[Reading] ➷ Comparative Children's Literature Author Emer O'Sullivan – Motyourdrive.co.uk

Comparative Children's Literature txt Comparative Children's Literature, text ebook Comparative Children's Literature, adobe reader Comparative Children's Literature, chapter 2 Comparative Children's Literature, Comparative Children's Literature fceb46 WINNER OF THE CHLA BOOK AWARD Children S Literature Has Transcended Linguistic And Cultural Borders Since Books And Magazines For Young Readers Were First Produced, With Popular Books Translated Throughout The WorldEmer O Sullivan Traces The History Of Comparative Children S Literature Studies, From The Enthusiastic Internationalism Of The Post War Period Which Set Out From The Idea Of A Supra National World Republic Of Childhood To Modern Comparative Criticism Drawing On The Scholarship And Children S Literature Of Many Cultures And Languages, She Outlines The Constituent Areas That Structure The Field, Including Contact And Transfer Studies, Intertextuality Studies, Intermediality Studies And Image Studies In Doing So, She Provides The First Comprehensive Overview Of This Exciting New Research Area Comparative Children S Literature Also Links The Fields Of Narratology And Translation Studies, To Develop An Original And Highly Valuable Communicative Model Of TranslationTaking In Issues Of Children S Classics , The Canon And World Literature For Children, Comparative Children S Literature Reveals That This Branch Of Literature Is Not As Genuinely International As It Is Often Fondly Assumed To Be And Is Essential Reading For Those Interested In The Consequences Of Globalization On Children S Literature And Culture


About the Author: Emer O'Sullivan

Is a well-known author, some of his books are a fascination for readers like in the Comparative Children's Literature book, this is one of the most wanted Emer O'Sullivan author readers around the world.



10 thoughts on “Comparative Children's Literature

  1. says:

    A great book indeed. Full of great ideas and really informative..


  2. says:

    O Sullivan crafts an articulate and long overdue plea for the necessity of a comparative literature approach to be incorporated into contemporary children s literature criticism Her opening chapters focus on articulating a theory of comparative children s literature studies, rather than simply drawing upon current comparative literature theory written with adult texts in mind, while the second half of the book looks closely at issues surrounding the translation of books for children.After discussing previous attempts at comparative children s literature studies in Chapter 1, O Sullivan s chapter 2 proposes 9 theoretical areas that comparative children s literature should incorporate They are Theory of children s literature Three theoretical issues make the study of children s literature different from that of adult literature its definition as texts assigned by adults to the group of readers comprising children and young people, the asymmetry of communication in children s literature, and its belonging to both the literary and educational realms 21 Contact and transfer studies Contact studies today no longer look for cause and effect but focus on dynamic processes of exchange between cultures these studies are a point of departure for questioning the particularities of a given work and its function in that specific historical and cultural situation 22 Comparative poetics Studies the poetics of different cultures organization narrative methods structure features motifs and themes , dialogic elements such as intertextuality and metafictionality, and aesthetic categories such as humour 27 For theme and motif, don t just list books, but analyze how the theme motif functions 29 Intertextuality studies examine what texts reference what other texts why and how for what purpose Intermediality studies Looking at how children s texts are transferred to the larger realm of children s culture Such studies analyze adaptations and commodifications, of children s texts 36 37 , for example, Margaret Mackey s work on The Tale of Peter Rabbit Comparative genre studies When and where did certain genres arise When and where did they flourish When and where did they wane Comparative historiography of children s literature How does the history of children s literature in one country compare to that of another Comparative history of children s literature studies looks at culture specific aspects of the study of children s literature, which in turn are influenced by how the subject is institutionally established in different cultures i.e., in what academic discipline did children s lit scholarship begin and develop It should also take account of the theoretical approaches and historiographical writings developing from that institutional situation and the connection between the theory and the actual production of literature for young people 46.In chapter 3, O Sullivan puts some of her earlier articulated theories into practice as she argues against Zohar Shavit s universalizing account of how and why children s literature emerges in different countries the educational ideology of intellectual movements , presenting instead different models by looking at the development of children s literature in African countries, and in Ireland.Chapters 4 6 take up issues of translation in children s literature In chapter 4, O Sullivan examines the level of cultural and linguistic norms in translation on shifts in the story what is being told incidents, characters, objects, locations, etc 81 She outlines several different types of such changes, including Changes of characterization and conduct Toning down the mention of physical functions Correcting the creative use of language in translation misspellings for humor insults bad language Toning down certain linguistic registers that do not conform to the stylistic norms of children s literature in the target culture, often in translation of varieties of humour 82 colloquial language class based language.Chapter 5 focuses on the translator, in order to identify his or her presence in the translated text 104 O Sullivan argues that in translated texts, therefore, a discursive presence is to be found above and beyond that of the narrator of the source text, namely that of the implied translator 107 O Sullivan describes three types of implied translator the amplifying narrator, one who adds to the source text s narration the reductive narrator, one who deletes material from the source text s narration and the narrator who, by significantly changing the narrative voice, drowns out the original source text s narrator While in adult translation studies, the invisible implied translator is the norm, deviations from the invisibility model are common in translations for children s literature, and studying these deviations should form a key component of comparative children s literature studies, O Sullivan suggests.In the final chapter, O Sullivan calls into question contemporary attempts to create a world canon of children s literature, suggesting that such attempts run up against two problems First, failure to discriminate between translations and original texts is inappropriate because of the influence of social, linguistic, educational and cultural values and norms on the transference of children s literature across barriers of language, culture and time, and because of changes brought about in the practice of translation, some of them radically affecting the narrative structure 147 Second, interpretations of the original text that try to name the elements which made it a classic do not apply to every translation and adaptation of it, and certainly not to every media adaptation 147 Despite these problems, however, O Sullivan argues that a canon is necessary, and that a comparative approach can shoulder the task of promoting an objectively legitimate canon 148 Such a canon would be for scholars, not based on books appeals to current day children.O Sullivan s challenge to the Anglo centric focus of much contemporary children s literature criticism is certainly warranted, and the brief examples of comparative criticism that O Sullivan includes throughout her work to illustrate her theories prove how fruitful such a comparative approach can be Most of what she writes is common sense, but it is common sense that few twentieth century critics took into account in their work Her clear outline for how to approach comparative children s literature work, as well as the many examples she provides of comparative scholarship yet to be undertaken, should serve as a ready blueprint for future work in this area, and help twenty first century scholars shed their English only lenses.


  3. says:

    I didn t expect to find this book especially riveting I intended only to read the first chapter and learn what comparative literature is about I ended up reading the entire book because it offered something interesting every couple of pages.Who knew children s books were so political


Leave a Reply

Your email address will not be published. Required fields are marked *