Scholars have contended that the challenge for translators of poems lies in achieving equal fidelity between form and content. Most of the time, a decision must be made to prioritize either form or... Show moreScholars have contended that the challenge for translators of poems lies in achieving equal fidelity between form and content. Most of the time, a decision must be made to prioritize either form or content in the translation process. This research delves into the impact on readers when poems are translated, focusing exclusively on either form or content. It explores how the humor in children's poems, translated from English into Filipino, is preserved. Furthermore, it examines the influence of culture and gender on the appreciation of humor. Despite extensive studies on children's humor development, little is known about the interplay of culture and gender in children's responses to humor in translated literature. The poetry reading sessions conducted with children uncover interesting findings about preferred language for reading and humor perception, as well mode of input and perceived humor in the text. The sessions also provide insights into children's perspectives on children's literature and the role of discussion and comprehensibility on humor response. Other aspects that the study explores are the definition of children's literature and its link to the concept of childhood, current trends in translated literature in the Philippines, theories of humor, and humor within the realm of children's literature. Show less
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
Youth literature of the Meiji period (1868–1912) has been portrayed as moralistic and unable to overcome premodern literary styles and tropes. However, in this article I show how this literature... Show moreYouth literature of the Meiji period (1868–1912) has been portrayed as moralistic and unable to overcome premodern literary styles and tropes. However, in this article I show how this literature was transformative and functioned as an arena within which literary writers and the government contended for the minds of young Japanese citizens. I reexamine the early development of the genre of youth literature in Japan through the lens of Juri Lotman’s theory of cultural memory. In Lotman’s spatial model of culture, or semiosphere, foreign concepts travel from the periphery to the centre of a given cultural (sub)sphere through an amalgamation with established texts, in a process of ‘creative memory’. This process, I argue, is reflected in the serialized adaptations of premodern warrior legends by the pioneering author Iwaya Sazanami (1870–1933), in which he explores the conventions of nineteenth-century youth literature from the West. Recognizing the new genre’s deep connection to citizenship, he shaped his protagonists into exemplary boys who display wanpaku (spirited) dispositions, in opposition to the moralism and ‘narrow-minded nationalism’ imparted at home and in schools. As a mediator between premodern and modern concepts and modes of text production, Meiji youth literature thus offered adults a way to develop modern identities. Show less
This thesis investigates the formation of the Japanese nation-state from the angle of children’s literature. On the one hand, it elucidates how premodern warrior legends were canonized and adapted... Show moreThis thesis investigates the formation of the Japanese nation-state from the angle of children’s literature. On the one hand, it elucidates how premodern warrior legends were canonized and adapted in children’s literature and textbooks of the Meiji (1686-1912) and Taishō (1912-1926) period to shape the dispositions of young citizens according to various modern ideals. On the other hand, it analyses the role of children’s literature in Japan’s transition to modernity and the identity-formation of the adults involved. This thesis challenges the idea that ‘books for children’ did not exist before the Meiji period by placing the material within the contemporary context. Focusing on the work of the author Iwaya Sazanami (1870-1933), it consequently re-assesses the development of modern children’s literature in Japan through the lens of Yuri Lotman’s theory on cultural memory. The re-appropriation of warrior legends in a modern literary genre for young citizens contributed to the coherence of culture during Japan’s transition to modernity. The new genre moreover signified Japan’s status as a modern society that separates the sphere of childhood from adulthood, thereby providing the latter with a sense of Selfhood and the right to guide both real and metaphorical children in their development. Show less
The aim of this dissertation was to provide insight in interethnic prejudice of children in the Netherlands and attitudes and ideologies that they are exposed to through two socialization agents:... Show moreThe aim of this dissertation was to provide insight in interethnic prejudice of children in the Netherlands and attitudes and ideologies that they are exposed to through two socialization agents: parents and children’s books. Specifically attitudes and ideologies based on intergroup contact theories and diversity ideologies were of interest. This dissertation is a first step in examining the basis for applying prejudice-reducing theories based on social learning theory to the specific multi-ethnic Dutch context. Overall, results show that interethnic prejudice is found in various forms among young children in the Netherlands. Furthermore, intergroup contact approaches to improve children’s interethnic attitudes may face some obstacles, as results show that parents might be more or less willing to facilitate interethnic contact with different ethnic groups, intergroup contact effects are not always found, and ethnic diversity and thus indirect contact opportunities in popular books for children are somewhat limited. Furthermore, results show that multiculturalist rather than colorblind diversity approaches can benefit interethnic attitudes of children in dominant ethnic groups, but that the latter are prevailing in popular children’s books. This dissertation can help move both research and the development of practical programs on improving interethnic attitudes among children in the Netherlands forward. 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
