How Children´s Literature Has
Reflected Actual History – and How Historical Experiences From Various
Periods Have Influenced Stories for Children (2)
- “The
Rajput Tradition of Valour - a Popular Subject for Children´s
Stories” (Abstract
80)
Author
& storyteller Deepa Agarval , India
- “How
historical personalities has Influenced the Brazilian children's literature”
(Abstract 93)
Doctorate
student Claudimeiri Nara Cordeiro Kollross, Brazil
- „History
Dramatized: Perspectives and Voices of the Narrating Self in World War
II Stories” (Abstract
131)
Teacher
& Ph.d. Kaliakatsou Ioanna , Greece .
- “It´s
Just an Allusion: How Cultural and Ethnic Allusions are Employed and
Translated in Children´s Literature” (Abstract
132)
Ph.d.
student B.J. Epstein, Wales
•
“ Children's
Explorations of Cultural Identity and Intercultural Understandings through
Literature ”
(Abstract 94)
Professor
Kathy G. Short, Arizona, USA
(80)
The
Rajput Tradition of Valour - a Popular Subject for
children´s
Stories
Author
& storyteller Deepa Agarwal , India
In
historical fiction for children in India , many factors have influenced
the choice of subject matter and its treatment. Our country has often
been invaded and colonised. This fact has affected the choice of subjects
for stories commonly narrated to or written for children.
Among
these, the Rajput tradition of valour is perhaps the most popular topic
for children's stories in Northern India , especially those written in
Hindi. These inspirational tales hail from the oral tradition and were
in circulation long before the coming of the printed children's book.
Some are derived from well-known folk epics like the Prithviraj Raso
written by Chand Bardai, the court poet of the Rajput ruler Prithviraj
Chauhan and Alha-Udal, the tale of two brave brothers that bards
still perform in rural Uttar Pradesh.
These
stories are mostly set in the pre Moghul era roughly between 1000 and
1500 AD, and among the best known are the romance of Prithviraj and Sanyukta,
the exploits of legendary kings like Maharana Pratap and heroic female
figures like the nurse Panna Dhai and the beautiful queen Padmini who
displayed both great courage and presence of mind while facing Muslim
invaders. Honour, loyalty and patriotism are the main themes and the protagonists
are projected as symbols of struggle and sacrifice, often looming larger
than life.
The
Rajput tales can be said to serve a deeper purpose than merely acquainting
children with historical events. They evoke feelings of national pride
and are meant to provide heroic role models for children. For this reason,
apart from being retold over and over again in popular children's literature,
they are often included in school texts as well. We can safely count them
amongst the best-known children's stories from Indian history.
Deepa
Agarwal
D-123
Preet Vihar
Delhi-110092
India
e-mail:deepa.agarwal@gmail.com
(93)
“How
historical personalities has influenced the Brazilian children's literature”
The
present work has as its main goal, the analysis of how the historical
experience has influenced the children's literature in Brazil . Ana Maria
Machado, the Brazilian author, in her book Abrindo Caminho seems
to show some characters from our history being able to transform the
world literature, changing obstacle into pathway, hostility into friendship
and an end into a sort of a new beginning. The way of how each past
event reflects the present time and for sure the future events. The narrative
rescues and parodies personalities such as Carlos Drummond, Tom Jobim,
Dante Aligheri, Marco Polo, Alberto Santos Dumont and Christopher Columbus.
The fusion between the verbal, visual and symbolic
languages, creates a perfect scenario that invites the reader to travel
through the past of human History and reviews Brazilian artists.
The question guiding the present paper is how the author established
the focus of that influence in the aesthetic or pedagogical matrix:
Had the author intention of celebrating the heroes who inhabited
the narrative compound? Had the historical influence extended reader's
horizons out? At the end, such questions together with many other questions
will come out for discussion on the 31st IBBY World Congress.
Basic
relevant biographical
BAKHTIN,
Mikail. Estetica da criação
verbal. São Paulo, Martins
Fontes,1997.
CHEVALIER,
Jean. Et GHEERBRANT, Alain. Dicionário
de símbolos. Rio de Janeiro,
José Olympio, 1999.
GOFF,
Jacques Le. O imaginário medieval. Lisboa, Estampa, 1994.
KRISTEVA,
Julia. La révolution du langage poétique, Seuil,
1974.
