integral to Filipino/a consciousness everywhere. (Every region has its own mountain.) The voice of the bukid not only challenges the binarism between the city and the country, but makes a critique of the current centralized system of production impoverishing the regional capacity for children's literature in the Philippines. My personal experience as a Filipina -Chinese woman writing on behalf of our children remains connected to these marginalized spaces seemingly so distant from the metropolitan imagination. According to Gloria Anzaldua, "The work of the mestiza consciousness is to break down the subject-object duality that keeps her a prisoner and to show in the flesh and through the images of her work how duality is transcended" (80)
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Behin, Bahram. "Aspects of the role of language in creating the literary effect : implications for the reading of Australian prose fiction /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phb419.pdf.
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Liu, Yi-chen. "Identity Issues in Asian-American Children's and Adolescent Literature (1999-2007)." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12155/.
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Published research suggests that literature should transmit ethnic and societal values as well as reassure one's own confidence and self-respect. This study provides a model for examining Asian-American children's and adolescent literature critically from the perspective of identity issues. It examines fifteen award-winning Asian-American children's and adolescent titles written by writers of that culture and published in the United States from 1999 to 2007, with a focus on Chinese (Taiwanese) American, Korean American, and Japanese American books. As published studies indicate, self, social, and ethnic identities are significantly intertwined. Hence, a content analysis was conducted based on these three major groups of categories. The findings of the study demonstrate that even though the selected books cover all three aspects of the identity issues to a certain degree, a considerably greater number of depictions of ethnic identities are made over those of internal identities and social identities. Moreover, less than half of the main characters assume an active role in improving the difficult situation. Two major voids regarding the presentation of social identities are successful social integration and positive social interactions. Recommendations for teaching, writing, illustrating, publishing, and future research are suggested, including publishing more Asian-American books which present an optimistic outlook on life, active conflict-resolving behaviors, and a balance of gender among individuals with whom the main character interacts.
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Railsback, Diane Estelle. "Reading for equality: An examination of gender-bias in children's literature." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/680.
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Sneddon, Sarah J. "The girls' school story : a re-reading." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/14883.
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The very mention of the genre of the 'girls' school story' tends to provoke sniggers. Critics, teachers and librarians have combined throughout the century to attack a genre which encourages loyalty, hard work, team spirit, cleanliness and godliness. This dissertation asks why this attack took place and suggests one possible answer - the girls' school story was a radical and therefore feared genre. The thesis provides a brief history of the genre with reference to its connections with the Victorian novel and its peculiarly British status. Through examination of reading surveys, newspapers and early critical works it establishes both the popularity of the genre amongst its intended audience and the vitriolic nature of the attack against it. Biographical information about the writers of the school story begins to answer why the establishment may have been afraid of the influence of the purveyors of girls' school stories. By discussing their depiction of education, religion, women's roles and war the dissertation shows in what respects the genre can be seen as radical and shows how the increasing conventionality of the genre coincided with its decline in vigour and popularity. The influence of the oeuvre is then revealed in the discussion of its effects on adult literature.
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Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.
Full textAbstract:
It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
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Chew, Laureen. "Chinese American images in selected children's fiction for kindergarten through sixth grade." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2131.
Full textAbstract:
The purpose of this study is to investigate Chinese American images in selected children's fiction to determine whether or not data support the position of the Council on Interracial Books for Children, that the works of fiction studied tend to stereotype Chinese Americans.
After reading the selected fifteen works of fiction, a criterion checklist was devised by the investigator to examine the behavior and lifestyle of Chinese Americans depicted in a variety of circumstances. validity of the criterion checklist was established by a panel of experts in the area of Chinese American studies. Inter-rater reliability was determined by two readers who utilized the criterion checklist to analyze the content of one lower elementary grade and one upper elementary grade work of fiction. Finally, the criterion checklist was used to analyze the fifteen works of fiction and draw conclusions related to the purpose of this study.
The findings in this study do support the conclusions of the Council on Interracial Books for Children that this group of fiction portrays Chinese Americans in a one dimensional, stereotypic manner. In the checklist items related to environment, food, utensils, physical attributes, cultural celebrations, occupations, and recreation, Chinese Americans were portrayed as adhering to Chinese-specific characteristics. However, in cross-cultural and behavioral items, Chinese Americans were portrayed as desiring Western-specific characteristics. This tendency was especially prevalent in upper elementary grade fiction. A more integrative or multi-dimensional view of Chinese Americans appreciating, and able to function well in, both cultural contexts is disconcertingly absent.
Based on the findings of this study, the following recommendations are made:
1. That teachers, librarians, and other school personnel who use this collection of books, supplement them with materials containing contemporary and realistic information about Chinese Americans.
