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1.
Charles Butler 《Children‘s Literature in Education》2007,38(3):163-172
There are numerous academics who have also been novelists, including several prominent writers of children’s literature. Yet
the relationship between academic writing and the writing of fiction has not been systematically explored, nor have the kinds
of knowledge gained from the experience of writing fiction always been easy to incorporate into the scholarly and institutional
contexts of academic criticism. The author discusses some of the ways in which academic and fiction writing can complement
and inform each other, drawing on his own experience in both fields. He also argues that ‘the act of writing’ needs to be
far more thoroughly integrated into English studies at both a practical and a theoretical level.
Charles Butler was a fiction writer before he was an academic, writing his first novel before he went to London University
to study English Literature. He readily admits that his first and second novels remain deservedly unpublished, the influence
of other authors hanging too heavily over them. The Darkling (1997) was the first of his six fantasy novels published to date and, as he relates in this article, he has also written
a number of critical works. As Charles is one of that rare breed of writers who have managed to combine these two careers
(though he has some illustrious precursors, in Tolkien, of course, C.S. Lewis and Ursula Le Guin), we invited him to share
his views on both the rewards and possible pitfalls of trying to keep both activities buoyant.
Charles Butler is a Senior Lecturer at the University of the West of England, Bristol, where he specializes in children’s
literature. He is author of Four British Fantasists: Place and Culture in the Children’s Fantasies of Penelope Lively, Alan Garner, Diana Wynne Jones,
and Susan Cooper (Scarecrow/ChLA, 2006), and editor of Teaching Children’s Fiction (Palgrave Macmillan, 2006). He is also the author of six children’s fantasy novels, of which the most recent are Death of a Ghost (HarperCollins, 2006) and The Lurkers (Usborne, 2006). His web site is http://www.charlesbutler.co.uk 相似文献
2.
Christopher Ringrose 《Children‘s Literature in Education》2007,38(3):207-218
A & C Black’s Flashbacks series invites its readers to “Read a Flashback...take a journey backwards in time”. There are several ways in which children’s fiction has encouraged its readers to engage
with and care about history: through the presence of ghosts, through frame stories, time travel, or simply setting the narrative
in the past. However, modern critical theory has questioned the validity of traditional modes of the genre. This paper defends
historical fiction for children by arguing that, whatever narrative strategy is used, such writing stands or falls through
its evocation of a historical sensibility—or what Raymond Williams calls a ‘structure of feeling’. This is achieved through
elements of style, both in the representation of dialogue and thought. Pastiche, sometimes thought of as an unsatisfactory
feature of contemporary culture, can often perform a similar evocative function. The paper is based on close readings of Alan
Garner’s The Stone Book from 1976, and 21st century fiction by Kevin Crossley-Holland, Kate Pennington and Paul Bajoria. If these books do not overtly
use the techniques of “historiographic metafiction”, it may be because awareness of historiography is implicit in the very
texture of their writing.
Christopher Ringrose is Principal Lecturer in English at the University of Northampton, and Head of Learning and Teaching
in the Arts. He is an Editor of The Journal of Postcolonial Writing, and has published on Canadian literature, literary theory, eighteenth-century literature, and autobiography, as well as
writing a study of the novelist Ben Okri, published in 2006. For CLE, he wrote on Lying in Children’s Fiction in Volume 21 No.3 (July 2006). 相似文献
3.
Jeffrey C. Brewster 《Early Childhood Education Journal》2008,35(4):371-375
In 2005, the United States Board on Books for Young People (USBBY) and the Children’s Book Council, Inc. (CBC) formed a committee to evaluate, select and publicize books of exceptional quality which were originally published outside
of the United States and subsequently released by an American publisher. This article offers brief annotations of the 2006 and 2007 Outstanding International Children’s Book Award winners for the K–2 age group—17 titles from nine different countries. In addition, the work of USBBY and the CBC, Inc., is briefly explained. 相似文献
4.
David Lewis 《Children‘s Literature in Education》2007,38(4):263-275
In this article David Lewis talks to Posy Simmonds about her career in illustration, cartooning and the writing and illustration
of picturebooks. Together they discuss her early experience of working as an illustrator for newspapers and magazines; her
first attempt at creating a weekly adult cartoon strip and her subsequent career as a regular contributor to the Guardian newspaper. They consider her approach to writing and drawing picturebooks; the balance of realism and fantasy in her work;
her mastery of colour effects; her liking for drawing cats and her attempts to capture the truth of a situation in pictures
and words.
