Diaspora Children’s literature
216496409
Translating children's literature of Ukrainian Diaspora as an implementation of the educational ideal of Ukrainian abroad
This essay examines the implementation of the educational ideal of Ukrainian Abroad in the Ukrainian Diasporic translation of children's literature by such authors as Dhan Gopal Mukerji, Louis Henri Boussenard, Oscar Wilde, Daniel Defoe, Rudyard Kipling, etc. I claim that this ideal was formed in the 20th century in different cultural centers, united by Ukrainian World Congress. The Second Ukrainian World Congress approved main principles of the educational ideal in 1973, summarizing previous achievements. It is based on such human values as love, respect, and tolerance. All of these values got a Ukrainian sense. My focus in this article is on how these principles of the educational ideal are fulfilled in the translation of children's literature of Ukrainian Diaspora.
Maryna Vardanian
149938694
Introduction: Migration, Refugees, and Diaspora in Children's Literature
Philip Nel
52105432
Islamic Children's Literature: Informal Religious Education in Diaspora
This chapter explores the brand of Islamic children's literature produced in diaspora, in order to discern how this supplementary educational tool has responded to key concerns of Islamic education. How is Islamic faith staged in diasporic literary depiction? What innovative formats are employed and how does such innovation affect the content? Rather than understanding this literature in terms of mere adaptations of novel formats, Islamic children's literature is explored as a mode for cultural negotiation in and of itself. It ambiguously balances between a defensive exclusive and offensive inclusive cultural stance. On the one hand, and in its early phases, it has been formulated as a defense of religious principles in a sociocultural context defined as threatening, in face of which Islam is mobilized as a safety mechanism. In such aspects, Islamic children's literature has essentially reproduced cautious and socio conservative literary patterns in the Arab and/or Muslim world at large. On the other hand, the format as such subverts traditional forms of Islamic education and rote learning practices, in favor of a religious pedagogy through which Islamic creed and practice is highlighted as a rational and culturally flexible matrix for life. Currently, the literature is set in a process of rapid development. Core religious virtues are increasingly staged through vivid narrative and graphic representation, and in inclusive appropriation of Euro American literary formats such as the detective story, the world of sports, the comic book, the fable, and fairy tale. Such innovative formats invite culturally inclusive depictions of diasporic existence, in an open and vulnerable exploration of what Muslim identity and Islamic faith may mean for a young mind. In the process, the borders are currently becoming less distinct between the brand of Islamic children's (established since the 1970s) and an emergent literature depicting the lives of young Muslims with less explicit religious or ideological purposes. (Less)
Torsten Janson
163341512
Children's literature and culture of the First World War
Introduction Lissa Paul, Rosemary Ross Johnston, and Emma Short Section 1: Writing War 1. Churchill's War Horse: Children's Literature and the Pleasure of War Paul Stevens 2. 'Flying the Flag' Artuto Rossato's First World War Fantasy Novel, L'Aeroplano di Girandolino Lindsay Myers 3. On the Italian Front: Salvator Gotta's Piccolo Alpino (1926) Francesca Orestano 4. A 'Revolutionary' First World War: Girls Writing Girls in America's St. Nicholas Magazine Andrea McKenzie 5. War, the Black Diaspora, and Anti Colonialist Journalism: The Case of Our Boys and Girls Katharine Capshaw 6. Germanic Power and Uncle Sam's Orders: Immigrant Experience of the First World War in Swedish American Writings for Youth Agnieszka Stasiewicz Bienkowska Section 2: Propaganda Experience 7. Schoolgirls and Female Youth in Germany during the First World War Andrew Donson 8. 'The Eastern glow where the big sons go' Arnold Wilson, Clifton College and the First World War Barbara Cooke 9. Australia and Wartime Chorography: Showing and Telling the Story of Home Rosemary Ross Johnston 10. The Building of Boys for War: The Militarization of Boys' Work in the Canadian and American YMCAs Jonathan Weier 11. 'A Salesman Soldier for Uncle Sam' Images of Childhood in US Food Conservation, 1914 1919 Justin Nordstrom Section 3: Education Play 12. Fun and Military Games: The War in German Picture Books, 1914 1915 Emer O'Sullivan 13. 'A very cruel thing' Canadian Children, The First World War and the Grain Grower's Guide Kristine Moruzi 14. 'How Merrily the Battle Rages' Props for Make Believe in the Edwardian Nursery Rosie Kennedy 15. Playing Soldiers? War, Boys, and the British Toy Industry Rachel Duffett Section 4: Activism 16. Girl Volunteers: Empowerment through Stories Margaret R. Higonnet 17. Scouting for Rebels: Na Fianna Eireann and Preparation for the Coming War, 1909 1918 Marnie Hay 18. A Child's Army of Millions: The American Junior Red Cross Branden Little 19. 'Leagues of Love' and 'Column Comrades' Children's Responses to War in late Victorian and Edwardian England Sian Pooley Afterword: Prophesying War: The Hidden Agendas of British Children's Literature, 1900 1914 and 2015 Peter Hunt