2. That future writers of children's fiction dealing with Chinese Americans portray them in a multidimensional manner.
3. That curriculum writers of textbooks use a similar criterion checklist to offset the one-dimensionality of Chinese American images in existing children's literature.
4. That future writers of children's fiction on Chinese Americans utilize a criterion checklist such as the one in this study to assist them in developing multi-dimensional characters.
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Robb, Simon. "Fictocritical sentences." 2001, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phr631.pdf.
Full textAbstract:
Includes bibliographical references (leaves 166-168). CD-ROMs comprise: Appendix A. Family values: fictocritical sentences -- appendix C. Reforming the boy: fictocritical sentences Primarily enacts a fictocritical mapping of local cultural events essentially concerned with crime and trauma in Adelaide. The fictocritical treatment of these events simulates their unresolved or traumatised condition. A secondary concern is the relationship between electronic writing (hypertext) and fictocriticism.
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Weeda-Zuidersma, Jeannette. "Keeping mum : representations of motherhood in contemporary Australian literature - a fictocritical exploration." University of Western Australia. School of Social and Cultural Studies, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0054.
Full textAbstract:
[Truncated abstract] This thesis argues that the non-representation and under-representation of mothering in contemporary Australian literature reflects a much wider cultural practice of silencing the mother-as-subject position and female experiences as a whole. The thesis encourages women writers to pay more attention to the subjective experiences of mothering, so that women’s writing, in particular writing on those aspects of women’s lives that are silenced, of which motherhood is one, can begin to refigure motherhood discourses. This thesis examines mother-as-subject from three perspectives: mothering as a corporeal experience, mothering as a psychological experience, and the articulations and silences of mothering-as-subject. It engages with feminist, postmodern and fictocritical theories in its discussion of motherhood as a discourse through these perspectives. In particular, the thesis employs the theoretical works of postmodern feminists Hélène Cixous, Luce Irigaray and Julia Kristeva in this discussion . . . A fictional narrative also runs through the critical discussion on motherhood. This narrative, Catherine’s Story, gives a personal and immediate voice to the mother-as-subject perspective. In keeping with the nature of fictocriticism, strict textual boundaries between criticism and fiction are blurred. The two modes of writing interact and in the process inform and critique each other.
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Hunt, Sally Ann. "The discoursal construction of female physical identity in selected works in children's literature." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005965.
Full textAbstract:
This thesis reports on an analysis of the discursive construction of female and male physical identity in children’s literature and explicitly combines corpus linguistic methods with a critical discourse approach. Based on three novels from each of the Chronicles of Narnia and the Harry Potter series, it shows clear gendering of body parts, not only in terms of the purely quantitative preferences for certain body parts to be associated with one or other gender, but in terms of discourse prosody, or the uses to which the body parts are put. Human body parts in these series are mostly used in the following four ways, all of which show differences in realisation in terms of gender: · to describe individuals, physically, in order to distinguish one from the other; · to convey emotion, unintentionally as well as consciously; · for physical interaction between people and · for interaction with the world more broadly: responses to danger and agency, i.e. the ability to act on the world and the nature of what is achieved. The use of body parts by characters to express emotion and act agentively on the world is revealed to be strongly gendered in the two series. I characterise the most prominent patterns in terms of the bodily products blood, sweat and tears, of which the last is strongly connected to female characters, who are generally associated with emotion. The other two, referring to active participation in fighting and injury, as well as agency, are almost exclusively reserved for males, with female characters rendered unable to act on the physical world as a result of overwhelming feelings. The females’ response to danger suggests stereotyped discourses of inequality which see women and girls as requiring protection and being physically incapable. Thus gender is still a particularly salient aspect in these widely-read examples of children’s literature, despite plots which appear to be fairly positive towards women. The strength of the inclusion of a corpus approach in this study lies in its capacity to reveal objective, and often fairly covert, trends in language use. These in turn enrich the critical analysis of discourses in these influential texts, which facilitates social change through linguistic analysis.
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Watkins, Catherine, and mikewood@deakin edu au. "Celebrating difference." Deakin University. School of Communication and Creative Arts, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.120943.
