Anthropomorphic Characters in Children’s Literature

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-11-03 DOI:10.1086/711054
Vera Sotirovska, J. Kelley
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引用次数: 16

Abstract

Given the current climate of immigration discourse and proposed changes to US immigration policies, it is critical to examine how immigration is presented to society’s youngest readers. Because racial tension is embedded in immigration policies, children’s picture books with anthropomorphic characters offer the possibility of learning about immigration as a phenomenon removed from master narratives. We focus on five picture books with anthropomorphic characters and explore the portrayal of immigrants and their stories. Using critical multicultural analysis, we unpack stereotypes, storylines, relationships between characters, messages about different lifestyles, creators’ backgrounds and perspectives, and loaded words. Cultural character traits were used purposefully to unpack messages about acceptance or the lack thereof. The storylines emphasize the characters’ traits, agency, and strategies of inclusion. Parallels can be drawn between the current immigration discourse and the books’ storylines, making the books appropriate resources to address immigration topics in the elementary education classroom.
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儿童文学中的拟人人物
鉴于当前移民言论的氛围和美国移民政策的拟议变化,研究移民如何向社会上最年轻的读者呈现至关重要。由于种族紧张关系植根于移民政策中,具有拟人化人物的儿童图画书提供了学习移民这一从主流叙事中移除的现象的可能性。我们关注五本人物拟人化的图画书,探讨移民及其故事的刻画。通过批判性的多元文化分析,我们解开了刻板印象、故事情节、人物之间的关系、关于不同生活方式的信息、创作者的背景和视角以及负载的词语。文化性格特征被有目的地用来解读接受或缺乏接受的信息。故事情节强调了人物的特点、能动性和包容策略。可以将当前的移民话语与书籍的故事情节进行比较,使书籍成为在基础教育课堂上解决移民话题的合适资源。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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