Children's and Young Adult Literature

EN: The Life of the Author, the Death of the Successor: On (Co-)Authorship in the Lewis Barnavelt Novel Cycle by John Bellairs and Brad Strickland

This article discusses the phenomenon of (co-)authorship in the context of the posthumous continuation of a literary cycle, using John Bellairs and Brad Strickland’s children’s horror novels about Lewis Barnavelt (1973–2008) as a case study. The author of the paper presents the fundamental worldbuilding and plot premises of Bellairs’s works, the circumstances under which Strickland was entrusted with completing three unfi nished novels and continuing the series independently, the details of his creative process that can be reconstructed, and the presence of the Lewis Barnavelt books in Poland. The article also includes a comparative analysis that focuses not so much on narrative and stylistic aspects, but rather on publishing practices in the original American edition (New York: Dial Books for Young Readers, 1973–2008) and in two different Polish editions (Warsaw: Amber, 2000–2001; Warsaw: Mamania, 2018–2019). Particular attention is given to the visibility of Strickland as a (co-)author of the cycle and to the various strategies used to present his contribution on the covers and title pages of particular volumes.

This study explores the life story and works of Tawfiq Wahbi, an Ottoman-Kurdish military, political, and intellectual figure. Born in Sulaimaniya in 1891, Wahbi received his education in Sulaimaniya, Baghdad, and İstanbul. He became a captain in the Ottoman army. He served as a minister and senator in Iraq. Following the 1958 Revolution, he settled in Great Britain, where he died in 1984. Wahbi is mostly known for his studies on the Kurdish language. He contributed to Kurdish, Arabic, and English literary, cultural, and academic journals. The first study devoted to Wahbi's intellectual biography in English, this article suggests that his scholarly interest was mainly shaped through his knowledge of and active engagement with European Orientalist scholarship. This paper suggests that Wahbi's intellectual journey can be fittingly analyzed with reference to Arif Dirlik's use of the concept of "contact zone," developed in the context of the relationship between Euro-American Orientalists and Bengali and Chinese intellectuals. In other words, Wahbi's access to European languages and the scholarship produced in these languages in general, and his collaboration with British Orientalists in particular, seem to have been crucial in his endeavor of reforming Kurdish.

Young adult pregnancy remains a significant public health concern, impacting the lives of young individuals and their communities. It is influenced by a complex interplay of socioeconomic, educational and psychological factors that necessitate comprehensive research and intervention strategies. The main aim of this study was to investigate the factors contributing to young adult pregnancy in selected villages in Mthatha. To achieve the aim and objectives of the study, the study relied on qualitative methods to collect data from young female adults who resided in selected villages in Mthatha and had experienced pregnancy. The snowball sampling technique was appropriately used. The data was collected using a structured interview guide and analysed using the thematic analysis technique.
The findings reveal that poverty is a significant driver of young adult pregnancy, as economic hardship leads young adults to engage in transactional sex for financial support and basic necessities. A critical issue identified is the substantial lack of knowledge about sexual and reproductive health, largely due to inadequate sex education. This gap leaves young adults uninformed about contraception and the consequences of unprotected sex. The implications of these findings are profound. Economic difficulties are prevalent among participants, with unemployment and financial strain hindering their ability to meet basic needs. Motherhood significantly impacts educational attainment, with many participants deferring or abandoning their studies due to the responsibilities of childcare. The lack of emotional support leads to feelings of depression, isolation and guilt, particularly among single mothers. The study recommends comprehensive sexual and reproductive health education in schools and community organisations, emphasising contraception and the consequences of unprotected sex. Additionally, it advocates for further research at provincial or national levels to better understand and address the factors contributing to young adult pregnancy.

The research deals with representations of the legendary unicorn in The Unicorn Tapestries (c. 1495-1505) at the Cloisters, New York. The hunt, capture, death and resurrection of the unicorn are narrated in seven panels. The present analysis focuses on the overlay of references to Christian narratives on ancient myths in the depictions of the unicorn in various settings. The images derived from disparate eras and traditions represent a continuum of history and culture in the late medieval West. In the depictions of the unicorn's vicissitudes reality, pagan myths and Christian narratives coalesce, transforming him into a meta-signifier.

Kotimaisen kirjallisuudentutkimuksen vuosikirja Årsbok för forskning i finländsk litteratur Yearbook of Finnish Literary Research www.helsinki.fi/kirjallisuuspankki/joutsen-svanen-2014 Julkaisija: Kirjallisuuspankki-hanke, Helsingin yliopiston suomen kielen, suomalais-ugrilaisten ja pohjoismaisten kielten ja kirjallisuuksien laitos. PL 3, 00014 Helsingin yliopisto Utgivare: Projektet Kirjallisuuspankki-Litteraturbanken, finska, finskugriska och nordiska institutionen vid Helsingfors universitet. PB 3, 00014 Helsingfors universitet Publisher: Kirjallisuuspankki project, Department of Finnish, Finno-Ugrian and Scandinavian Studies. P.O. Box 3, 00014 University of Helsinki Päätoimittaja / Chefredaktör / Editor: Jyrki Nummi (jyrki.nummi[at]helsinki.fi) Vastaava toimittaja (2014) / Ansvarig redaktör (2014) / Editor-in-Chief (2014): Saija Isomaa (saija.isomaa[at]uta.fi) Toimituskunta / Redaktionsråd / Board of Editors: Jyrki Nummi (pj./ordf.