Full textAbstract:
This thesis examines short fiction and some poetry by writers from four different Australian cultural communities, the Indigenous community, and the Jewish, Chinese and Middle-Eastern communities. I have chosen to study the most recent short fiction available from a selection of writing which originates from each culture. In the chapters on Chinese-Australian and Middle-Eastern Australian fiction I have examined some poetry if it contributes to the subject matter under discussion. In this study I show how the short story form is used as a platform for these writers to express views on their own cultures and on their identity within Australian society. Through a close examination of texts this study reveals the strategies by which many of these narratives provide an imaginative literary challenge to Anglo-Celtic cultural dominance, a challenge which contributes to the political nature of this writing and the shifting nature of the short story genre. This study shows that by celebrating difference these narratives can act as a site of resistance and show a capacity to reflect and instigate cultural change. This thesis examines the process by which these narratives create a dialogue between cultures and address the problems inherent in diverse cultural communities living together.
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Oosthuizen, Mia Magriet. "'n Polisistemiese ondersoek na veranderinge in die Afrikaanse kinderliteratuur-sisteem sedert 1990." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4252.
Full textAbstract:
Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Afrikaans children's literature has long been neglected in the Afrikaans literary polysystem and has been considered inferior by numerous figures, especially litterateurs. The negative effect of this attitude has been a shortage of academic studies on Afrikaans children's literature, the marginalised position of the genre in the Afrikaans literary canon and the absence of a general literary definition of "children's literature". The 1990’s see the dawn of a new democratic era in South Africa and a subsequent revival of the system of Afrikaans children's literature. However, despite this revival and growth, there is still a shortage of dedicated research into this genre. This thesis details the changes in the children's literature system that has occurred since 1990, by way of a polysystemic approach. The polysystem theory, as developed by Itamar-Even Zohar, serves as foundation for this study. Questions around genres, subgenres and problems surrounding the umbrella term "youth literature" are addressed. The age group of the readers of children's book are defined and a general definition of the children's literature genre is formulated. Based on this definition, ten academic studies since 1990, all of which are devoted specifically to children's literature, are identified and discussed. A historical overview of the development of Afrikaans children's literature is presented to support the choice of 1990 in the scope of the literature review. It is shown that the events that lead to the changes since 1990 are generally attributable to the political changes in South Africa that lead to the first democratic election in 1994. These changes in the different social and political systems are related to the changes in the children's literature system. It is further shown that these changes are reflected in the children's book itself, and are discussed in terms of the clear trends that emerge in children's literature and children's books since 1990. These trends are illustrated by an examination of six relevant publications. A literary definition of the term "children’s literature" is presented.
AFRIKAANSE OPSOMMING: Afrikaanse kinderliteratuur is vir lank as die stiefkind in die Afrikaanse literêre polisisteem behandel en is deur verskeie rolspelers, veral literatore, as minderwaardig beskou. Negatiewe gevolge wat hieruit spruit, is onder andere 'n tekort aan akademiese studies oor Afrikaanse kinderliteratuur, die genre se marginale posisie in die literêre kanon en gebrek aan 'n algemene en letterkundige definisie van die term "kinderliteratuur." Teen die 1990's breek daar 'n nuwe era van demokrasie in Suid-Afrika aan en is daar gepaardgaande herlewing in die Afrikaanse kinderliteratuur-sisteem. Ten spyte van hierdie herlewing en groei wat by Afrikaanse kinderliteratuur plaasvind, is daar steeds 'n tekort aan navorsing wat spesifiek oor hierdie genre gedoen word. In hierdie tesis word die veranderinge wat sedert 1990 in die kinderliteratuur-sisteem plaasgevind het, ondersoek aan die hand van die polisisteem-benadering. Die polisisteemteorie, soos ontwikkel deur Itamar Even-Zohar, dien as teoretiese grondslag van hierdie studie. Kwessies omtrent genres, subgenres en probleme rakende die gebruik van die sambreelterm "jeugliteratuur" word bespreek. Die ouderdomsgroep van die kinderboek-lesers word afgebaken en 'n algemene definisie vir die genre kinderliteratuur word geformuleer. Na aanleiding van die algemene definisie van kinderliteratuur word tien akademiese studies geïdentifiseer en bespreek wat sedert 1990 verskyn het en spesifiek handel oor kinderliteratuur. As deel van die motivering vir die gebruik van 1990 as afbakening van die ondersoeksveld, word 'n historiese oorsig oor die ontwikkeling van Afrikaanse kinderliteratuur ook gebied. Daar word getoon dat die gebeure wat aanleiding gegee het tot die veranderinge wat sedert 1990 plaasgevind het, grootliks gekoppel kan word aan die politieke veranderinge wat tot die eerste demokratiese verkiesing in 1994 in Suid-Afrika gelei het. Hierdie veranderinge in die verskillende sosiale en politieke sisteme word in verband gebring met die veranderinge in die kinderliteratuur-sisteem. Daar word ook getoon dat die verskillende veranderinge neerslag vind in die kinderboek. Hierdie veranderinge word bespreek na aanleiding van die tendense wat in die Afrikaanse kinderboek waargeneem kan word. Die tendense word aan die hand van 'n steekproef van 6 kinderboeke geïllustreer. 'n Letterkundige definisie van die genre kinderliteratuur word aangebied.
