Littérature scientifique sur le sujet « French Children stories »
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Articles de revues sur le sujet "French Children stories"
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Dafflon Novelle, Anne. « Les représentations multidimensionnelles du masculin et du féminin véhiculées par la presse enfantine francophone 1Mes remerciements vont aux deux experts anonymes qui ont fait des commentaires très constructifs sur des versions antérieures de ce manuscrit. » Swiss Journal of Psychology 61, no 2 (juin 2002) : 85–103. http://dx.doi.org/10.1024//1421-0185.61.2.85.
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Multidimensional representations of gender in French language publications for children. Gender stereotypes in French language literature for children have not been extensively studied. This study analyses stories with household heroes, in French language publications aimed at pre-school age children. The aim is to evaluate multidimensional representations of gender in these publications. Results reveal major quantitative and qualitative asymmetries in the representations of the two sexes, often to the detriment of the female. Males outnumber females, who more often play secondary roles as compared to males who are more often depicted in the central role; girls are less frequently represented in the illustrations accompanying these stories than boys. Females are depicted in a more stereotyped manner, and are more confined to domestic and in private locations. Additionally, women play a smaller variety of professional roles than men. The asymmetries highlighted in this study are discussed in terms of the influence that may be exercised over children’s construction of their gender identity, and influence particularly on the self-esteem and future aspirations of girls.
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Stranger-Johannessen, Espen, Liam Doherty et Bonny Norton. « The African Storybook and Storybooks Canada : Digital Stories for Linguistically Diverse Children ». Language and Literacy 20, no 3 (19 juillet 2018) : 121–33. http://dx.doi.org/10.20360/langandlit29413.
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Storybooks Canada (storybookscanada.ca) makes multilingual audiovisual stories available in multiple languages to promote language and literacy development. Building on a long tradition of freely available, open educational resources, Storybooks Canada provides online, multimodal, mobile- and teacher-friendly access to 40 African stories in 21 of the most commonly spoken languages in Canada (including English and French)—making it possible to support and encourage the multilingualism of heritage language, immigrant, and refugee students. In doing so, the project demonstrates the potential for working against the normalized North-South directionality of knowledge flows to develop a more equitable ecosystem for the mobilization of knowledge.
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Shakory, Sharry, Xi Chen et S. Hélène Deacon. « Learning Orthographic and Semantic Representations Simultaneously During Shared Reading ». Journal of Speech, Language, and Hearing Research 64, no 3 (17 mars 2021) : 909–21. http://dx.doi.org/10.1044/2020_jslhr-20-00520.
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Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999
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Schwebel, Sara L. « Rewriting the Captivity Narrative for Contemporary Children : Speare, Bruchac, and the French and Indian War ». New England Quarterly 84, no 2 (juin 2011) : 318–46. http://dx.doi.org/10.1162/tneq_a_00091.
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Juxtaposing the French and Indian War stories of Elizabeth George Speare, a mid-twentieth- century Anglo-American children's author, against those of Joseph Bruchac, a twenty-first- century Abenaki children's author, reveals how flexible and powerful captivity narratives have been in shaping arguments about gender, nationhood, citizenship, and land in the postwar United States.
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Hoang, Huong, Elena Nicoladis, Lisa Smithson et Reyhan Furman. « French–English bilingual children’s tense use and shift in narration ». International Journal of Bilingualism 20, no 6 (27 juillet 2016) : 750–69. http://dx.doi.org/10.1177/1367006915613161.
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Bilingual children sometimes show delays relative to monolinguals on language tasks. In the present studies, we explored whether French–English bilinguals’ tense use and shift would show a developmental lag in the context of narration. In Study 1, we showed that both French and English monolinguals showed age-related changes in tense use, with preschoolers preferring the past and adults the present. A developmental lag among bilingual children could therefore take the form of prolonged use of the past tense through middle childhood. In Study 2, we observed tense use in the narratives of French–English bilingual children (8–10 years), as well as French and English monolinguals from the same age group. The bilinguals tended to use more present tense than the monolinguals. In qualitative analyses, bilinguals also used a multitude of expressive strategies, such as exclamations, repetitions and onomatopoeia, that made the stories more vivid. Taken together these results suggest that French–English bilinguals do not present developmental differences from monolinguals in tense use. Instead, they adopt an imagistic narrative style that differs from the monolinguals in multiple ways, including a greater use of the present tense. The adoption of this style might be linked to both bilingualism and a cultural preference among French–English bilinguals.
