Drawing out the Resistance Narrative via Mapping in "The Selected Works of T. S. Spivet"

Autor/in	Hameed, Alya
Titel	Drawing out the Resistance Narrative via Mapping in "The Selected Works of T. S. Spivet"
Quelle	In: Children's Literature in Education, 48 (2017) 1, S.73-88 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-016-9305-3
Schlagwörter	Childrens Literature; Maps; Cartography; Self Concept; Memory; Resistance (Psychology); Novels; Child Role + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Map; Karte; Kartenkunde; Kartografie; Selbstkonzept; Gedächtnis; Resistenz; Novel; Roman
Abstract	Though many children's texts include maps that visually demarcate their journeys, modern texts rarely involve active mapping by child characters themselves, suggesting that children cannot (or should not) conceptualise the world for themselves, but require an adult's guidance to traverse it. Reif Larsen's "The Selected Works of T. S. Spivet" (2009), however, views the child as active cartographer and expands the conversation on the relationship between children and space to uncover new (or more nuanced) understandings of children's place in society, and their constant tension in finding selfhood. This article examines how the act of mapping in literature often leads a character away from home to a place where the child can reconstruct "home" within his or her memory--a memory that instils resistance against the status quo of the child's position in life. Cartography's direct relationship with children experiments with and subverts the binaries of child/adult, fantasy/reality, civilised/primitive and home/memory of home, completely dismantling them in the specific example of Larsen's novel and demonstrating that the child protagonist's space is neither solely real nor fantastic. Mapping induces the young protagonist to move into alternative spaces, and to resist social pressures in order to assert fuller agency over his or her identity formation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01