It's been ten years since my conversation with author Benjamin Alire Sáenz was first published in the inaugural issue of Study & Scrutiny: Research on Young Adult Literature. When I began my project to conduct conversations with authors who write for young people in 2013, I wondered what form the exchanges would take to become publishable. The editors of Study & Scrutiny believed in in what I was doing and offered a home for the conversation with Sáenz and a few more over the years. Frankly, I was confident enough about conducting the conversations with young people's literature authors that the dialogues later became part of my full-length book Teaching Culturally Sustaining and Inclusive Young Adult Literature: Critical Perspectives and Conversations.

Addressing the significant need for literacy education instruction, Missouri teacher preparation programs require eight credit hours of literacy coursework for all preservice teachers. Preparing these future teachers-many of whom lack confidence in their own reading and writing skills-is a salient research topic. Guiding students in re-examining their assumptions around the role of literacy in their own learning will support meaningful integration of these fundamental skills in instructional design. This transformation of students' frames of reference requires a challenge to their current conceptions of literacy, a holding space for exploration, and meaningful reflection. According to the National Center for Education Statistics (2012), students' writing performance declines as they advance into secondary grades. Consequently, the Common Core State Standards (2010) include cross-disciplinary literacy standards, "predicated on the idea that content area teachers will use their expertise to teach, guide, and engage students in the reading, writing, speaking, and language relevant to the respective discipline" (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). This is especially relevant in content areas like science, as literacy can support student understanding of the identities, activities, and patterns of thinking within the field (Pytash, 2013). Likewise, writing in math "provides opportunities for students to demonstrate mathematical understanding and construct arguments" .

Olavo Bilac, Coelho Netto, Manuel Bomfim and Júlia Lopes de Almeida are among the best-known and most influential writers of the First Republic. In addition to their books, they frequently published in periodicals, ensuring a closeness to their readers that only the speed of these types of media allowed. As mediating intellectuals and commenting on events in the press, they produced texts for children in which they expressed their projects for Brazilian childhood, including models of family and social roles closely linked to the political ideas they professed for the republican nation. This article aims to outline and contextualise the authors’ projects as anchored in distinct and, in the case of Bilac and Julia Lopes, essentially antagonistic views on gender.

Mianem psychologii głębi określa się te szkoły psychologiczne, które wyewoluowały z psychoanalizy Zygmunta Freuda. Wspólnym ich mianownikiem jest oparcie założeń teoretycznych na paradygmacie nieświadomości. Wśród przedstawicieli tych szkół znajdziemy zarówno postfreudowskich ortodoksów, jak i tych, którzy poszli swoją drogą, tworząc koncepcje ludzkiej natury bardziej lub mniej odbiegające od dogmatycznych założeń swego mistrza. Do tych drugich zaliczamy Carla Gustava Junga, twórcę nurtu zwanego psychologią analityczną. W dalszej części szkicu pragnę pójść drogą wytyczoną przez tego szwajcarskiego psychiatrę, skupiając uwagę na hipotezie nieświadomości zbiorowej, koncepcji archetypów i na duchowym wymiarze procesu indywiduacji. Według Carla Junga: Nieświadomość zbiorowa to część psyche, którą od nieświadomości osobniczej można odróżnić -negatywnie -w ten sposób, że nie zawdzięcza ona powstania doświadczeniu oso-

Mianem psychologii głębi określa się te szkoły psychologiczne, które wyewoluowały z psychoanalizy Zygmunta Freuda. Wspólnym ich mianownikiem jest oparcie założeń teoretycznych na paradygmacie nieświadomości. Wśród przedstawicieli tych szkół znajdziemy zarówno postfreudowskich ortodoksów, jak i tych, którzy poszli swoją drogą, tworząc koncepcje ludzkiej natury bardziej lub mniej odbiegające od dogmatycznych założeń swego mistrza. Do tych drugich zaliczamy Carla Gustava Junga, twórcę nurtu zwanego psychologią analityczną. W dalszej części szkicu pragnę pójść drogą wytyczoną przez tego szwajcarskiego psychiatrę, skupiając uwagę na hipotezie nieświadomości zbiorowej, koncepcji archetypów i na duchowym wymiarze procesu indywiduacji. Według Carla Junga: Nieświadomość zbiorowa to część psyche, którą od nieświadomości osobniczej można odróżnić -negatywnie -w ten sposób, że nie zawdzięcza ona powstania doświadczeniu oso-

The Marriage Act, 2014, introduced a mandatory registration requirement for all marriages in Kenya, including those solemnized under customary law. This provision fundamentally altered the legal landscape for customary unions, which were previously established by the performance of traditional rites and prolonged cohabitation. This abstract examines how the Kenyan Court of Appeal and Supreme Court have interpreted this registration requirement, focusing on the distinction between marriage validity and the ability to access legal recourse.

was an early British Columbia environmentalist, a sometime logger, trapper and fisherman, and a long-serving magistrate of the juvenile court of Campbell River. According to his biographer, he also received the first Governor General's Medal for Juvenile Literature for his 1948 book, Saltwater Summer. 1 Even so, Haig-Brown's name and book appear nowhere on the official list of award-winners maintained by the Canada Council for the Arts: the Cumulative List of Winners of the Governor General's Literary Awards / Liste cumulative des lauréates et des lauréats des Prix littéraires du Gouverneur général. 2 Explaining the omission is not straightforward. The most plausible explanation is that Haig-Brown was likely the first (and to date the only) author to receive a Governor General's Citation for his work, 3 rather than the then-traditional medal. In the minds of some, it

As one of the most beloved series in children’s literature today, the Harry Potter books excite students of all ages with the adventures of living in a magical world. Magical objects (e.g., bottomless handbags, the Knight Bus, time turners, and moving portraits) can inspire generalizations to †In this paper, instead of providing a rigorous definition for dimension, we refer to a more familiar and less technical use of the term. For example, polygons are normally thought of as two-dimensional, while polyhedra are three-dimensional, etc. Although precision in mathematical terms is necessary, we believe that students will be more motivated to learn these rigorous definitions after exploring less technical (and arguably more interesting) analogies. ACMS 21st Biennial Conference Proceedings, Charleston Southern University, 2017 Page 101 mathematical concepts that would be relevant in an undergraduate geometry or topology course. Intuitive explanations for some of the magical objects conn...