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Laval, Virginie, et Alain Bert-Erboul. « French-Speaking Children's Understanding of Sarcasm ». Journal of Speech, Language, and Hearing Research 48, no 3 (juin 2005) : 610–20. http://dx.doi.org/10.1044/1092-4388(2005/042).
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The aim of this study was to examine a form of sarcasm that has hardly been considered to date, sarcastic requests, at an earlier period of development than addressed in past developmental research. This article looked specifically at the role of intonation and context in sarcastic-request understanding by native French-speaking children ages 3 to 7 years. Forty-eight children (16 per group) had to complete stories that varied on 2 factors: intonation (sarcastic and neutral) and context (sarcastic and neutral). To maximize the contrast between the 2 types of intonation, the same phrase expressing sarcasm was added at the end of each test utterance. As a methodological control, the intonation of this phrase was evaluated both acoustically (by a computerized signal editor) and perceptually (by a group of adult participants). It turned out that the experimental task was too difficult for the 3-year-olds. However, this study offers some highly interesting information about sarcastic-request understanding by 5- and 7-year-olds. The ability to take into account cues that help children understand sarcastic requests evolves considerably between the ages of 5 and 7: 5-year-olds appear to primarily base their interpretation on intonation; it is not until they are 7 that children are also able to take context into account. Thus, intonation seems to be an earlier cue than context in sarcastic-request understanding.
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JACKSON, VICTORIA. « Silent Diplomacy : Wendat Boys’ “Adoptions” at the Jesuit Seminary, 1636–1642 ». Journal of the Canadian Historical Association 27, no 1 (18 juillet 2017) : 139–68. http://dx.doi.org/10.7202/1040527ar.
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In 1636, the Jesuits opened an all-boys seminary school for Wendat children just outside of Quebec. The Jesuits hoped to use the school as a tool of conversion, with the expectation that students would then return home to Wendake to bring others to the Catholic faith. While the Wendat agreed to send a few of their children to the school, their goal was to facilitate a friendly relationship between the Wendat and the French. This diplomacy was conducted through the lens of adoption. While at the seminary, the boys engaged with their French educators: they seemed to convert to Catholicism and they adapted their behaviour to match French expectations, as if they had been adopted by their Jesuit instructors. However, upon leaving the school, many reverted to more traditional Wendat practices, indicating their acculturation was a temporary, but practical, means of affiliating themselves with their Jesuit allies. Individual stories from three students are highlighted to illustrate the significance of the youths’ agency, adaptability, and use of kinship relationships to facilitate a diplomatic bond with some of the early French settlers.
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BARBOSA, POLIANA, ELENA NICOLADIS et MARGAUX KEITH. « Bilingual children's lexical strategies in a narrative task ». Journal of Child Language 44, no 4 (30 mai 2016) : 829–49. http://dx.doi.org/10.1017/s030500091600026x.
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AbstractWe investigated how bilinguals choose words in a narrative task, contrasting the possibilities of a developmental delay vs. compensatory strategies. To characterize a developmental delay, we compared younger (three to five years) and older (seven to ten years) children's lexicalization of target words (Study 1). The younger children told shorter stories, omitting many of the target concepts. To characterize compensatory strategies, we compared late second language learning adults to (seven- to ten-year-old) monolingual children (Study 2). The adults often lexicalized the target concepts even when not producing the target words. Finally, we compared French–English bilingual children with French and English monolinguals, all seven to ten years old (Study 3). The bilinguals produced fewer target words than the monolinguals. However, when not producing the target words, the bilinguals often lexicalized the concepts, sharing more in common with the adults (Study 2) in their use of compensatory strategies than with the younger children (Study 1). This interpretation was further corroborated by comparisons across studies (Study 4).
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Gagarina, Natalʹja Vladimirovna, Daleen Klop, Sari Kunnari, Koula Tantele, Taina Välimaa, Ingrida Balčiūnienė, Ute Bohnacker et Joel Walters. « MAIN : multilingual assessment instrument for narratives ». ZAS Papers in Linguistics 56 (1 janvier 2019) : 155. http://dx.doi.org/10.21248/zaspil.56.2019.414.
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The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.