Lissa Paul Rr Johnston Emma Short
142655643
Critical Multicultural Analysis of Children's Literature: Mirrors, Windows, and Doors
Foreword, Sonia Nieto Preface Acknowledgments Chapter 1 The Metaphors We Read By: Theoretical Foundations Chapter 2 The Historical Construction of Children's Literature Chapter 3 Reading Literacy Narratives Chapter 4 Deconstructing Multiculturalism in Children's Literature Chapter 5 Theorizing Critical Multicultural Analysis of Children's Literature Chapter 6 Doors to the Diaspora: The Social Construction of Race Chapter 7 Leaving Poverty Behind: The Social Construction of Class Chapter 8 Genres as Social Constructions: The Intertextuality of Children's Literature Chapter 9 Cinderella: The Social Construction of Gender Chapter 10 Shock of Hair: The Endurance of Hair as a Cultural Theme in Children's Literature Chapter 11 Teaching Critical Multicultural Analysis Further Dialogue with Mingshui Cai, Patrick Shannon, and Junko Yokota APPENDICES Appendix A Children's Book Awards Appendix B Children's Book Publishers Appendix C Power Continuum: How Power is Exercised Appendix D Critical Multicultural Analysis Appendix E The Publishing Practices of the Mexican American Migrant Farmworker Text Collection Appendix F Children's Literature Journals Appendix G Online Resources
Maria Jose Botelho Masha Kabakow Rudman
162660463
Sikh Children's Literature in the Diaspora
The category 'Sikh literature' poses a conundrum. There is a substantial body of work about Sikhs that encompasses Sikh history, religion, identity, scriptures and literature, some of it is in Punjabi and some in English. This chapter specifically examines the genre of children's and young adult literature by and about Sikhs that is produced in the diaspora. It is part of a broader study of Sikh diaspora literature and seeks to understand the ways in which Sikh identity is constructed and disseminated through children's literature. Addressed to children born to Sikh parents in a foreign land, especially when their religious and cultural identity is subject to critical, even hostile scrutiny, offers a unique looking glass for the diaspora as a whole. In Sikh children's literature the majority of the authors are women and most of the subjects are turbaned Sikh boys. Keywords: cultural identity; Sikh children's literature; young adult literature
Geetanjali Singh Chanda
140591942
Mediating Cultures: The Role of African Children's Literature in the Diaspora
African children's literature maintains significant influence in the lives of children on the continent. In the twenty first century, and considering the increasing wave of African migrants to new residences across the globe, it has become necessary to investigate its role in the lives of children who migrate with their parents, and those born in the Diapora. In view of the exigent conflicts posed by acculturation, immigrant parents may be turning to children's literatures with African settings as a resource for inculcating African values in their children and for maintaining continuity with their cultural heritage. This paper argues that this situation presents a problem for immigrant children who are caught between acculturation into the host nation and their parents' nostalgia and/or anxiety to create "a home away from home." Notably, first generation African immigrant children are at risk for identity pressures resulting from their sensitivity toward the new environment. Consequently, the emerging conflicts extend to every aspect of immigrant family life, including dressing, cuisine, naming, and especially, choice of reading materials. As a counter to these conflicts, parents may resort to literatures that portray strong African values, thereby making such literatures important sites for mediating Diaspora and African cultures. In this manner, they bridge the spatial distance on the pages of literature. This paper, therefore, examines select children's texts to evaluate their utility and the extent to which such books can facilitate parental desires to teach African values to their children. It will also assess certain caveats that may impede the primary objectives of parents, such as children's age and maturity, changing interests and choices of texts, stereotypes, proliferation of children's cartoons/films, and technology that may work against the best interest of African immigrant parents for their children.