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Melano, Anne. "On divergence in fantasy." Master's thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/17998.
Full textAbstract:
The original thesis contains the novel "Stranger, I" as an integral part of the thesis. However this novel has been omitted in this digital copy.Thesis (MA (Hons))--Macquarie University, Division of Humanities, Department of English, 2006.
Bibliography: p. 93-97.
On divergence in fantasy -- Introduction -- Preliminary -- The thousand and one definitional nights -- Characteristic works: inclusions and exclusions -- Critical objections to fantasy -- Conclusion.
On Divergence in Fantasy explores the ways in which fantasy criticism continually redefines its boundaries, without arriving at agreement. The paper draws on Foucault to suggest that these disputes and dispersions are characteristic of the operation of fantasy critisim as a discursive formation.
Mode of access: World Wide Web.
97 p
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Glover, Jayne Ashleigh. "The Harry Potter phenomenon literary production, generic traditions, and the question of values." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002243.
Full textAbstract:
This thesis is a study of the first four books of J. K. Rowling’s Harry Potter series. It accounts for the widespread success of the novels by examining their publication and marketing histories, and their literary achievement as narratives including a sophisticated mix of generic traditions. Chapter One looks at the popularity of the novels, comparing their material production and marketing by Rowling’s English language publishers: Bloomsbury in Britain and Scholastic in the United States of America. The publisher’s influence on the public perception of each book is demonstrated by comparative study of its mode of illustration and layout. Further, the design of the books is linked to their strategic marketing and branding within the literary world. The second chapter considers Rowling’s debt to the school story. It concentrates first on the history of this relatively short-lived genre, briefly discussing its stereotypical features and values. Traditional elements of setting and characterisation are then examined to show how the Harry Potter novels present a value system which, though apparently old-fashioned, still has an ethical standpoint designed to appeal to the modern reader. Chapter Three focuses on the characterisation of Harry as a hero-figure, especially on how the influence of classical and medieval texts infuses Rowling’s portrayal of Harry as a hero in the chivalric mode. The episodes of “quest” and “test” in each book illustrate specifically how he learns the values of selflessness, loyalty, mercy and fairness. Chapter Four surveys the contribution of modern fantasy writing to the series. It shows how Rowling creates a secondary world that allows us to perceive magic as a metaphorical representation of power. This focus on the relationship between magic and power in turn has a bearing on our assessment of the author’s moral stance. The thesis concludes by suggesting that Rowling’s unusual mix of genres is justified by the values they share, and which are inscribed in her work: the generic combination forms a workable, new and exciting mode of writing that helps to account for the phenomenal popularity of the series.
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Potter, Emily Claire. "Disconcerting ecologies : representations of non-indigenous belonging in contemporary Australian literature and cultural discourse." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09php865.pdf.
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Includes bibliographical references (leaves 313-325) Specific concern is the poetic, as well as literal, significance given to the environment, and in particular to land, as a measure of belonging in Australia. Environment is explored in the context of ecologies, offered here as an alternative configuration of the nation, and in which the subject, through human and non-human environmental relations, can be culturally and spatially positioned. Argues that both environment and ecology are narrowly defined in dominant discourses that pursue an ideal, certain and authentic belonging for non-indigenous Australians.
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Penazzi, Leonardo. "The fellow (novel) ; and Australian historical fiction, debating the perceived past (dissertation)." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0070.
Full textAbstract:
Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the
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Sedgwick, Enid. "Kulturelle Beziehungen : German-Australian literary links in Catherine Martin's An Australian girl and Henry Handel Richardson's Maurice Guest." University of Western Australia. European Languages and Studies Discipline Group. German Studies, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0140.