In this interview, Gunther Kress proposes how English needs to expand beyond its traditional linguistic frame into a semiotic frame which recognizes not only the visual but other modes. He argues also for a shift to forms of production in which the acts of reflection and meaning-making are fused, rather than separating the production of new meanings from a retrospective critical process. These and other changes, he suggests, will make possible new, more profound understandings of language, as partial and as one mode among many.

English has a long, intimate relationship with the visual: the illuminated manuscripts of mediaeval romance; the woodcuts of 17C chapbooks and 18C broadsheet ballads; the painting and poetry of the pre-Raphaelites; Dickens illustrated by Cruikshank, Milton by Blake, Coleridge by Doré, Ted Hughes by Leonard Baskin; the art of the modern picture-book; the graphic novel; the comic strip from DC and Marvel to manga; the modern audio-visual narratives of film, television and computer games. However, the history of English as a school and university subject has been one of a struggle which has lead to the establishment of the discrete study of linguistic and literary texts, to the exclusion of all else. Indeed, in the early sixties, the school English version of Leavisism sought to protect the sanctity of the word from corruption by the visual, as this quote from David Holbrook's once-influential English for Maturity (1961) shows: ... the word is out of date. It is a visual age, so we must have strip cartoons, films, filmstrips, charts, visual aids. Language is superannuated. ... Some teachers fall for the argument. ... We must never give way: we are teachers of the responsiveness of the word. ... The new illiteracy of the cinema, television, comic strip, film-strip and popular picture paper they accept as the dawn of a new era (pp. 36-37). This issue of English Teaching: Practice and Critique in effect articulates an exact inversion of this argument. Holbrook's sarcasm makes his text easy to invert through paraphrase: "It is a visual age, so we must have strip cartoons, films, charts, television, computer games. We are teachers of the responsiveness of the multimodal sign. The new literacy of the cinema, television, comic-strip and computer game we accept as the dawn of a new era." This latter argument, now well-developed though, almost always partial in some way, in the versions of English practised and taught around the Anglophone worlds, rests on three intellectual justifications. One is semiotic -Saussure's argument that language take its rightful (subordinate) place alongside other sign-systems in a general science of semiology. One is multimodal -in some ways, a logical progression from the first, but subsequent to and consequent on the social view of language articulated in Halliday's Language as social semiotic (1978). And one is cultural, deriving from the tradition of Cultural Studies that began with Raymond Williams' insistence on treating the variety of contemporary popular media of the mid-Twentieth Century as the authentic culture of ordinary people (Williams, 1961).

This study also highlights the importance of ongoing professional development for preservice teachers, emphasizing that preparation for handling diverse classroom needs is crucial for effective DI implementation. Pre-service teachers identified the need for more targeted training in understanding students' individual learning styles and needs, especially when dealing with large classrooms and limited resources. The findings also suggest that collaborative learning among educators, through workshops and peer mentoring, plays a significant role in overcoming the challenges of DI. In addition, institutional support was identified as a key factor in facilitating the effective use of DI. Participants reported that a lack of resources, such as teaching aids and time, was a primary barrier to the full implementation of DI. Schools and educational institutions were urged to provide more resources and structured support systems to enable teachers to tailor their teaching methods to accommodate the varying abilities of their students. Furthermore, the integration of technology was highlighted as an effective strategy to differentiate instruction, allowing teachers to cater to diverse learning needs in a more flexible and engaging manner. For instance, digital tools such as learning management systems and interactive applications were utilized by some participants to create personalized learning paths for students, fostering both engagement and motivation. These strategies not only helped overcome some of the limitations faced by the teachers but also allowed students to engage more actively with the learning material. Ultimately, this study emphasizes that the successful implementation of Differentiated Instruction requires a collaborative effort between pre-service teachers, their educational institutions, and ongoing support systems.

The feminist movement has undergone different and critical phases in its history ranging from peaceful protests to violent reactions and it has assumed an aggressive dimension in the Western world, particularly in America and France a long time ago. In many countries, it is only beginning to witness the activity of self-actualization, assertiveness and independence by women. Despite the fact that the power of the female emerged in the Western hemisphere, many women are still compelled to put on a mask, a veil and a type of purdah in many countries of the world. This piece of research attempts to examine the politics of feminism in the poetry of Elizabeth Bishop, Anne Sexton, and Adrienne Rich. The findings of this study reveal that Elizabeth Bishop maintains a reticent and covert kind of feminism where she revolts against the male's exploitation of the woman's body and expresses her regret for the loss of romantic and spiritual love, Anne Sexton makes out of her bitter experiences a catalyst for women to struggle for their rights, while Adrienne Rich takes feminism to its extremes as she calls for a rigorous and radical revision of the existing Western culture which is based on patriarchal principles.