MACHADO,
Ana Maria. Abrindo caminho. Ilustração. TEIXEIRA,
Elisabeth. São Paulo, Ática, 2003.
Contact
Claudimeiri
Nara Cordeiro Kollross
Doctorate
student - São Paulo University (USP) / Brazil
nara_kollross@superig.com.br
(131)
History
dramatized: Perspectives and voices of the narrating self in World War
II stories.
Kaliakatsou
Ioanna, PhD in Children's Literature
The
current study tries to reveal the intention, posture and tone of the narrating
self through the process of narration, by focusing on stories about World
War II, autobiographical in impulse. The various perspectives (scene to
agent, agent to scene, aligning with topic) and the voices of the narrating
self (self-quotation and self referencing strategy) add drama to the storytelling
and reveal a number of oppositions held in dynamic tension: the victimization
of the child and the guilt of the adult, humanity and barbarity, war and
peace. The essay points out that the texts affect the framework through
which the history is perceived and the meaning of the past is construed
.
""Kaliakatsou
Ioanna is a teacher in Primary Education. She has a Phd in Children's
Literature at the University of Aegean , in Greece . Her thesis was "Aspects
of the antiquity in the books of children's age-The paradigm of the Homeric
myth",(Published by the University of Aegean , 2006). She has published
essays in Keimena, Bookbird and Inozemna Philologia.""
zannetk@in.gr >
(132)
It's
Just an Allusion: How Cultural and Ethnic Allusions are Employed and Translated
in Children's Literature
An allusion is a reference, often indirect, to something that has been
created or used before. Frequently, allusions in literature come from
other books, from movies, music, history, religions, or other areas of
culture. As such, they require cultural and ethnic knowledge and this
proves to be a particular challenge when it comes to children's literature,
since writers and translators may assume they know what references children
are familiar with.
In this paper, I will use the books in Lemony Snicket's Series of
Unfortunate Events as well as the translations of all these texts
to Swedish in order to consider how allusions are used and translated
in children's literature. First I will look at what authors are doing
when they include such culture-specific information in texts for children
and then I will analyse seven major translatorial strategies for allusions,
to see how translators handle these allusions and why, and how the author's
and translator's choices affect the text and the culture encoded within
it.
B.J. Epstein is a PhD student in translation studies at Swansea University
in Wales , where she researches the translation of children's literature.
She is also a Swedish to English translator, editor, and writer.
B.J. Epstein
74 St. Helen's Avenue
SA1 4NN, Swansea
Wales , United Kingdom
+44 1792 532 642
bj@awaywithwords.se
http://www.awaywithwords.se
(A Way With Words website)
http://brave-new-words.blogspot.com/
(translation blog)
http://nordictranslation.net/
(Nordic Translation Conference)
http://www.studentlitteratur.se/o.o.i.s/2474?artnr=31930-01
(Ready, Set, Teach! EFL textbook)
http://stores.lulu.com/store.php?fAcctID=592711
(Bryn Mawr College Cookbook)
(94)
Children's
Explorations of Cultural Identity and Intercultural Understandings through
Literature
Thoughtful dialogue around international
literature provides an opportunity for children to reflect on their own
cultural experiences and imagine global experiences beyond their lives.
By immersing themselves into story worlds, children come to appreciate
their own cultural identities and heritages as well as gain insights into
how people feel, live, and think throughout the world. They move beyond
a tourist perspective of collecting facts and artifacts to recognizing
common values and valuing cultural differences. This session will
focus on findings from a two-year research project in which international
literature was used across grade levels in an elementary school to encourage
children to examine their cultural heritage. These self-reflections became
the basis for exploring the cultural heritages and identities of children
throughout the world. The response engagements that supported children's
thinking will be shared along with an overview of the research findings.
The study focused on teaching for intercultural understanding through
literature within cultural identity explorations, cross-cultural studies,
cross-curricular integration, and socio-cultural inquiries on global issues.
These engagements represent different potentials for integrating international
literature into children's lives to build bridges across cultures and
to transform their views of themselves and the world.
Kathy
G. Short
Worlds of Words
104 College of Education
1430 E. 2nd St.
University of Arizona
Tucson, AZ 85721
520-621-1311 (office)
520-621-1853 (fax)
shortk@u.arizona.edu
www.ed.arizona.edu/short
www.wowlit.org
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