Full textAbstract:
This thesis demonstrates the close links between Australian literature and German thought and culture in Catherine Martin's An Australian Girl (1890) and Henry Handel Richardson's Maurice Guest (1908), and thereby provides a fuller understanding of the sophisticated literary and intellectual purposes of these two works. In examining the German elements in each novel, and the contexts from which much of that material is drawn, this study seeks to supplement the scholarly explanations provided in the two Academy Editions of these works. While Maurice Guest has received serious scholarly attention, An Australian Girl has been accorded relatively little. Despite generally favourable reviews on publication, both appear to have been undervalued over time. The study begins with a brief historical survey of German migration to Australia and the contribution German migrants made to the intellectual life and culture of the evolving nation. The examination of Catherine Martin's work includes: biographical details, particularly concerning her contact with German culture; an analysis of the form of the novel and a comparison of An Australian Girl with Goethe's Bildungsroman Wilhelm Meister with regard to form, theme and characterisation; an analysis of German philosophical elements in the novel; and Martin's presentation of social conditions in Germany in 1888-90, and their role in the novel as a whole. The examination of Henry Handel Richardson's work encompasses: biographical details; the genesis of Maurice Guest; differences between the reception of the novel in England and Germany; the genre to which the novel belongs and parallels with Künstlerromane; an analysis of Richardson's description of the physical, historical and intellectual milieu of Leipzig, and its role in the novel; and finally her integration of German social customs and the German language into the text. Use has been made of five primary sources which have not been used before in any detail with regard to these aspects of either author: additional material from the Mount Gambier Border Watch; The Hatbox Letters, the family history of the Martin and Clarke families; the German translation of Maurice Guest; German reviews of Maurice Guest; and the correspondence between Richardson and her French translator Paul Solanges. The key argument of this thesis is that the German influence on both form and content, in the case of An Australian Girl, and on style and content, in the case of Maurice Guest, is deep and various, and that these German elements have proved to be an impediment to a full understanding and appreciation of these novels for many Anglo-Saxon readers and reviewers. In the two novels Martin and Richardson provide pointers to Australia's earlier interaction with the wider world and display a level of sophistication which makes these works worthy of greater recognition than they currently enjoy.
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Rukavina, Alison Jane. "Cultural Darwinism and the literary canon, a comparative study of Susanna Moodie's Roughing it in the Bush and Caroline Leakey's The broad arrow." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ61491.pdf.
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Crossland, R. Bert (Rodney Bert). "A Content Analysis of Children's Historical Fiction Written about World War II." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279151/.
Full textAbstract:
The purpose of this study was to investigate the evolution of children's historical fiction dealing with World War II in order to describe the changes that have occurred over the past 50 years. Two questions were asked in the study: (1) Has the characterization of protagonists portrayed in historical fiction about World War H evolved since 1943? and (2) Have the accounts of the events of World War H portrayed in historical fiction evolved since 1943? Content analysis was used as the method of collecting data. The sample consisted of 86 novels written from 1943 to 1993. Upon completing the reading and coding, the researcher discussed the categories and questions posed. As part of analysis, the discussion of the novels in each period was accompanied with an overview of trends in children's literature and events affecting society. The analysis led to the following conclusions: 1. Authors were impacted by changes in the social and political climate, as evidenced by the changes in the gender of the protagonists, an increase of violence, and the inclusion of women. 2. Novels written during the 1980s and 1990s were written with a stronger American perspective. 3. At the time that an increase of violence was seen in American society, descriptions of World War II events and protagonists' actions became more violent and more graphic. 4. Though the bombings of Hiroshima and Nagasaki ended the war with Japan, an inadequacy still exists in the number of novels that provide readers with details related to the atomic bombs. Though much of World War II was fought in the Pacific Rim, a deficiency remains in the number of novels set in Pacific Rim countries. Recommendations for further research include performing a study that examines other genres, analyzing the changes observed in the portrayal of protagonists. A study could be conducted to analyze the author's ethnicity and relationship to the war and determine if differences exist.
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Thoday, Heather Frances. "Lived spaces of representation : thirdspace and Janette Turner Hospital's political praxis of postmodernism /." Title page, abstract and table of contents only, 2004. http://web4.library.adelaide.edu.au/theses/09PH/09pht449.pdf.
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Madore, Édith. "Constitution de la littérature québécoise pour la jeunesse, 1920-1995." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26077.pdf.
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Kilpatrick, Helen Claire. "Ideologies in contemporary picture book representations of tales by Miyazawa Kenji." Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/62731.
Full textAbstract:
"May 2003".Thesis (PhD)--Macquarie University, Division of Humanities, Department of English, 2004.
Bibliography: p. 301-332.
Introduction -- The significance of Miyazawa Kenji's ideals in (post) modern Japanese children's literature -- Re-presenting Miyazawa Kenji's tales: cultural coding and discourse analysis -- Tale of "Wildcat and the acorns" (Donguri to Yamaneko): self and subjectivity in the characters and haecceitas in the organic world -- Beyond dualism in "Snow crossing" (Yukiwatan) -- Kenji's "Dekunobõ ideal in "Gõshu the cellist" (Serohiki no Gõshu) and "Kenjũ's park" (Kenjũ kõenrin) -- Beyond the realm of Asura in "The twin stars" (Futago no hoshi) and "Wild pear (Yamanashi) -- The material and immaterial in "The restaurant of many orders (Chũmon no õi ryõriten) -- Conclusion.