El presente monográfico reúne una muestra de las investigaciones llevadas a cabo por varios miembros del Departamento de Lengua Española de la Universidad de Salamanca que reflejan la pluralidad y multidisciplinariedad de las nueve áreas que aglutina, dando cabida a estudios relacionados con la lengua desde diferentes ámbitos y perspectivas que comprenden no solo los estudios puramente lingüísticos (lingüística, sociolingüística, gramática, lexicografía o análisis del discurso), sino también aquellos aspectos relacionados con la didáctica de la lengua y los estudios culturales y literarios, tales como la teoría de la literatura, la literatura comparada y los estudios literarios y culturales centrados en el ámbito de los estudios semíticos. Se trata, por tanto, de un volumen heterogéneo y amplio cuyas investigaciones —que se encuentran firmemente arraigadas en la tradición filológica— no solo responden a interrogantes de investigación surgidos recientemente, sino que también incorporan herramientas metodológicas acordes a los avances más actuales en cada una de las diferentes especialidades a las que se dedica este volumen. De ahí el binomio «filología e innovación», de la suma del rigor y la experiencia investigadora que caracterizan a los autores y de la búsqueda constante de nuevos enfoques y perspectivas que orienten la investigación filológica en la actualidad.

This study analyzes whether parental strictness, which is shared by authoritative parenting (strictness and
warmth) and authoritarian parenting (strictness without warmth) styles, always acts as a main protective factor against
drug use and psychosocial maladjustment in children. This conclusion has already been stated in numerous classic
studies, though emergent research suggests that there are benefits to parental warmth regardless of whether strictness
is present or not. Method: Sample were 2,095 Spanish participants (1,227 females, 58.6%), 581 adolescent children (aged
12-18 years, 27.7%) and 1,514 adult children (72.3%). The measures were the main parenting style dimensions (warmth
and strictness), drug use, and a set of indicators of psychosocial adjustment. A 4 × 2 × 4 MANOVA was applied for all
outcomes with parenting style, sex, and age as independent variables. Results: Indulgent parenting (warmth without
strictness) was related to less drug use than parenting without warmth (authoritarian and neglectful). Additionally,
indulgent and authoritative parenting styles were related to better scores on psychosocial adjustment than authoritarian
and neglectful styles, although the indulgent parenting was the only style related to the optimal scores being equal or
even more effective than the authoritative style. Conclusion: Contrary to classical studies, present findings suggest that
it is the parental warmth instead of the parental strictness that seems to be effective in protecting against drug use and
psychosocial maladjustment.

U radu se razmatraju poveznice bajki Ivane Brlic-Mažuranic s historiografsko-leksikonskim djelom Antona Tkanyja Mythologie der alten Teutschen und Slaven. Na primjeru analize preuzetih motiva pokazuje se kako navedena intertekstualnost utjece na oblikovanje autoricina diskursa. Uzimajuci u obzir siri književnopovijesni kontekst, nastoji se utvrditi prosivni bod autoricinih bajki s obzirom na koji se odvija postupak narativizacije mitoloskih motiva. Pozicija tekstova Brlic-Mažuranic u tom se smislu sagledava kao međupozicija između bajki iskljucivo determiniranih usmenom tradicijom i tzv. umjetnickih bajki, tako da je autoricin tip diskursa moguce oznaciti kao bajkopis cije žarisno mjesto tvori impuls ocuvanja narodne bastine te moralne dimenzije covjekove egzistencije.

Poetas y artistas han advertido en varios momentos de la historia del arte, la importancia de reparar en la significación de las analogías o "correspondencias". El concepto ha sido abordado desde distintos puntos de vista y en un constante diálogo inter-artístico. Los románticos, Baudelaire, Proust y Benjamin, son ejemplos que evidencian esta preocupación por las relaciones artísticas. En esta oportunidad se intentará manifestar el diálogo inter-artístico que se produce en Willy el soñador de Anthony Browne, indagando las relaciones entre la literatura infantil y la historia del arte visual, específicamente el caso de Magritte y la influencia del surrealismo.

This paper explores literary soundscapes, understood as socio-cultural-historical constructs, in selected works of contemporary Polish children's Gothic and horror fiction: Marcin Szczygielski's "Czarny Młyn" [The Black Mill] (2011), Grzegorz Gortat's "Ewelina i Czarny Ptak" [Ewelina and the Black Bird] (2013), Małgorzata Strękowska-Zaremba's "Dom nie z tej ziemi" [The Otherworldly House] (2017), and Dominik Łuszczyński's "Strzeż się stracha" [Beware the Scarecrow] (2020). Drawing on literary sound studies, Gothic and horror criticism, and children's literature studies, the aim of our analysis is to examine how these texts use silence, noises, voices, and everyday and bodily sounds to create haunted, spooky atmospheres, negotiate between broader cultural anxieties and child protagonists’ mindscapes, and adapt adult genre conventions for young readers. The books range from socially conscious eco-horror, through introspective domestic Gothic, to horror parody, each creating a distinct type of soundscape: from the tension between rural stillness and post-industrial noise, through aetonormative silencing and suppressed voices, to carnivalised pop-cultural acoustics. Although diverse in mood and style, all four texts rework global Gothic and horror tropes to varying degrees – some revisit dominant patterns, while others reshape them through local lenses – and defamiliarise adult storytelling conventions in a counter(-age-)textual mode. They serve as foils, and arguably counters, to the dominance of ‘central’, Anglo-American works in both Gothic and horror fiction and scholarship as well as in sound studies. Their approach sonically positions children as auscultators, engaging them in multisensory reading beyond the visual.