David Lewis has been a teacher in primary and secondary schools, an educational researcher, and lecturer in education at Goldsmiths’
College, London and the University of Exeter. He has written a number of articles about children’s picturebooks and is the
author of Reading Contemporary Picturebooks: Picturing Text. He is a member of the UK editorial committee of Children’s Literature in Education. 相似文献
5.
Corrine M. Wickens 《Children‘s Literature in Education》2011,42(2):148-164
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters
and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote
inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic
homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately
leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the
years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings,
hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary. 相似文献
6.
Are children’s understanding of mental states (understanding of mind) related to their notating skills, that is, their ability
to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners
were presented with a dictation task where they produced some written marks and were later asked to read them back. Understanding
of mind was assessed using two tasks. Children’s name-writing and language skills were assessed as covariates. Children’s
understanding of their own and other’s mental states was associated with their notating skills. Findings are discussed in
light of the reciprocal writer-reader relation: keeping an audience in mind when writing and a writer in mind when reading.
This reciprocal relation is central to writing and reading development. 相似文献
7.
Michael Mendelson 《Children‘s Literature in Education》2010,41(4):340-354
Given the serious decline in the number of undergraduates majoring in the humanities in general, and literature in particular,
teachers of Children’s Literature have a unique opportunity to serve their discipline by tapping the power of classroom dialogue
to introduce students to the practical reasoning central to humanistic study. This essay takes Long John Silver, from Robert
Louis Stevenson’s Treasure Island (1883), as a model for generating lively discussion that begins with literary matters but leads, with help from the teacher, to
fundamental questions about the role of the humanities in students’ education and in their lives. In the process, the essay
traces a pedagogical strategy that moves from matters of plot and character, to issues of ethics and judgment, to larger questions
regarding approximate knowledge and sound reasoning about the complexities of the human condition. This inquiry focuses specifically
on the charming but villainous Silver and the possible explanations for his escape at the end of the novel. But the ambiguity
and fascination of his character are also catalysts for wide-ranging classroom discussion of a kind that Children’s Literature
routinely promotes and sustains. Such discussion can provide broad, balanced insight into the nature and variety of critical
understanding. As such, Children’s Literature and the pedagogy it supports serves to identify and enliven the benefits of
humanistic study at a crucial moment of academic history. 相似文献
8.
Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献
9.
Anastassios Pouris 《Higher Education》2007,54(4):501-509
This article reports the results of an investigation to identify the disciplinary strengths and the international standing
of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for
research administrations, researchers and students such information is not available in South Africa currently. The Essential
Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African
universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific
literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University,
University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in
which the South African institutions meet the threshold requirements for inclusion in the database shows that the country
has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing
of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher
education and science and technology policy. 相似文献
10.
Madelyn Travis 《Children‘s Literature in Education》2007,38(3):187-194
Scholars have posited various theories as to which sector of society Mary Norton’s Borrowers most closely reflect, from exploitative
aristocrats to helpless victims. Through social and literary contextualization, this article highlights the ways in which
Norton represents social class in the series and explores the competing ideologies embedded in the texts.
Madelyn Travis is Website Features Editor for Booktrust and Associate Editor of The Journal of Children’s Literature Studies. She has contributed to The Horn Book magazine and The Ultimate First Book Guide. She has an MA in children’s literature from Roehampton University and will shortly embark on a PhD at Newcastle University. 相似文献
11.
Lesley Le Grange 《Higher Education》2003,46(4):491-505
In this article I describe how socio-politicalchange in South Africa (in the 1990s) andprocesses of globalisation andinternationalisation provided opportunities forprofessional engagement among South African andAustralian academics. I specifically reflect onthe role that (dis)trust played in knowledgeproduction processes involving South Africanand Australian academics in a project entitled,Educating for Socio-Ecological Change:Capacity-Building in EnvironmentalEducation. The article expands on the work ofTurnbull (1997) who argues that the basis ofknowledge might not be empirical verification(as the orthodox view would have it), buttrust. The article provides some insights as tohow the social organisation of trust might bechanging in post-apartheid South Africa. 相似文献
12.
Teresa Strong-Wilson 《Children‘s Literature in Education》2008,39(1):53-74
We are made up of stories: the stories we hear, the stories we tell. Intertextual connections form through repeatedly hearing
stories, many of which stem back to childhood. This paper foregrounds a teachers-as-readers literature circle in which a group
of Indigenous teachers in Canada discussed, among other titles, Rafé Martin’s The Rough Face Girl and Gerald McDermott’s Raven. Children’s stories are contested spaces because of the persistent presence in them of “simulacra” or imaginary representations
of Indigenous peoples. The paper describes how the teachers drew on their storied formations as Indigenous readers to gloss
the stories, as well as revised their interpretations through critical discussion with one another. 相似文献
13.