This thesis investigates ideologies in contemporary picture books of Miyazawa Kenji's tales from the perspective of the acculturation of children in (post)modern Japan. Miyazawa Kenji (1896-1933) was writing in the early 20'" century, yet he is currently the most prolifically published literary figure in picture book form and these pictorialisations are widely promulgated to children and throughout cultural and educational institutions in Japan. Given Kenji's prominence as a devoutly Buddhist author with a unique position within Japanese literature, the thesis operates on the premise that the picture books are working, inter aha, to decode or encode the inherent Buddhist ideologies of self, identity and subjectivity and that the picture book re-versions are attempting to be 'authentic' to these. (Unlike many other works adapted for picture books, Kenji's original words are left intact.) Such selflother interactions are important to the construction of identity because childhood itself is an ideological construction premised on assumptions about what it means to be a child and what it means to 'be'; in other words, "such fictions are premised on culturally specific ideologies of identity" (McCallum, 1999: 263). Picture books, with their two forms of narrative discourse, pictures and words, are more ideologically powerful than words alone because the pictures also carry attitudes and therefore doubly inscribe both the explicit and implicit ideologies inherent in the words. -- By utilising Miyazawa Kenji's non-humanist Buddhist ideologies as a basis, this investigation compares how different artists are (re-)inscribing these ideals in the most frequently pidorialised versions of his children's tales. It is primarily an investigation into how the artistic responses re-situate or respond to ideologies of self and subjectivity inherent in a select corpus of focused pre-existing texts. Ultimately, the thesis shows how different pictures can shape story and how the implied reader is interpellated into certain subject positions and viewpoints from which to read the texts. This involves an intertextual approach which explores how art and culture interact to imply significance.
Mode of access: World Wide Web.
iv, 332, [31] p. ill. (some col.)
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Cole, Lorna. "An examination of the suitability of some contemporary South African fiction for readers in the post-developmental reading stage." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003412.
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Adverse criticism regarding the quantity and quality of children's books in South Africa appear in such respected sources as The Oxford Companion to Children's Literature and The Companion to South African English Literature, the authors of which are of the opinion that South African children are dependent solely upon Eurocentric literature for their reading material. In recent years however, local publishers have attempted to redress this imbalance by offering prizes for unpublished works. These prizes have acted as incentives for aspiring writers, many of whom have had novels published specifically for children in the post-developmental reading stage. This study critically examines some of these prizewinning works of fantasy and contemporary realism, in an effort to gauge their literary worth within the context of accepted criteria for judging children's literature. Accolades from adults are not however a guarantee that the prizewinning books will be received with equal acclaim by the children for whom they are written. For this reason, five children in the post-developmental reading stage were asked to pass their opinions and non-literary judgments on the books. Although the critical evaluation of the indigenous works proves them to be eminently worthy of the prizes which they received on publication, the children did not rate them as highly as certain imported works. The works of fantasy by Marguerite Poland rated poorly in terms of their popularity despite the fact that the children said that in a non-circumscribed context, they choose fantasy in preference to contemporary realism. Within the context of the indigenous literature which they read for this study though, they preferred the works of contemporary realism as they were able to identify with particular aspects of the novels. Indigenous literature for children in the post-developmental reading stage is a comparatively new phenomenon which needs to be nurtured if it is to attain any lasting status. The onus rests upon the teachers of literature and librarians to introduce the literature and make the books more accessible to young readers. Publishers need perhaps to engage the views and opinions of the audience for whom the books are written in an effort to publish books which, without in any way detracting from their literary worth, will deal with subjects favoured by young readers.
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"The lore of childhood: subversion of gender socialization in certain examples of English and Hong Kong children's fiction since the 1860s." 1998. http://library.cuhk.edu.hk/record=b5896312.
Full textAbstract:
by Maggy Chan Mei Lan.Thesis (M.Phil.)--Chinese University of Hong Kong, 1998.
Includes bibliographical references (leaves 171-182).
Abstract also in Chinese.
Chapter Chapter One --- Introduction --- p.1
Chapter Chapter Two --- Historical Background --- p.17
Chapter 2.1: --- Whimsical Garden: A short Visit to the Realm of Children's Literature in the West
Chapter 2.2: --- Rejuvenated Roses: The Growth of Hong Kong Children's Literature and Its Tinge of Local Colors
Chapter 2.3: --- Magic Wand to the Future: Subversive Children's Literature
Chapter Chapter Three --- Undressing the Dressed: To Overturn Traditional Modes of Adornment --- p.68
Chapter Chapter Four --- "If Adults Are Not Always Right, Who Is?" --- p.93
Chapter Chapter Five --- Inverted Chalkboard: School of Subversion --- p.121
Chapter Chapter Six --- Conclusion: A New Chapter --- p.140
Appendix I´ؤBiographical Notes on Some HK Children's Writers --- p.147
Appendix II´ؤNewspaper cuttings --- p.149
Works Cited --- p.171
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Shoemaker, Adam. "Black words, white page : the nature and history of Aboriginal literature, 1929-1984." Phd thesis, 1985. http://hdl.handle.net/1885/139397.
