Ideology and Children’s Books

McCallum, Robyn; Stephens, John

doi:10.4324/9780203843543.ch25

Cited by 13 publications

(28 citation statements)

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“…Unfortunately, such attempts are not always successful, especially when the narration does not take the children's point of view, as the target audience. McCallum and Stephens (2011) remind us that ideology should not be present explicitly, but implicitly in the use of language and images. The four films have not used the language of films effectively as they rely much on verbal language.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of film analysis, this method enables associating the nature of film as a multimodal-text (verbal, visual, and non verbal/non visual) with its contexts. As such, the present study is a descriptive interpretative analysis under the framework of dissemination theory from Bhabha (2000) and theory of inherent ideology in children's literature from Hunt (1994), McCallum (2002), McCallum and Stephens (2011).…”

Section: Methodsmentioning

confidence: 99%

“…Data were collected from transcript and cuts of film's scenes which were described, categorized, analyzed, and interpreted under the framework of dissemination theory from Bhabha (2000) and theory of ideology in children's literature from Hunt (1994) and McCallum & Stephens (2011).…”

Section: Methodsmentioning

confidence: 99%

“…McCallum and Stephens (2011) propose that ideology is presented through the interplay between creative imagination and stereotypes in the forms of texts and pictures relationship. For example, Coats (2004) finds that Charlotte's Web uncovers the ideology of white supremacy which is evident from the presence of white-ness as a master signifier for many favorable signifieds such as kindness, being pretty, and affluence.…”

Section: Ideology In Children Literaturementioning

confidence: 99%

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Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène

Noorman

Nafisah

2016

Indonesian J. Appl. Linguist

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This research aims to investigate and interpret nationalism in Indonesian films for children with local settings. Four films for children -Garuda Di Dadaku (2009), Di TimurMatahari (2011), Serdadu Kumbang (2011, dan Tanah Surga…katanya (2012)-are analyzed with reference to the theoretical assumption of film as a form system covering its language use and mise-en-scène (Bordwell& Thomson, 2010). Employing a formal system analysis, aspects of nationalism were constructed and interpreted using Bhabha's (2000) dissemination theory and a seminal theory of ideology in children and teenagers' literary texts by Hollindale (1988). Results show that nationalism is presented 1) through the films' mise-en-scène which generates attachment to the Indonesian nation; 2) in abstract notions through the films interconnection with aspects of humanity, social justice, and unity; 3) the use of children characters' points of view. The presentation implied that, in the context of building nationalism, the constructed meanings from exposures on nationalism originated in local issues as well as socio-cultural issues have placed children in an instrumental role as the glue in the weaving of Indonesian nationalism. These findings generate three implications: (1) giving inputs about the kind of texts for children which focus on children's point of view; (2) encouraging the exposure of localities to raise the sense of nationalism; and (3) preparing practical ways to empower film as part of national character building in teaching children.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Ideology In Children Literaturementioning

confidence: 99%

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Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène

Noorman

Nafisah

2016

Indonesian J. Appl. Linguist

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“…Children's texts reflect a certain ideology, a system of beliefs about childhood that is shared in a culture and allows people within that culture to make sense of childhood (McCallum and Stephens, 2010). Tacit theories about the meaning of childhood riddle the plots and themes of texts for younger children (Nodelman and Reimer, 2003).…”

Section: Home/away/home Metaplotmentioning

confidence: 99%

Goodbye Yellow Brick Road: Challenging the Mythology of Home in Children’s Literature

Wilson

Short

2011

Child Lit Educ

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Picture Books and Young Learners’ Reading Identities

Niland¹

2021

The Reading Teacher

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The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy.

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Ideology and Children’s Books

Cited by 13 publications

References 0 publications

Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène

Contesting Indonesia in children’s films: An analysis of language use and mise-en-scène

Goodbye Yellow Brick Road: Challenging the Mythology of Home in Children’s Literature

Picture Books and Young Learners’ Reading Identities

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