Literaturnachweis - Detailanzeige
| Autor/inn/en | Zou, Ying; Tan, Xudong |
|---|---|
| Titel | Construction and Disruption of Hegemonic Power in Picturebooks: An Analysis of "Best Behaviour" Picturebooks in China |
| Quelle | In: Waikato Journal of Education, 27 (2022) 1, S.107-118 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1173-6135 |
| Schlagwörter | Power Structure; Picture Books; Chinese; Prosocial Behavior; Teaching Methods; Educational Objectives; Parent Attitudes; Translation; Critical Reading; English; Values Education; Adults; Childrens Literature; Cultural Context; Foreign Countries; China |
| Abstract | "Best behaviour" picturebooks, also known as "making good habits" or "teaching good manners" picturebooks, have explicit educational intentions that imply a culturally hegemonic voice. Despite this problematic characteristic, these picturebooks are welcomed by both parents and the market in China. Using extant picturebook theory of picture-text relationships, narratological, paratextual analyses and translation theory, this article seeks a better understanding of how this hegemonic voice is formed, resolved or consolidated via a critical reading of three best-selling "best behaviour" picturebook series available in the Chinese market. One is the original Chinese-language WaiWaiTu-ZiKongLi series (Little Bunny series). The second series is the translated United States series, Hands Are Not For Hitting, now a Chinese best behaviour publication. The third series is a translated rendition of Pete the Cat series, which did not serve any evident educational purpose in its original English-market form but has been identified to cultivate good character on the Chinese covers. These publications commonly present straightforward picture-text relationships of two-dimensional stories and characters. Most importantly, adults hold power in these best behaviour children's books. We argue that both the construction and disruption of hegemonic thinking co-exist in these picturebooks, reflecting the nature of adult power plays. At the same time, these best behaviour picturebooks serve as a good example of how hegemonic notions work within specific cultural and pedagogical contexts. (As Provided). |
| Anmerkungen | Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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