Examining Agency in Children's Nonfiction Picture Books

Autor/inn/en	Vaughn, Margaret; Sotirovska, Vera; Darragh, Janine J.; Elhess, Mohamed
Titel	Examining Agency in Children's Nonfiction Picture Books
Quelle	In: Children's Literature in Education, 53 (2022) 1, S.33-51 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vaughn, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-021-09435-y
Schlagwörter	Personal Autonomy; Childrens Literature; Picture Books; Nonfiction; Literary Criticism + Suchen Sie Ihr Suchwort? Individuelle Autonomie; 'Children''s literature'; Kinderliteratur; Picture book; Bilderbuch; Non-fiction; Nichtfiktionaler Text; Literaturkritik
Abstract	Given increased attention toward nonfiction and informational texts due to recent educational reforms in the nation, it is critical to examine how various cultural identities are depicted in nonfiction children's picture books. Focusing on the Orbis Pictus honor and awarded texts (n = 60) from 1990 to 2019, this article reports the findings of a critical multicultural analysis of the depictions of age, sex, socio-economic status, ethnicities, and geographic regions of these awarded texts. Using a secondary analysis of opportunities for agency, we examine how focal subjects (Crisp in Lang Arts 92(4):241-255, 2015) exert their agency in their respective contexts. Our aim in doing so is to problematize the notion of agency in these texts, specifically understanding who exerts agency, how, and for what purposes. Findings suggest that the authors of these awarded texts rely on highlighting White, European males where agency is typically depicted as an act that occurs in adulthood. As a result, discussion focuses on how such texts, although well-meaning, perhaps perpetuate the traditional notion and passivity of young children in relation to their agency and calls to question the lack of multiple perspectives and voices in the awarded texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01