Recension de l'oeuvre Réflexions des théories raciales dans le théâtre. Les Perses de l'Occident [Αντανακλάσεις των Φυλετικών Θεωριών στη Δραματουργία : Οι Πέρσες της Δύσης] par Konstantina Ritsatou (2024), traduit par Georgia Nyha. Editions Kappa, 288 pages, ISBN 978-960-628-317-8,.

This paper is an early field-report from an ongoing PhD project investigating socio-cultural phenomena displayed through cricket in the USA. The targeted location, Los Angeles, California, is a melting pot of cultures from English to Indian, Jamaican to Australian, and not forgetting American, so it is an ideal place for ethnographic research around this trans-cultural activity. The paper attempts to highlight the grounded nature of ethnography when using narratives to (a) approach the field, followed by (b) observation notes in the field through participant observation, arriving at (c) representation of emergent concepts or new themes to guide the research further. The field notes made in the USA (b) are chronological and written stylistically to include a rich, detailed description of events that took place across one social cricket match (in the 4th tier of the Southern California Cricket Association) between teams from Bangladeshi and Caribbean backgrounds. This glimpse into the...

De princesas a rehenes. La conceptualización de las niñas iberas (ss. IV-I a.C.) Jorge García Cardiel 10. Giochi da ragazze. Alcune riflessioni storico-mediche sull'altalena e sull'esercizio con la palla nel mondo greco-romano Marco Cilione, Valentina Gazzaniga 11. Rappresentazioni del femminile, orientamenti religiosi e dispute familiari in un apocrifo dell'Antico Testamento, Giuseppe e Aseneth Eberhard Bons 12. Miriam, giovane profetessa (Ex. 15, 20). Un itinerario esegetico a partire dal Liber Antiquitatum Biblicarum Chiara Spuntarelli 13. Bambine e fanciulle negli Atti apocrifi degli apostoli: fra nozze rifiutate, femminicidi, resurrezioni Silvia Elsa Carello, Claudio Zamagni 14. Leggere l'infanzia di Maria: note a margine di un libro recente Rossana Barcellona 15. Allevare una virgo, consigli di anziani signori Le lettere a Demetriade. Elena Zocca 16. La rappresentazione delle bambine nei monumenti funerari della tarda antichità Giovanna Ferri 17. Infantes, puellae e filiae nel campione epigrafico delle catacombe cristiane di Roma Giuseppe Falzone 18. Santa Fara: bambina benedetta, badessa, santa delle spighe. Un percorso agiografico. Angela Laghezza 19. L'oblazione femminile nell'Occidente cristiano di V-VII secolo Paola Marone Indice 20. "Bambine serve": le proiette e le altre (Roma, sec. XV-inizi XVI) Anna Esposito 21. Svaghi, giochi e occupazioni delle giovani di corte nel castello Odescalchi di Bracciano. Anna Cavallaro 22. La tradizione delle donne foca nel folclore nordico Carla Del Zotto 1. Bambine sulla soglia: storie di fanciulle in fiore *

The paper analyses the two female lead rolesElsa and Anna of the 2013 Disney’s blockbuster movie, Frozen. Without any prejudice, the authors analyze the merits and demerits of both the animated characters that are regarded as a symbol of women’s liberation, freedom, and empowerment. Gokulshankar Sabesan 1 , Kavitha Gokulshankar 2 , Remya Vallathol 1 , Ruksana Raihan 1 and Ranjith

Recibido: 5 de xaneiro de 2024 / Aceptado: 15 de xuño de 2025 Resumo. Neste artigo analizamos a relación entre literatura negra e tradución no sistema literario galego desde os presupostos da Socioloxía da tradución e os estudos culturais (Sapiro 2008, Heilbron e Sapiro 2016). A partir dos exhaustivos datos do Catálogo da tradución galega Bitraga, elaboramos primeiramente unha panorámica da literatura traducida ao galego ou desde o galego na que se teñen en conta os espazos e as linguas de tradución, o volume de obra traducida, os xéneros e os públicos da tradución directa e inversa de obra literaria galega no período 1975-2020. En segundo lugar, elabórase a panorámica da tradución de literatura negra baixo os mesmos parámetros e, ademais, téñense en conta a súa cronoloxía, autorías, editoriais, coleccións, galardóns recibidos etc. Este artigo ten por obxectivos contribuír á historia da tradución literaria galega sobre datos comprobados e fiables e demostrar a singularidade actual do xénero novela negra no sistema literario galego. O volume de datos de produción e de tradución de obra negra galega e as novas autorías da última década confirman a vitalidade do xénero. Palabras chave: literatura galega; literatura negra; tradución literaria; socioloxía da tradución. [es] Literatura negra gallega y traducción Resumen. En este artículo analizamos la relación entre literatura negra y traducción en el sistema literario gallego desde los presupuestos de la Sociología de la traducción y los estudios culturales (Sapiro 2008, Heilbron y Sapiro 2016). A partir de los exhaustivos datos del Catálogo de la traducción gallega Bitraga, elaboramos primeramente una panorámica de la literatura traducida al gallego o desde lo gallego en la que se tienen en cuenta los espacios y las lenguas de traducción, el volumen de obra traducida, los géneros y los públicos de la traducción directa e inversa de obra literaria gallega en el período 1975-2020. En segundo lugar, se elabora la panorámica de la traducción de literatura negra bajo los mismos parámetros y, además, se tienen en cuenta su cronología, autorías, editoriales, colecciones, galardones recibidos, etc. Este artículo tiene por objetivos contribuir a la historia de la traducción literaria gallega sobre datos comprobados y fiables y demostrar la singularidad actual del género novela negra en el sistema literario gallego. El volumen de datos de producción y de traducción de obra negra gallega y las nuevas autorías de la última década confirman la vitalidad del género.