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Ashirbekovna, Rakhimova Gulsanam. « CHILDREN IN FRENCH LITERATURE DURING THE LAST CENTURIES AND THEIR UZBEK TRANSLATIONS ». International Journal of Engineering Technologies and Management Research 6, no 3 (25 mars 2020) : 21–26. http://dx.doi.org/10.29121/ijetmr.v6.i3.2019.362.
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In this article are analyzed the world view of children in French literature during the last centuries and his transmission into Uzbek translations in a comparisons with other works of centuries with allow to establish the differences in the lives of children as well as the imagination of today's children. In particular, for the nineteenth century is chosen “Without family”, written in 1878, one of the most famous novels of Hector Malot and “Mondo and other stories” of JMG Le Clézio, published in 1978, exactly a century after “Without family”. Also, is analyzed the reproduction of French reality words in Uzbek translations as well as to study other translation problems that translators may encounter during their work. For this purpose is chosen the originals of Ch. Perrault's tales as well as their Russian and Uzbek translations in a comparisons of the Uzbek translations of tales by Ch. Minovarov, M. Kholbekov, T. Alimov, I. nZorov and A. Akbar. During the analyzes are revealed several functions of translation such as communicative, cultural common, knowledge-luminous, educational etc. The translation literature serves not only to spread knowledge about the world and man, but actively promotes the formation of the worldview, morale, taste, orientation of values in person, the creation of accurate reports between people, i.e. promotes the establishment of our political, aesthetic, moral and value to life.
Thèses sur le sujet "French Children stories"
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Fouché, Marietjie. « Se construire en lisant : les petits hřos ordinaires de Marie Desplechin / ». Link to the online version, 2008. http://hdl.handle.net/10019/837.
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Thesis (MA)--University of Stellenbosch, 2008.On title page: Magister Artium (Frans). Includes bibliographical references. Bibliography of Marie Desplechin's works. Also available via the Internet.
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Fouche, Marietjie. « Se construire en lisant : les petits héros ordinaires de Marie Desplechin ». Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2293.
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Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2008.Résumé La littérature de jeunesse est continuellement considérée comme un outil pédagogique indispensable, un moyen efficace pour éduquer les jeunes. Cependant, un roman de jeunesse ne peut pas atteindre son objectif d’enrichir les jeunes lecteurs s’ils ne s’amusent pas en le lisant. Il est donc essentiel que les auteurs de jeunesse créent des textes qui plaisent en premier lieu aux lecteurs, des textes qui captent leur intérêt. Si les lecteurs ne sont pas capables de s’identifier entièrement aux thèmes qu’un auteur aborde, son langage ou les personnages qu’il met en scène dans son histoire, le texte ne retiendra pas leur intérêt et l’auteur ne parviendra pas à les enrichir. Cette étude se concentre sur les romans pour jeunesse de Marie Desplechin afin de déterminer dans quelle mesure les petits héros ordinaires dans ses romans peuvent encourager et aider les lecteurs préadolescents (âgés de sept à quinze ans) à se construire d’une façon progressive. Opsomming Kinder- en jeugliteratuur word gereeld as `n ideale opvoedkundige medium beskou aangesien dit gebruik kan word om die jeug aan die wêreld en al sy fasette bloot te stel. `n Outeur kan egter slegs daarin slaag om `n boodskap aan die jong lesers te kommunikeer indien die leesproses `n genotvolle ervaring is en indien die jong lesers met die karakters, die temas en die taalgebruik in `n roman kan identifiseer. Hierdie studie fokus op Marie Desplechin se kinder- en jeugromans om te bepaal in watter mate die doodgewone kinders in haar stories preadolessente lesers (tussen die ouderdom van sewe tot vyftien jaar) kan aanmoedig om die struikelblokke in hulle bestaan deur middel van selfkennis en selfkritiek te oorkom en hulle lewenskwaliteit sodoende te verbeter.
Livres sur le sujet "French Children stories"
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Savigny, Françoise. Il était une fois : Three classic stories to help children learn French. Lincolnwood, Ill., USA : Passport Books, 1989.
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Friot, Bernard. Danger : enfants sages ! : Trois contes a Devorer. Toulouse, France : Milan Poche, 2004.
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ill, Merlin 1966, dir. Danger : enfants sages ! : Trois contes à dévorer. Toulouse : Milan poche, 2007.
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Rudyard, Kipling. Just so stories, for little children. Oxford : Oxford University Press, 2009.
