"The Soldiers Came to the House": Young Children's Responses to "The Colour of Home"

Autor/in	Hope, Julia
Titel	"The Soldiers Came to the House": Young Children's Responses to "The Colour of Home"
Quelle	In: Children's Literature in Education, 49 (2018) 3, S.302-322 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hope, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-016-9300-8
Schlagwörter	Refugees; Childrens Literature; Picture Books; Case Studies; Elementary School Students; Interviews; Foreign Countries; Authors; Controversial Issues (Course Content); Reader Response; Empathy; Critical Literacy; Social Action; United Kingdom + Suchen Sie Ihr Suchwort? Flüchtling; 'Children''s literature'; Kinderliteratur; Picture book; Bilderbuch; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Ausland; Author; Autor; Autorin; Controversial issues; Kontroverse; Leserbrief; Empathie; Kritisches Lesen; Soziales Handeln; Großbritannien
Abstract	This article begins by reflecting on the present refugee crisis and its relevance to children in the UK. It identifies the need for teaching about the refugee experience to young children and argues that literature can provide a conduit for this. Since the millennium there has been a rapid increase in the number of books published for children which take this as their theme, aimed at ever-younger readers. Taking as a case study "The Colour of Home" by Mary Hoffman, a picturebook commonly used in lower primary classrooms, the article considers how this text promotes understanding and validates the circumstances of refugees. It closely examines the motivations and aims of the writer, how the book was mediated by teachers in the primary classroom, and how refugee and non-refugee children read and responded to it. Findings are presented from an interview with Mary Hoffman herself, juxtaposed with data from three classrooms suggesting that pupils gained valuable insight into a complicated and controversial issue. However the research concludes that viewing children through a refugee/non-refugee binary was reductive in not recognising the multi-layered nuances of meaning which were constructed by young readers who brought to bear a wide variety of individual life and family experiences. Furthermore, teachers in the study played a powerful role in mediating the texts when sharing them in the classroom, and devised a selection of stimulating resources to provoke reader response in terms of empathy, "social action," and some critical literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01