Language and Ideology in Children's Fiction

Hurst, Mary Jane; Stephens, John

doi:10.2307/416784

Cited by 143 publications

(7 citation statements)

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“…In this sense, whether the children's books read and shared at the story telling are created in Chinese language or reflect authentic Chinese images should not be a concern because it is assumed not to impact students' academic literacy development. However, as Stephens (1992) points out, children's books are cultural artefacts reflecting the values and ideologies of the society in which they are produced. If the storytelling club as an institutional event solely focuses on depoliticised traditional legends and idiom stories, or largely occupied by Western classic works, the Chinese complementary school as an institutional site will continue to reproduce and even enhance the existing raciolinguistic ideologies towards Chinese language and culture.…”

Section: Yina's Story: Two Moments Of Teaching In Zoom Classroommentioning

confidence: 99%

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Jin

Liu

2023

Literacy

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Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts.

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Section: Yina's Story: Two Moments Of Teaching In Zoom Classroommentioning

confidence: 99%

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Jin

Liu

2023

Literacy

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Section: Narrative Focalization In Critical Analysis Of Multimodal Di...mentioning

confidence: 99%

“…Narrative discourse targeting children has come up a particularly relevant realm for the development of critical discourse analysis involving verbal mode (Stephens 1992(Stephens , 2018. Narratives are powerful vehicles for shaping social ideologies, which are naturalized in the lives that are o ffered for the reader's contemplation (Stephens 1992(Stephens , 2018. Because young readers tend to be naturally empathetic to the lives they observe in literary representations, they may be deceived by such ideological forces, which has supported the claim for the development of a thoughtful interpretation that may 'interrupt' the construction of naïve responses through the enactment of critical analysis of literary discourse (Pace 2006;Pereira and Campos 2014;Stephens 1992).…”

Section: Narrative Focalization In Critical Analysis Of Multimodal Di...mentioning

confidence: 99%

Focalization and ideological meanings in a digital multimodal narrative: implications for the construction of the pedagogy of multiliteracies

Pereira

2023

Multimodal Communication

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This article aims to contribute to the construction of the pedagogy of multiliteracies. It presents a study developed to answer the following research question: How does focalization construct ideological meanings in digital multimodal narratives? A case study of a story app was developed involving multimodal critical discourse analysis. Findings reveal that focalization productively inscribes ideological meanings in the multimodal narrative through a complex layering of meanings resulting from the use of specific semiotic resources and the establishment of intermodal meaning processes. The findings suggest that focalization is a relevant dimension in the enactment of critical analysis of multimodal narratives, pointing into its importance in the enactment of the pedagogy of multiliteracies. Findings and implications are discussed with reference to extant research.

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“…Tego, jak powielane i utrwalane są stereotypowe konstrukty "Innego" zasadzające się na pojmowaniu relacji społeczno-kulturowych w kategoriach my-oni ("my" jako konstytuujący normę, "oni" jako inni/odmienni niż "my"), dotyczą studia postkolonialne (Domańska, 2008), prowadzone także w odniesieniu do literatury adresowanej do młodych odbiorców. Tacy badacze, jak Stephens (1992), Jean Webb (2000) czy Clare Bradford (2007) udowadniają, że nie jest ona -i nie może być -"niewinna", ponieważ zawsze odzwierciedla i reprodukuje pewną ideologię -w tym wypadku związaną ze sposobem postrzegania kultury "innej" niż ta, którą reprezentują hipotetyczni czytelnicy. Jak przekonuje Shaobo Xie (2000, s. 13), odbiorcy dziecięcy -a więc tacy, których światopogląd dopiero się kształtuje i którzy nie mają jeszcze kompetencji myślenia krytycznego -są przypuszczalnie najbardziej narażeni na szkodliwe działanie kolonialnych idei związanych z "Innością rasowo-etniczną".…”

Section: Inność Versus Różnorodność Kulturowaunclassified

Nadzieja dla „Innego”. Kategoria „inności” w polskiej wielokulturowej literaturze dla młodych odbiorców

Kostecka

2021

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he research problem addressed in this article concerns the method of constructing images of “otherness” and of “the Other” by authors of Polish multicultural literature for young readers in the last two decades. Multicultural literature is defined as literature that challenges a social order that is based on discrimination against minority groups. Multicultural literature deconstructs cultural stereotypes and prejudices and promotes intercultural dialogue and inclusiveness. Weronika Kostecka assumes that due to the ethnic and national homogeneity of Polish society, a literary character that uses a language other than Polish, has a skin color other than white, or cultivates other traditions than those commonly identified as Polish, is perceived (in an intra-textual sense and probably also by many prospective young readers) as “the Other.” This leads her to consider — from a postcolonial perspective — the difference between the concepts of otherness and cultural diversity; she points out that the former concept is related to privileging only one — dominant and ego-centric — way of perceiving socio-cultural reality. Finally, Kostecka analyzes the construct of “the Other” on the basis of Polish children’s literature about refugees. She argues that the authors focus on the trauma experienced by the characters as a result of forced migration and solely on their identity as refugees. In conclusion, Kostecka points out that this way of creating refugee stories significantly limits characterization, although it probably serves to emphasize the ethical responsibility of target readers.

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Language and Ideology in Children's Fiction

Cited by 143 publications

References 0 publications

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Focalization and ideological meanings in a digital multimodal narrative: implications for the construction of the pedagogy of multiliteracies

Nadzieja dla „Innego”. Kategoria „inności” w polskiej wielokulturowej literaturze dla młodych odbiorców

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