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Rudyard, Kipling. Just so stories, for little children. Oxford : Oxford University Press, 1995.
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Rudyard, Kipling. Just so stories, for little children. Oxford : Oxford University Press, 1998.
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Pourrat, Henri. French folktales from the collection of Henri Pourrat. New York : Pantheon Books, 1989.
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Chukovskiĭ, Korneĭ. Le cafard. Genève : La Joie de lire, 2002.
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Catherine, Enjolet, dir. Mémoires d'enfance : Nouvelles. Paris : Phébus, 2008.
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Pascal, Bruckner, et Sol en si (Association), dir. Histoires d'enfance. Paris : Sol en si, 1998.
Trouver le texte intégralChapitres de livres sur le sujet "French Children stories"
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Le Guen, Laurence. « Chapter 7. From the “Children of all Lands Stories” to the “Enfants du monde” collection ». Dans Children’s Literature, Culture, and Cognition, 170–88. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.17.07le.
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Although it does not appear under this name on the shelves of bookshops or libraries, the literary genre of the phototextual country portrait has an effective reality in children’s literature, with a wide variety of publications. These works are regularly published in periods when children’s books are seen as the engine of a new pacifist humanism. They flourished in different parts of the world after the two world wars, all carrying the same message of hope, transmitting the conviction that the world, in its diversity and complexity, is one: our world. This article juxtaposes the works of the 1920s series “Children of all Lands Stories”, by the American photographer and filmmaker Madeline Brandeis, with those of the “Enfants du monde” collection, carried by photographs by French photographer Dominique Darbois, to discuss how photographs and texts are combined to offer the young reader new views of the Other and thus promote peace between peoples through children’s literature.
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Nasta, Dominique. « Musical Moments as Narrative and Emotional Catalysts in Three Silent Films by Jacques Feyder ». Dans When Music Takes Over in Film, 57–74. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-89155-8_4.
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AbstractAs many studies have shown, the link between cinema, psychology and music played an important role both theoretically and practically during the French avant-garde of the 1920s in the work of Delluc, Epstein, Gance, Grémillon or L’Herbier. Jacques Feyder’s three films for the Franco-Russian production company Albatros—Visagesd’enfants (1925), Gribiche (1926) and Les Nouveaux Messieurs (1928)—demonstrate his unprecedented mastery of the ‘musical moment’ both in its relationship to stories involving painful situations experienced by young children and in the way it rhythms emotion and affect. Feyder’s mise en scène and spectacular crosscutting techniques crystallise them, yoking the musical moment to a dream, or a mental image, or a simple celebration in a realist pseudo-documentary décor. This chapter elucidates these musical moments using theories related to subliminal auditory perception, deferred time intervals and baseline affective charges: the latter occur in Feyder’s silent films for which no original pre-existing accompaniment is known.
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Gárgoles, Paula, et Gabriela Ambás. « The Power of Consumers on Social Media : A Case Study of Balenciaga’s Crisis Communication ». Dans Fashion Communication in the Digital Age, 3–13. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-38541-4_1.
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AbstractThe French luxury brand, Balenciaga, recently faced its most important communication crisis. On November 16th 2022, the brand released its holiday gifting campaign featuring children surrounded by sadomasochism-inspired teddy bears/handbags and received immediate backlash from the public, who accused the brand of sexualizing children and promoting pedophilia. The outrage went viral on social media - mainly on Tiktok - with the hashtags #burnbalenciaga and #cancelbalenciaga, which have accumulated more than 300 million views. Balenciaga suffered an incalculable damage on its reputation, having two flagship stores vandalized and a viral online boycott. This investigation follows the case study methodology, by analyzing the timeline of events, the brand’s statements and response, the viral effect of the boycott on social media and the ultimate affectations that the brand underwent due to the crisis. The conclusions reveal that on one hand there are some social anethical boundaries that not even well-positioned and beloved brands can afford to cross, and that slow, unclear and unaccountable answers compose a terrible strategy of crisis management, and on the other hand, the power of consumers on social media has gained enough strength to damage brands like Balenciaga.
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Dodd, Lindsey. « Telling stories ». Dans French children under the Allied bombs, 1940–45. Manchester University Press, 2016. http://dx.doi.org/10.7765/9781784997410.00007.
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Harrison, Nicholas. « French Lessons ». Dans Our Civilizing Mission, 220–84. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781786941763.003.0006.