Pauline Ada Uwakweh
142005125
Pura Belpre Lights the Storyteller's Candle: Reframing the Legacy of a Legend and What It Means for the Fields of Latino/a Studies and Children's Literature
abstractPura Belpre's life and literary works continue to gain critical attention, yet a main hindrance restricting Belpre's critical assessment is the lack of scholarly inquiry into the cultural role of children and the place of children's literature within the Puerto Rican Diaspora. Puerto Rican, Latino/a, and children's literature studies have yet to fully understand Belpre within U.S. children's literature. As a storyteller, combining both literary and performance traditions, Belpre presented children with representations of the Puerto Rican "nation." Studying her legacy exposes the tensions among literature, performance, the past, and the present. Her subversive "archive of repertoires" provides children with revolutionary tools for resisting U.S. colonialism. However, we must still examine how Belpre represents Puerto Rican culture for children and how she locates her characters within an imagined Island of dreams. [Keywords: Pura Belpre, subversive, children's literature, Puerto Rican childhood, storytelling, performance studies]the field of puerto rican studies, and subsequently latino/a studies, has recently tapped pura belpre as a historically significant figure worthy of recovery. Her ascent will perhaps gain further momentum as efforts like the documentary, Pura Belpre: Storyteller (2011) and Lisa Sanchez Gonzalez's recent book, The Stories I Read to the Children: The Life and Writing of Pura Belpre, the Legendary Storyteller, Children's Author, and New York Public Librarian (2013) continue to circulate.1 Even the recent picture book by Lucia Gonzalez, illustrated by Lulu Delacre, The Storyteller's Candle (2008) has memorialized Belpre as a heroine in her own American fable. Considering the seminal, though scarce, scholarly work on Belpre, including Julio Hernandez Delgado's "Pura Teresa Belpre, storyteller and pioneer Puerto Rican librarian" (1992) Sanchez Gonzalez's chapter "A Boricua in the Stacks" in Boricua Literature: A Literary History of the Puerto Rican Diaspora (2001) and Victoria Nunez's "Remembering Pura Belpre's early career at the 135st New York Public Library" (2009) it seems that the greatest hurdle when approaching Belpre is attempting to historicize her sixty year career while also juggling her seemingly innumerable roles (i.e. librarian, author, folklorist, etc. What we have established is that Belpre is a woman whose revolutionary efforts in children's literacy and activism directly influenced Puerto Rican and Latino/a culture from the 1920s to 1980s. What we have yet to do, among many things, is theorize the role of children's material and performance culture within Belpre's cultural and literary project.Belpre's consideration within any literary canon, Mainland Puerto Rican or otherwise, has been limited for several reasons, though perhaps the greatest handicap has been our inability to credit the role of children's materials within the Diaspora. Certainly, as Sanchez Gonzalez emphasizes, we understand that with the exception of a young adult novel, Firefly Summer (1996) Belpre's children's books and papers have been out of print or unpublished for at least thirty years until recently.2 As Nunez has argued, Belpre's status as a black Puerto Rican during the 1920s and '30s in Harlem also contributes to the perplexity surrounding her legacy, since Belpre complicates traditional approaches to studying race and the Harlem Renaissance (2009: 54).3 Yet scholars also seem to imply that Belpre's use of children's materials has complicated her critical assessment. Jose L. Torres Padilla writes that though "Belpre's work should interest scholars of Puerto Rican diasporic literature," children's literature "is not usually included among the more traditional literary canon and rarely, if ever, within ethnic literary studies" (Torres Padilla and Rivera 2009:93) Even within the growing conversation on Belpre, there is a hesitation to categorize Belpre's writing as "children's," preferring perhaps the more adult, and inclusionary label "folklore," possibly out of fear that "children's" may mark her legacy as uncritical and/ or pedantic.