The literature review chapter aims not only to present a sound contextual and theoretical background to the various areas that are explored during the course of this study, but also to provide insight into the researcher's unique understanding of the theories and definitions involved. In an attempt to lend a degree of structure to this part of the dissertation, terminology and theories are examined in a rational, progressive, and instructive manner.

Pensar as passagens, traduções e adaptações da literatura infantil francesa para a brasileira, considerando as várias noções que cada uma assume no curso da história de suas formações, implica enfrentar o problema inicial das demarcações de fronteiras temporais -o estabelecimento de um calendário para as origens do gênero -e estéticas -os critérios do que é ou não ficção para crianças. Do ponto de vista dos estudos literários, o desenvolvimento de uma noção de literatura para crianças no Brasil só foi possível ao aproximar, quando não reduzir, o aparecimento do gênero à formação da nação. Este é o caso da invenção da literatura infantil reivindicada por Monteiro Lobato, em inícios do século XX, e assumida, ainda hoje, por boa parte da crítica especializada. De outro modo, na história literária francesa, prevaleceu a associação entre ficção, modelos de educação moral, cristã ou universal, e a pura e simples distração. Esta marca de formação, desvinculada das obrigações com a pátria e, mesmo antes, com a corte 1 , nos leva à compreensão dos usos e longa permanência dos clássicos franceses em diversas tradições nacionais, em especial na brasileira. Para o estudo da constituição e conquista da autonomia do nosso campo ficcional para crianças e jovens 2 , faz-se necessário acrescentar questões a este calendário e sistema de demarcações. Começando pelo inventário dos livros que inicialmente foram oferecidos ao público infantil e que acabaram constituindo nossa tradição, a partir de meados do século XIX. A maioria deles era de originais franceses ou de traduções para o português de Portugal e do Brasil. 1 Visto que as apropriações dos contos setecentistas de Charles Perraut e da Mme d'Aulnoy foram muito além das festas e diversões de Verssailes, durante o reinado de Luis XIV. 2 Campo literário, neste artigo, é considerado espaço social formado por instituições relativamente autônomas, cujo funcionamento depende de leis próprias de dominação e das relações de força entre agentes hierarquicamente posicionados. A referência para utilização do conceito de campo literário são as formulações de Pierre Bourdieu. Entre outros livros, consultar: Bourdieu, As regras da arte.

To examine the racist stereotyping process through the making of The Five Chinese Brothers, we shall begin by looking at the text, texture, context, as well as the illustrations. Specifically, we can apply the ideas of tale type, function/motif, figures, themes, cultural symbolism, as well as the semantic issues related to translation and visualization. While existing criticism from other perspectives is summarized, a distinctive analysis from a folkloristic perspective goes beyond a personal or emotional level and presents how the vitality of classic tales is continued through the application of the principles in structuring a tale, and how the violation of such principles reveals a certain ideological agenda, in this case, a racist ideology. The popularity of The Five Chinese Brothers may be seen from these two aspects: The first is that the tale itself fits the formula for any classic fairy tale, as shown above, and the history and popularity of the fairy tale in the West have well prepared its readers to accept the formula with expectations of exotic or surprising twists in new tales. The second aspect is about the illustration, that is, this picture book, with its distinctive illustrations, disconnects the Western readers, mostly parents, from something that they are familiar with to something with which they are unfamiliar but about which they have fantasized. What was familiar to Westerners was the image of the Chinese, men in queues, for example, which was popularly presented in various media since the First Opium War between Great Britain and China in 1840, and to Americans, the images in political campaigns before and after the Chinese Exclusion Act was passed as Federal Law in 1882. What was unfamiliar was the enchantment in such a Chinese tale and the use of color with Chinese painting style and the cartoony look targeting a generation/group of new readers-the young children. Indeed, previous images of the Chinese with queues were nearly all with ugly facial expressions, full of negative implications,

Este  artículo  analiza  y  documenta  la  alfarería  tikuna-mägutá  como  un  proceso  material,  así  como  parte  fundamental de la formación corporal, social y ritual de las mujeres de la comunidad de San Martín de Amacayacu, situada en la Amazonía colombiana. La investigación se enfoca  en  tres  aspectos  principales:  1.  los  procesos  cerámicos  desde  la  etnografía  del  aprendizaje;  2.  las  narraciones  del  origen  de  la  cerámica  según  la  sabedora  Grimanesa  Loida  y  Abel  Santos,  dos  versiones  inéditas  de gran pertinencia; y, por último, 3. un contexto de las problemáticas  contemporáneas  que  ponen  en  riesgo  la  continuidad de este saber tradicional frente a las economías  extractivas,  como  el  narcotráfico,  y  sus  formas  de  vida alienantes.

