Imagining peace with picturebooks in multilingual and intercultural contexts.

Autor/inn/en	Hoffmann, Jeanette; Trisciuzzi, Maria Teresa; Videsott, Ruth; Leon, Elisabeth von
Titel	Imagining peace with picturebooks in multilingual and intercultural contexts.
Quelle	Aus: Langer, Sabina (Hrsg.); Agostini, Evi (Hrsg.); Francesconi, Denis (Hrsg.); Zambaldi, Nazario (Hrsg.): Peace. Milan: FrancoAngeli (2025) S. 258-268 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Ecologie della formazione
Beigaben	Literaturangaben; Abbildungen
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-88-351-8269-6
DOI	10.3280/oa-1428
Schlagwörter	Medienpädagogik; Bilderbuch; Kinderliteratur; Deutsch; Erzählen; Literaturanalyse; Sprachanalyse; Übersetzung; Italienisch; Ladinisch; Frieden; Friedenserziehung; Translation; Bildungsforschung; Italien; Südtirol
Abstract	Children use stories to acquire language and literature, self and world. By looking at picturebooks together in social contexts, they can discuss their questions about existence and living together in the world (Wieler, 2024). They can learn how to think in drafts and imagine possible worlds, which is important for literary socialisation and identity construction (Bruner, 1986). Picturebooks are suitable for use in multilingual and intercultural contexts, thanks to the narrative pictures that offer children reception possibilities and the complex interplay of image and text as an occasion for dialogue and storytelling (Hoffmann & Mastellotto, 2023). For the creation of a shared imaginative space (Sowa, 2015) of peaceful coexistence, the stories about peace themselves are important (Rogers et al., 2023), as is their fictionality, which reveals the draft character of self and world and invites imagination (Ulich & Ulich, 1994). Furthermore, the complexity and ambiguity of literature, which challenge interpretations, play a central role, as do the democratic forms of literary dialogue in which these interpretations are formulated and negotiated (Hoffmann et al., 2024). This contribution focuses on contemporary picturebooks on peace, their experientiality (Dehn et al., 2014), multimodal narrative and challenges for readers (Evans, 2015). Picturebooks from different linguistic and cultural contexts (German, Italian, Ladin) are presented, which address the topic in various ways. As different as they are in terms of content and narrative, they provide a variety of opportunities for dialogue and storytelling and can be used in the educational contexts of kindergarten and primary school. (übernommen).
Erfasst von	Externer Selbsteintrag
Update	2026/3