Michael Lockwood 《Children‘s Literature in Education》2009,40(4):296-305
This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the
movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion
considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference
is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults. 相似文献
14.
Toks Oyedemi 《Critical Studies in Education》2020,61(4):399-415
ABSTRACT The colonial nature of South African universities remains a source of debate among students and academics. Decolonization as rethinking academic institutional practices seems less controversial; the specificity of how to decolonize the academia is the core of divergent arguments and contesting ideologies. Consequently, many suggestions and methods for the decolonization of South African universities have been proffered. Although some of these suggestions are pertinent, a critical question about what should South African academe decolonize from needs to be engaged. This requires a critical, theoretical and intellectual discourse of coloniality in order to rethink the academia in South Africa. Drawing from Anibal Quijano’s critical discourse of coloniality of power, this paper (re)visits the nature of coloniality, explores approaches to decolonization and situates these understandings to the academia in postcolonial South Africa. A polycentric approach to decolonization is supported with a goal of decolonization as innovations. 相似文献
15.
16.
Mei-Shiu Chiu 《International Journal of Science and Mathematics Education》2012,10(1):163-191
The aim of the present study was to identify children’s conceptions of learning mathematics and to assess the identified conceptions.
Children’s conceptions are identified by interviewing 73 grade 5 students in Taiwan. The interviews are analyzed using qualitative
data analysis methods, which results in a structure of 5 major conceptions, each having 2 subconceptions: constructivist (interest and understanding), interpretivist (liberty and innovation), objectivist (academic goal and perseverance), nativist (confidence and anxiety (reverse)), and pragmatist (vocational goal and application). The conceptions are assessed with a self-developed questionnaire, titled “the Conception of Learning Mathematics Questionnaire”
(CLMQ), which is administered to 513 grade 5 students in Taiwan and examined with a reliability measure, confirmatory factor
analysis, and correlations with 2 criteria: mathematics achievement and approaches to learning mathematics. The results show
that the CLMQ has desirable internal consistency reliability and construct validity. The conceptions are also sensibly in
relation to the 2 criteria, suggesting that the CLMQ is a valid measure for evaluating the quality of children’s learning
mathematics in relation to teaching contexts. 相似文献
17.
Children's Literature in Education - This article was initially published with the incorrect title: “A Three Dimensional Jigsaw Made of Pliable Bits: Aidan Chambers’ Postcards from... 相似文献
18.
Alejandro J. Gallard Mart��nez 《Cultural Studies of Science Education》2011,6(3):719-723
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous
knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching
as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s:
Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey
Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The
first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the
tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local
belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always
adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa
to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes
an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation
is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and
cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the
habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit
related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening
carefully” (radical listening) to students and valuing their language, culture, and learning as a model for
“science for all”. 相似文献
19.
Frances O’Brien 《Higher Education》2009,58(1):29-39
Engagement between higher education and other societal sectors is a key theme in higher education discourse in South Africa,
as it is in other countries. In South Africa, however, engagement has gained additional status as an appropriate strategy
for pursuing African Scholarship. On the ground, however, inequitable power relationships and erratic participation have posed
serious challenges to the effectiveness and sustainability of engagement initiatives. From the experiences of seven South
African academics and the local community members and service-providers with whom they engaged in service-learning, three
factors emerged as mediating the power/participation dynamic of their engagement. The impact of these factors, namely, structure,
meaning, and place and time, are discussed, leading to the conclusions that scholarly engagement requires ideological and
practical support from higher education institutions and further study in South African contexts.
相似文献
| Frances O’BrienEmail: |
20.
Jani L. Barker 《Children‘s Literature in Education》2010,41(2):118-145
Multiethnic children’s literature addresses multiple audiences, providing different reading experiences and benefits for each.
Using critical race theory as an interpretive tool, this article examines how two African American historical fiction novels,
Mildred Taylor’s Roll of Thunder, Hear My Cry and Christopher Paul Curtis’s The Watsons Go to Birmingham—1963, frame anti-racist identifications for readers of all races. It argues that these identifications are key elements in the
novels’ rhetorical strategies for engaging readers and opposing racism. Both novels portray strong African American families
with whom both black and nonblack readers can identify and present African American perspectives on race, but they differ
in how directly they approach racism and how they frame the identification of white readers. The conclusion offers implications
of analyzing race and audience when teaching multiethnic literature. 相似文献