As censorship efforts intensify across the United States, educators, librarians, and literary advocates are increasingly engaging in acts of resistance to protect students' right to read. This qualitative study examined acts of resistance reported in digital journalism. We asked: (1) What acts of resistance against book banning are reported in digital journalism, and who is enacting those acts of resistance? (2) How might these acts of resistance be visually mapped and linked? and (3) What does a consideration of these mapped and linked acts of resistance mean for educators and advocates dedicated to preserving and fostering young people's right to read? Using an abductive method based on Brinkmann's notion of stumble data, we analyzed 68 articles detailing 115 resistance acts. Drawing from critical pedagogy, viral justice, and visual theories, we created six graphic maps highlighting nine core acts of resistance and 22 engaged actors. Our key findings include an overwhelming number of anti-censorship advocacy groups as well as universally aligned youth voices in favor of access to books and young people's right to read when compared to organizations working to ban books. Our maps also present a visual summary of the many ways that educators and literary advocates resist censorship and book-banning attempts. We argue that mapping resistance offers not only a powerful research method but also a pedagogical practice: one that can be used to help teacher candidates and literacy scholars critically examine contemporary censorship, develop tools for principled resistance, and inspire critical action.

In today's educational landscape, where censorship is increasingly being used to control and homogenize ideologies, it's crucial to examine how censorship policies are being framed and subsequently negotiated. This paper uses frame analysis to analyze two instances of book censorship in Catholic schools, exploring how insiders (e.g., administrators, students, families, alumni) and outsiders (e.g., news outlets, general public) attempted to establish their frame's relevancy as they responded to the removal of a particular text. The analysis reveals that educational leaders face challenges in reconciling institutional expectations with local community values, but ultimately, in these cases, it was the voices of community insiders that shaped the discourse surrounding the policy and its outcomes. Through this analysis, the paper contributes a nuanced understanding of censorship in educational settings, challenging the assumption that private religious schools are inherently sites of censorship, and emphasizing the value of community perspectives in efforts to understand censorship.

This study investigates the educational and cultural value of translated comics, with a specific focus on The Adventures of Tintin, as a tool for children's knowledge development. Through the analysis of selected scenes containing scientific, historical, and intercultural references, the research highlights how well-translated comics can introduce complex concepts in a simplified and engaging manner. Scenes involving aviation procedures, coded messages, Egyptology, geography, and religious practices are examined to demonstrate how translation influences both the accessibility and pedagogical impact of the content. The study shows that when comics are translated with linguistic accuracy and cultural sensitivity, they become powerful resources for fostering scientific curiosity, critical thinking, and intercultural competence among young readers. The findings advocate for the recognition of translated comics as complementary educational materials and call on educators, translators, and policymakers to support their integration into children's reading programs. The research concludes with recommendations for future interdisciplinary studies that explore the role of translated comics in promoting inclusive and engaging learning experiences across cultures.

This longitudinal ethnographic study involved a professional development project, Project Partnerships Achieve Literacy (Project PAL) in South Africa, with eight rural foundation phase teachers who taught Reception (kindergarten) through grade three (R-3). This Project was designed to support teachers in an under-resourced school as they learned strategic approaches to literacy teaching and learning with the aim to improve the reading achievement of their children. Located in aesthetics theory, researchers engaged teachers in aesthetic experiences, or experiences that were infused with the arts (art, drama, video, music, reader's theater), children's literature, and technology. Research questions were as follows: What can be learned from an aesthetic approach to professional development? What does engagement look like in aesthetic experiences in professional development? Do aesthetic experiences resonate with teachers and inform their instruction? Three findings emerged from an constant comparative analysis of classroom observations, interviews, teacher artifacts, researcher debriefs, video and audio recordings: 1) Feelings and the arts were significant in what and how teachers learned in professional development workshops; 2) Aesthetic experiences led to critical and democratic talk around professional development and issues of social importance; and 3) Aesthetic experiences informed teachers' in and out of classroom practice. Findings from this study suggest that professional development holds significant promise when it is sustained, imaginative, and relatable, and positions teachers to think differently about themselves as learners and teachers through aesthetic experiences. We suggest that drawing only from cognitive approaches and one-shot single-session professional development does not deeply address the qualities, feelings, emotions, and embodied responses that comprise the aesthetic experience in professional development, and argue for a deeper understanding of professional development, one in which aesthetic learning and experiences are central to teacher learning.

Neste artigo, tratamos da construcao de sentido em posteres de filmes. O nosso objetivo e o de observar as pistas verbais e nao verbais a partir das quais o leitor consegue construir sentido para o texto e, em certa medida, antecipar o conteudo do filme. Como texto, o poster traduzido e tambem lugar de producao de sentidos, permitindo-nos estabelecer uma articulacao entre traducao e linguistica textual, especialmente no que tange a interacao e aos conhecimentos partilhados. Nossa observacao e feita em um corpus composto por sete posteres de filmes em lingua inglesa, lancados em 2014 no Brasil.

Çocuk edebiyatı, yarının yetişkinlerine özel bir alan olduğu için edebiyatın üzerinde en geniş hassasiyetle durulması gereken sahasıdır. Son yıllarda, en belirgin örnekleri Amerikan edebiyatında görülen, mizah oluşturma amacıyla sanat ve değerler eğitiminin yapı söküme uğratıldığı çocuk hikâyeleri, romanları dikkatleri çekmektedir. Yansımaları Türk edebiyatında da görülmeye başlayan bu tür, çocuk edebiyatının elzem unsurlarından sanat ve değerlerin öğretilmesini tahliye ederken ardında üzerinde mutlaka durulması gereken sorunsallar bırakmaktadır. Oysaki çocuk edebiyatının olmazsa olmazları; anlatı içinde çocuğa sanatsal değeri olan bir kurgu ile dilin ve anlatımın inceliklerini estetik bir üslûpla hissettirmek ve didaktizme düşmeden evrensel ve kültürel bellekteki erdemleri, insanî değerleri duyumsatmaktır. Bu çalışmada çocuk edebiyatında sanat ve değerler eğitiminin önemi vurgulanarak bu unsurların göz ardı edilmesinin yaratabileceği sorunlar ortaya konulmaya çalışılmıştır.