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Chen, Shih-Wen Sue. "A kaleidoscope of knowledge : representations of China in British children's fiction." Phd thesis, 2009. http://hdl.handle.net/1885/148273.
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Heley, Matthew. ""Men made out of words": reading men writing masculinities in Australian literature." Thesis, 1996. http://hdl.handle.net/2440/110812.
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This study of some Australian literary texts covers Rod Jones ("Julia Paradise"), David Brooks ("The book of Sei"), Robert Drewe ("A cry in the jungle bar"), George Johnston ("My brother Jack") and Patrick White ("The Twyborn affair")Thesis (M.A.) -- University of Adelaide, Dept. of English Language and Literature, 1996
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May, Cinda Ann. "On Becoming a Valued Member of Society: The Childhood of Famous Americans Series and the Transmission of Americanism, 1932-1958." Thesis, 2005. http://hdl.handle.net/1805/4964.
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Chion, Loretta Ravera. "The female dilemma : subversion and art in some novels by Australian women writers." Master's thesis, 1986. http://hdl.handle.net/1885/139376.
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Taylor, Johnson Heather. "And the Word was Song: a novel." 2006. http://hdl.handle.net/2440/47791.
Full textAbstract:
v. 1 [Novel]: And the Word was Song [Embargoed] -- v. 2 [Exegesis]: The return to mother: exegesis accompanying the novel: And the Word was SongThe novel manuscript And the Word was Song is a work in five parts, structurally (and very loosely) mirroring the first five books of The Old Testament. It is the story of Lily May, a young woman who travels around the world trying to find meaning in her life after her prostitute, heroin-addicted mother has died. Throughout her journeys, Lily May comes into contact with people who have issues with sex and / or addiction, always forcing her to remember her mother, a loving yet entirely flawed woman. Some of her fellow travellers are neglected children; some are street-smart gypsies; some are lovers; all are unknowingly Lily May’s mother substitutes. Through an impending birth, a return to her childhood home and an unexpected discovery of a half-sister, Lily May is able to end her journey and accept her mother for who she was: an imperfect woman who gave birth to her, then loved and cared for her the best that she could. The story is about spirituality, sexuality, love, addiction, acquiescence — and Elvis. Ultimately it is about mothers. The exegetical essay is a reflection on the journey from daughter to mother. I discuss the structuring of my novel manuscript and explore ways in which memory is accessed in the recreation of the maternal bond. Through an imaginary conversation with my mother about the legitimacy of psychoanalysis in re-evaluating mothers and maternity, I look at three concepts of mother substitution, considering ways in which the subconscious reconstructs the mother in the relationships women have. I deliberate on homecomings, both literary and personal, and consider the ethics of using my mother’s stories to further my own story.
Thesis (PhD) -- School of Humanities, 2006
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Van, Zyl Maria Elizabeth. "Die Suid-Afrikaanse historiese in die kinder- en jeugverhaal / Maria Elizabeth van Zyl." Thesis, 1985. http://hdl.handle.net/10394/10681.
Full textAbstract:
History as a school subject confronts a child with events, motives for action, and moral dilemmas, demanding a high level of abstract reasoning. Before the child reaches the cognitive stage of formal operations (14 years), his abstract reasoning is limited and egocentric in terms of time concept and social consciousness. To supplement this lack of abstraction, it seems necessary to enrich the teaching of history by means of substitute experiences. In an analysis of different teaching methods, it was found that abstract historical facts become more palatable to the pupil when historical novels are used to replace direct experience. The pupil thus identifies with the historical character of his own age group, and encounters history on a human level, because an emotional involvement with the facts has taken place. If a historical novel is to be utilized successfully it must therefore be more than a feebly romanticized, and superficial account of historical facts. Such a novel should capture the exact atmosphere of a specific era. It should attain a delicate balance between fact and fiction, gripping intrigue and real life characters in
order to form an emotional bridge between reality and abstract historical facts. In reviewing South African history from 1488 to 1915, it seems that the fiction possibilities of this era have been adequately exploited. Novelists have however given preference to events of a more spectacular nature. More attention and focus has been given to novels for older children and teenagers. There is a great variety of these novels, enabling the pupil of middle childhood and adolescence to identify with the characters, thus experiencing universal needs and universal problems. The natural affinity for fantasy of early childhood has however not been utilized fully. The historical novel concerning the history of indigenous race groups is scantily represented. This jeopardizes the employment of historical novels in promoting positive attitudes towards other races and meaningful co-existence in South Africa.MBibl, PU vir CHO, 1985
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De, Villiers Christina Magrietha. "Die uitbeelding van die vrou in 'n aantal bekroonde Afrikaanse jeugboeke : 'n leserkundige studie." Thesis, 2014. http://hdl.handle.net/10210/12068.
