Foxing the Child: The Cultural Transmission of Pedagogical Norms and Values in Dutch Rewritings of Literary Classics for Children 1850-1950

Autor/in	Parlevliet, Sanne
Titel	Foxing the Child: The Cultural Transmission of Pedagogical Norms and Values in Dutch Rewritings of Literary Classics for Children 1850-1950
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 48 (2012) 4, S.549-570 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2011.633923
Schlagwörter	Foreign Countries; Classics (Literature); Global Approach; Childrens Literature; Indo European Languages; Ethical Instruction; Reader Text Relationship; Story Grammar; Social Change; Social Class; Attitudes; Role; Values; Satire; Barriers; Adults; Alienation; Culture; Information Transfer; Cultural Capital; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; 'Children''s literature'; Kinderliteratur; Indoeuropäisch; Ethics instruction; Teaching of ethics; Ethikunterricht; Sozialer Wandel; Social classes; Soziale Klasse; Attitude; Einstellung; Verhalten; Rollen; Wertbegriff; Entfremdung; Kultur; Informationsübertragung; Niederlande
Abstract	This article examines the reciprocity between children's literature and educational ideals in Dutch rewritings of international literary classics published for children between 1850 and 1950. It analyses the assumed pedagogical power of rewritings of international literary classics for children from the perspective of three theoretical concepts: (1) "cultural transmission" as a strategy of educational ambition in its capacity to serve social initiation, (2) "adaptation" as a transformation strategy to adjust an artefact to a specific audience, and (3) "gate keepership" as the determining factor in the communication situation of literature for children. Comparing original masterpieces that were originally not, or not specifically, meant for children with their derivatives sheds light on the strategies that were used to mould narratives into pedagogical examples. It shows how protagonists were educated along the lines of the ever-changing pedagogical discourse brought about by historically variable concepts of childhood and displays the transition of the educational value of subjection to external mastery to the ideal of self-mastery of the child. Moreover, it shows how rewritings not only functioned as agents in the transmission of literary artefacts, but by means of that, also provided for the transmission of culture. (Contains 5 figures and 69 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10