Çocuk, hassas kırılgan yapısı nedeniyle pek çok akademik yaklaşımın odağını oluşturur. Bu yaklaşımlarda ana amaç çocuğun refahını ve psikososyal esenliğini en üst noktaya taşımaktır. Nitekim çocuk refahının geliştirilmesi çocuğun tam bir iyilik halinin sağlanması gerekmektedir. 20 Kasım 1989 tarihinde Birleşmiş Milletler Genel Kurulu tarafından benimsenen Uluslararası Çocuk Hakları Sözleşmesi, 2 Eylül 1990 tarihinde yürürlüğe girmiş ve Türkiye de 14 Ekim 1990 tarihinde imzaladığı bu sözleşmeyle beraber taraf olmuş ve 27 Ocak 1995 tarihinde Resmi Gazete'de yayınlayarak resmen uygulamaya koymuştur. Bu sözleşmeden yola çıkarak Türkiye'de çocuğun iyilik halinin sağlanmasında gelir, sağlık, eğitim ve katılım boyutları önemli bir yer tutar. Bu kavramlar arasından sağlık ve eğitim göstergeleri gelecek kuşakların nitelikli bireyler olarak yetişmesi için ayrıca ele alınmaktadır. Sosyal hizmet, insani yaklaşımlardan yararlanan pek çok disiplin gibi çocuğu odağına alarak sağlık ve eğitim göstergelerini kendine özgü bilgi gövdesine özgür eleştirel bir bakış açısıyla irdelemektedir. Özetle sosyal hizmet penceresinden Türkiye'de çocuk refahı alanını sağlık ve eğitim göstergeleri temelinde incelemek bu çalışmanın esas çıkış noktasıdır.

OZET Cocuk hassas kirilgan yapisi nedeniyle pek cok akademik yaklasimin odagini olusturur. Bu yaklasimlarda ana amac cocugun refahini ve psikososyal esenligini en ust noktaya tasimaktir. Nitekim cocuk refahinin gelistirilmesi cocugun tam bir iyilik halinin saglanmasi gerekmektedir. 20 Kasim 1989 tarihinden Birlesmis Milletler Genel Kurulu tarafindan benimsenen Cocuk Haklari Sozlesmesi, 2 Eylul 1990 tarihinde yururluge girmis ve Turkiye'de 14 Ekim 1990 tarihinde imzaladigi bu sozlesmeyle beraber taraf olmus ve 27 Ocak 1995 tarihinde Resmi Gazete'de yayinlayarak resmen uygulamaya koymustur. Bu sozlesmeden yola cikarak Turkiye'de cocugun iyilik halinin saglanmasinda gelir, saglik, egitim ve katilim boyutlari onemli bir yer tutar. Bu kavramlar arasindan saglik ve egitim gostergeleri gelecek kusaklarin nitelikli bireyler olarak yetismesi icin ayrica ele alinmaktadir. Sosyal hizmet, insani yaklasimlardan yararlanan pek cok disiplin gibi cocugu odagina alarak saglik ve egitim g...

This three-part series examines how hunger and food function as symbols in literature.
1- Folk tales like Hansel and Gretel, Little Red Riding Hood, and Palestinian stories portray famine as both a harsh reality and a moral or social allegory.
2- Children’s picture books use food to express security, family bonds, growth, and cultural diversity, as in Where the Wild Things Are and The Very Hungry Caterpillar.
3- Young adult fiction employs food to explore social justice and inequality, from the satire of Gargantua and Pantagruel to the class critique in Harry Potter, Alice’s Adventures in Wonderland, and The Hunger Games.

This paper shows that in all these genres, food is more than nourishment—it’s a tool for storytelling about survival, identity, and resistance.

This article explores the philosophy and practice of anarchist education within the context of an alternative middle and high school in an urban setting. It sets out to explore how educators within the field reconcile some of the tensions and conflicts at the heart of anarchist thinking, particularly as it pertains to its organizational structure and educational practices. To do this, the article begins by examining the history and practice of anarchist education, arguing for a recovery of its emancipatory, political roots, and a problematization of the neoliberal focus on management and performance, an approach that divests education of its political and ethical content. We then provide a concrete example of anarchism that informs the organizational practice of an alternative school animated by anarchist principles and radical traditions in education. We argue that the political challenges we face demand project-oriented schools characterized by dialogic governance and a relational approach to justice. Such schools may help us reimagine education to promote both individual and collective flourishing.

This master’s thesis tries to offer an educational proposal for the use of comics in English as foreign language lessons for primary education students. Although we consider that comics can be useful tools to learn English, it seems that they are underused in this specific context. This thesis studies the pedagogical possibilities offered by this medium and offers three proposals of activities showing different approaches. We open this thesis with a review of the definition of the term “comic” and the different approaches to the term. Additionally, a brief summary of the history of this medium is added. Then, we encompass different reflections and experiences related to the use of comics and the advantages they provide. Prior to the proposal of activities, we include another chapter suggesting hints to designing comic-based activities. Afterwards, three activities are described and we reflect on the results of their use in a real context. Our work concludes that this medium is a ver...