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This chapter extends Chapter 4’s examination of the impact of colonial schooling on Assia Djebar, Mohammed Dib, Albert Memmi and other writers. It reflects on what went on inside the classroom, and speculates on what it was, even in a colonial education, that made it fruitful, at least in some respects, for some students. It begins by considering the dynamics – inadvertent and perverse from a colonial perspective – that sometimes made French schooling positively politicizing for colonized students, notably in relation to notions of nationalism, national identity and language politics. It then focuses on writers’ accounts of studying the French language and French literature, evidently a key part of the process, educational and psychological, that brought into being their ‘francophone’ works, which duly reflect back on their colonial/literary/educational experiences. In these ways the chapter explores how some of the children subjected to colonial schooling became some of its most astute critics, as well as its greatest success stories; and how French/colonial schooling helped shape the forms and fictions of self-reinvention for which many of the writers are known. [177]
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Bauer, Thomas. « Dominique Braga’s Literary Stride ». Dans Pour le Sport, 145–56. Liverpool University Press, 2022. http://dx.doi.org/10.3828/liverpool/9781800856899.003.0007.
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Cynthia Laborde investigates the representation of sports in children’s literature, especially in the stories about le Petit Nicolas and his friends, published as a series of books from 1960 to 1965 by author René Goscinny and illustrator Jean-Jacques Sempé. Her analysis focuses both on gender roles and on differences between adults’ and children’s views of athletic activities, using Barthes’ Mythologies and Of Sports and Men as reference points, and situating the stories within the social and cultural context of post-World War II France. She suggests that during this period—when urbanization produced rapid and dramatic changes in French society, as traditional communities were dismantled with families relocating to city centres in search of employment—sports provided a means of establishing a sense of community for children and adults alike. Sports also reflected and reinforced binary gender roles, and Laborde shows how Nicholas learns these gender performances through his parents’ actions and assertions about sports. She argues that the representation of sports throughout the Le Petit Nicolas series is characterized by a tension between two views: that of adults, for whom sports are a serious endeavour; and that of children, who do not distinguish between the game and real life.
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El-Shamy, Hasan. « The Story Of ‘Rhampsinitus ». Dans Popular Stories Of Ancient Egypt, 163–67. Oxford University PressNew York, NY, 2004. http://dx.doi.org/10.1093/oso/9780195173352.003.0014.
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Abstract THE earliest known form of this story was transmitted to us by Herodotus (II, cxxi). It is found among most nations, both of the East and the West, and the question of its origin has often been discussed. In the Introduction to this volume I have given my reasons for believing that if it was not invented in Egypt it had been Egyptianised long before Herodotus wrote it down. I will add here that the name of Rhampsinitus was given in Egypt to the hero of many marvellous adventures. “The priests say that this king descended alive into the region that the Greeks call Hades, that he played at dice with the goddess Demeter, sometimes beating her, sometimes beaten by her, and that he returned, bringing with him as a present from the goddess a golden napkin’’ (Herodotus II, cxxii). These lines contain a brief summary of an Egyptian tale, the two principal scenes of which recall in a remarkable manner the game played by Satni and Nenoferkephtah in the first place (pp. 109-no), the descent of Satni into Hades with the aid of Senosiris in the second place (pp. 122-125). The French translation adopted here was that of Pierre Saliat, slightly touched up; by a singular coincidence, it has served to re-introduce the story into the popular literature of Southern Egypt. In 1884 I gave a copy of the first edition of this book to M. Nicholas Odescalchi, then master of the school at Thebes, who died in 1892. He related the principal points to some of his pupils, who told them to others. Since 1885 I have acquired two transcriptions of this new version, one of which was published in the journal Asiatique, 1885, vol. vi, pp. 149-159, the text in Arabic with a French translation, but reproduced in Etudes egyptiennes, vol. i, pp. 301-3n. The narrative has not been much altered; although one of the episodes has disappeared-that in which Rhampsinitus prostitutes his daughter. One can understand that a schoolmaster, speaking to children, would not relate the story in all its native crudity.
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Belavina, Ekaterina M. « “Old Dolls Pulled out of the Wardrobe”, Stories by Marceline Desbordes-Valmore ». Dans Artificial Body in the World Intellectual and Artistic Culture, 147–59. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2023. http://dx.doi.org/10.22455/978-5-9208-0719-9-147-159.
