Disrupting Aetonormativity: Involving Children in the Writing of Literature for Publication

Autor/inn/en	Dobson, Tom; Stephenson, Lisa; De Arede, Ana
Titel	Disrupting Aetonormativity: Involving Children in the Writing of Literature for Publication
Quelle	In: English in Education, 55 (2021) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1679622
Schlagwörter	Literary Criticism; Childrens Literature; Writing for Publication; Creative Writing; Writing Workshops; Drama; Fiction; Computer Games; Editing; Revision (Written Composition); Teaching Methods; Elementary School Students; English Instruction; Power Structure; Foreign Countries; Communities of Practice; Cultural Background; United Kingdom + Suchen Sie Ihr Suchwort? Literaturkritik; 'Children''s literature'; Kinderliteratur; Kreatives Schreiben; Schauspiel; Fiktion; Computer game; Computerspiel; Computerspiele; Redaktion; Textbearbeitung; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; English langauage lessons; Englischunterricht; Ausland; Community; Großbritannien
Abstract	Literary criticism of children's literature asserts a one-directional view of power with the adult writer constructing the child reader. Using "aetonormativity"-- adult perceptions of normality -- this paper explores what happens when children co-construct publishable fiction. Our analysis of drama and creative writing workshops shows how whilst we were interested in developing the story of the protagonist, the children wanted to develop a gaming narrative. As a community of writers, we constructed a "hybrid" text which, unlike GameLit, explores the relationship between the protagonist and gaming, whilst providing positive portrayal of gaming. As the children became invested in the fiction, they became editors and revisions were taken on board. The paper concludes that involving children in writing children's literature can result in texts which disrupt aetonormativity by representing lived experiences. The paper also acknowledges that that further research is needed to explore how other children respond to such texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01