This dissertation aimed to examine the ethnic socialization context in the upbringing of Chinese-Dutch children, specifically three social-contextual factors: parents, children’s books, and the... Show moreThis dissertation aimed to examine the ethnic socialization context in the upbringing of Chinese-Dutch children, specifically three social-contextual factors: parents, children’s books, and the COVID pandemic. Results reveal that Chinese-Dutch children evaluate their ingroup and the White outgroup most positively, followed by the Middle Eastern and North African (MENA) outgroup, and the Black outgroup least positively. Stronger maternal endorsement of multiculturalism is associated with lower child ethnic prejudice (in terms of less ingroup preference). In addition, results demonstrate maternal self-report ethnic-racial socialization strategies and the observed behaviors that reflect color-evasiveness and white normativity. Furthermore, results show an overrepresentation of White authors, illustrators, and characters, and a preference for light skin color in East Asian characters in illustrations in Chinese children’s books, suggesting a form of current postcolonial influences on Chinese children’s literature. Furthermore, results indicate ethnicity-related attitude differences among mothers participating after than before the COVID outbreak, with higher perceived discrimination and stronger ethnic identity. A lower ingroup rejection among Chinese-Dutch children was found in the post-COVID-outbreak group than in the pre-COVID-outbreak group. This dissertation can foster a better understanding of the interethnic relations in the underrepresented Chinese group and elucidate the ethnicity-related consequences of the pandemic in this group. Show less
The corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I... Show moreThe corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I evaluated the relationship between the text, the images, and the educational purpose of various fable authors using 252 visuals, published between 1500 and 2020. Sources include picture books, board games, sheet music, posters, school materials, and even application software. All have in common the aim of pursuing or promoting an educational use of the fables. My research focuses on the role that illustrated fables play in French education.Through a sociological approach that features the concept of médiation littéraire, book history, literary analysis, the study of the layout of the books and intermedial analysis, I conclude that Æsopian fables are used as a social link between generations of French people.They became essential across primary schools in the mid-19th century. Before that, they were mostly intended for socially privileged children whose families could afford a secondary education.Regardless of the century, the illustrations which accompany fables play a role in the text’s adoption across French schools: they participate in the transmission of the genre and other kinds of knowledge Show less