Full textAbstract:
M.Com. (Information Science)Although the influence of literature cannot be determined exactly, it is generally accepted that it can influence attitudes and values and therefore play an important role in the socializing process of the adolescent. One of the most important processes the adolescent undergoes is the development of his/her sex role through socialization, within the context of the family and society at large. In addition the traditional role of women through the ages has undergone such substantial changes that women play an increasingly important part in society. The modern woman can attain self-realization and self-expression through marriage, motherhood and a career. The problem addressed in this research, is whether the portrayal of women in available youth literature is a realistic reflection of society at a particular point. The ideal is that the attitudes that are projected are not biased toward either of the sexes and that boys as well as girls may develop to their full potential within the prescribed boundaries of their sex roles. Because of the feminist interest, much research has been done since the sixties and seventies regarding sexism in children's and youth literature. Virtually throughout, the findings of these investigations showed that the female characters are portrayed as passive stereotypes. The portrayal of women in literature awarded with the Scheepers Prize for Afrikaans youth literature is investigated in this research.
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"生成與接受: 中國兒童文學翻譯研究, 1898-1949." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074321.
Full textAbstract:
Child-oriented Chinese indigenous children's literature was created with the translation of western children's works and theories on children's literature. The study on translated children's literature in China is significant not only to the research on Chinese children's literature, but also to Chinese translation history. At present the study on translated children's literature both at home and abroad occupies a marginalized position. Particularly in China, the limited research that has been done on the subject is of poor quality.Key words. Translation Studies; translated children's literature; poetics; patronage; linguistic elements; personality; influence study; reception.
This dissertation combines the methods taken from Descriptive Translation Studies, children's literature research and Comparative Literature to describe and analyze the production, reception and influence of translated children's literature in China during the period of 1898-1949. Based on two catalogues compiled by the author of this dissertation, namely, A Catalogue of Translated Children's Literature During 1898-1919 and A Catalogue of Translated Children's Books During 1911-1949, the dissertation describes a picture of translated children's literature in China during the period of 1898-1949. The production of translated children's work is analyzed from four perspectives: poetics, patronage, linguistic elements and personality of translators. The reception part, based on the reception models by Yves Chevrel, takes Curoe translated by XIA Mianzun, The Watch translated by LU Xun, and "Translated Russian Children's Literature in China" as three case studies to examine the reception of translated children's literature in the Chinese context. The influence part adopts the methodology of chronology and doxologie to prove and conduct the detailed aspects of the influence of translated children's literature upon indigenous Chinese children's literature from three aspects: techniques, content and image. The dissertation ends with an outlook for future research on translated children's literature in China.
李麗.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 222-238).
Adviser: Chee Fun Fong.
Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0562.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 222-238).
Li Li.
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Harrow, Janet Gail. "Flight." 2006. http://hdl.handle.net/2440/56815.
Full textAbstract:
Title page and synopsis only v.2; Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library.Abstract from Exegesis: As writers create stories within fragile and contested territories, they are often confronted by difficult ethical questions. When the lives of people from different cultures, races and genders intersect, whose story should be told? Does the person of white, European ancestry have the right to tell his/her part of that story? Does a man have the right to tell a woman's story? If so, from whose point of view? If not, should stories be peopled only with one's own race, one's own gender? Must a person of mixed identity write only about one race, one ethnicity? If so, which one? What is the responsibility of the writer to create stories of the world she/he observes and lives in rather than the ideal one in which most of us would like to live? How does the writer construct writing practices that embody theoretical and ideological values without privileging polemic over artistic integrity? These questions are not just philosophical for me as a writer. The answers determine what I will or will not permit myself to write, especially since I want to approach story-telling with a sensitive eye to the power of literature to show readers a world of diverse and intersecting experiences. This essay explores the responses to such questions by a number of highly respected international writers whose work has informed my writing. It also looks at the ethical use point of view as a strategy for entering the space of intersecting human experiences within contested geographic and political terrain.
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Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2006