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The prose tales of Marceline Desbordes-Valmore, a French writer of the Romantic era, represent an interesting stage in the evolution of the author’s fairy tale genre for children. Unlike magical fairy tales, there are no sorcerers, magical creatures or objects. On the one hand, these stories are reminiscent of moral parables and carry a certain lesson and morality, which was characteristic of the tales of the Enlightenment and the fable genre. On the other hand, they embodied the attention of the romantic era to the genre of autobiography. M. Desbordes-Valmore writes stories for her children that appear in the pages as heroes on a par with the writer herself: she portrays herself as a very young girl. These stories are based on events of their lives or memories of her childhood. The author uses real names and nicknames in her prose, but not directly, only using a variety of transfers. The dolls in M. Desbordes-Valmore’s fairy tale are primarily beautiful objects, but also “women in miniature”, a link in the chain of projections of “mother–daughter; daughter–doll” relationships. Some features of the descriptions and the accuracy of psychological observations allow us to say that in contrast with Balzac, Desbordes-Valmore avoids the fantastic. Desbordes-Valmore compares her tales with “old dolls pulled out of the wardrobe”. The image of the doll is important for her poetics, it can be found in shocking and intriguing titles (“Monster Dolls”, “Physiology of Dolls”), but contrary to the reader’s expectations, dolls do not come to life, and the only transformations and wonders revealed by M. Desbordes-Valmore are changes in the child’s soul and perception of the world.
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« Storied Refusals ». Dans Children of the Soil, 87–122. Duke University Press, 2023. http://dx.doi.org/10.1215/9781478027409-003.
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Chapter 3 chronicles how following the French military conquest of the island in 1895-96, officials appropriated key sites in the city, on which they laminated their presence and sought to legitimate colonial rule. The enduring stone structures of Indian and Antalaotra traders and the refusal of laborers stymied French urban-planning visions. Indian families, in particular, harnessed the architectural inertia of their homes to contest and negotiate colonial encroachment, but the arrival of recruited workers from China and India, and outbreaks of the bubonic plague in 1902 and 1907, brought new challenges to their efforts to retain autonomy over their community. This chapter examines the city's built presences and absences as sites of encounter through which competing groups negotiated colonial rule.
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Carey, John. « Hergé : The Man Who Created Tintin ». Dans Sunday Best, 200–203. Yale University Press, 2022. http://dx.doi.org/10.12987/yale/9780300266689.003.0055.
Texte intégralRésumé :
This chapter assesses how Pierre Assouline's biography shows that Tintin's creator was an emotionally retarded workaholic who cared for nothing but his art, disliked children, and collaborated with the Nazis. Georges Remi (his pen name Hergé was his reversed initials, RG, as pronounced in French) was born in 1907 in a Brussels suburb. On leaving school, Remi got a job on an ultra-Catholic paper that advocated authoritarian government as a bulwark against democracy. Serialised in Father Norbert Wallez's paper, The Adventures of Tintin in the Land of the Soviets gave a cautionary account of the famine, terror, and repression rife under the atheist Bolsheviks. He was a perfectionist in his art, and seemingly did not stop to think that, by luring young readers to Wallez's paper with Tintin stories, he was also exposing them to editorials that justified Hitler's persecution of the Jews.
Rapports d'organisations sur le sujet "French Children stories"
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Hunter, Janine. Street Life in the City on the Edge : Street youth recount their daily lives in Bukavu, DRC. StreetInvest, 2022. http://dx.doi.org/10.20933/100001257.
Texte intégralRésumé :
Bukavu, a city on the shores of Lake Kivu on the eastern edge of the Democratic Republic of the Congo (DRC), is home to over one million people, many displaced by poverty and the consequences of armed conflicts that continue to affect the east of the country. More than 10,000 street children and youth live here in street situations. 19 street youth helped to create this story map by recording all the visual data and sharing their stories about their daily lives. The story map includes 9 sections and 2 galleries showing street children and youth’s daily lives in Bukavu and the work of Growing up on the Streets civil society partner PEDER to help them. Chapters include details of how street children and youth collect plastics from the shores of Lake Kivu to sell, they cook, and share food together, or buy from restaurants or stalls. Young women earn their living in sex work and care for their children and young men relax, bond and hope to make extra money by gambling and betting. The original language recorded in the videos is Swahili, this has been translated into English and French for the two versions of the map.