Marilisa Jimenez-Garcia
142985581
Overlapping space and the negotiation of cultural identity: children's literature from the South Asian diaspora
Salman Rushdie, in this resonant quotation, engages with the political concerns of diaspora: the right for individuals to lay claim to both their 'home' and 'homeland' cultures.1 The emphasis Rushdie places on the word 'heritage' signals why diasporic individuals should be able to lay claim to these places. But what about the how of such assertions? How is one able to lay claim to different cultures? How are these affiliations created? And, how are individuals able to resolve differences in cultural nuances? These questions probe the workings of cultural identity formation and negotiation, concerning which existing theories offer only partial solutions. My research into children's literature from the South Asian diaspora draws attention to this gap, but more specifically to the fact that currently there is no definitive cultural identity model which focuses solely on how post migrant generations, including foreign born migrant children (hereafter referred to as the 'second generation' negotiate their cultural identities. By addressing this gap, this chapter attempts to answer questions about how these diasporic individuals claim cultural identities, and a model theorizing this engagement emerges which is best identified as Overlapping Space. Drawing on both sociological and literary discussions of cultural identity, the Overlapping Space model demonstrates the ways in which second generation identities are reliant upon practices of enculturation.
Shehrazade Emmambokus
142016373
Contemporary adolescent fiction from the South Asian diaspora: multicultural children's literature of the millennium and the potential for bibliotherapy
The study of children's literature from the South Asian diaspora has been mostly overlooked by postcolonial studies, cultural studies and children's literature studies alike. This thesis responds to this academic oversight and it is not only the first study to solely explore the diasporic experience presented in these novels, but also opens up an area of research which has great cross disciplinary potential. At the centre of this thesis is the argument that existing theories of identity negotiation offer only partial explanations of how young, second generation individuals negotiate their cultural identities, and that children's literature, by contrast, illuminates an alternative means of identity formation. There is no definitive cultural identity model which focuses solely on how post migrant generations, including foreign born migrant children, negotiate their cultural identities. Yet the fiction this thesis examines demands the need for precisely such a model. Drawing on the works of Homi Bhabha, Avtar Brah and Stuart Hall, the model that emerges from the fiction is best identified as what I have termed: Overlapping Space. Engaging with a wide range of postcolonial, cultural and sociological theorists, the study focuses on novels published since 2000 and identifies how they offer a model of Overlapping Space identity formation. Engaging with Bali Rai's What's Your Problem? and Kavita Daswani's Indie Girl the thesis begins by identifying how issues of race and racism are still prevalent to contemporary concerns. Developing these concerns, the study draws on Marina Budhos's Ask Me No Questions and Mitali Perkins's First Daughter: Extreme American Makeover to investigate how media influences post 9/11 have affected young peoples' cultural self identities. Shifting the focus from imposed 'homeland' cultural alienation to self imposed 'homeland' cultural estrangement through abjection, the study identifies the psychological effects of visiting ancestral homelands as depicted in Vineeta Vijayaraghavan's Motherland and Mitali Perkins' Monsoon Summer in order to demonstrate the experience of emotional situational ethnicity through unexpected enculturations. Continuing with the discussion of emotional situational ethnicity, using Narinder Dhami's novelization Bend it Like Beckham and Baljinder K. Mahal's The Pocket Guide to Being an Indian Girl, this thesis explores how young second generation members of the South Asian diaspora navigate between 'peer' and 'parent' zones and analyses the significant role that subcultures can play in the approval of 'transgression' Lastly, by focussing on Tanuja Desai Hidier's Born Confused and Bali Rai's The Last Taboo, this thesis continues its exploration in 'transgressive' behaviours and analyses the dating and interracial relationship cultural concerns presented in these two novels. By exploring these themes, issues and concerns, this study ultimately foregrounds each text's potential for bibliotherapy and demonstrates that, as well as making significant contributions to literature and cultural studies, these novels serve an important social function as well. Consequently, via the universalising bibliotherapeutic function of these novels, this thesis ultimately argues that these novels not only foreground and legitimise Overlapping Space identities but actively help build these identities as well.
Shehrazade Emmambokus