Representations of Indigenous and Non-Indigenous Rural Ways of Being in Picture Books for Children

Autor/inn/en	Eppley, Karen; Stagg Peterson, Shelley; Wood, Jeffrey
Titel	Representations of Indigenous and Non-Indigenous Rural Ways of Being in Picture Books for Children
Quelle	In: Journal of Language and Literacy Education, 18 (2022) 1, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Indigenous Populations; Rural Areas; Picture Books; Childrens Literature; Interpersonal Relationship; Natural Resources; Ecology; Barriers; Culturally Relevant Education; Foreign Countries; Canada Natives; American Indians; Artists; Authors; Illustrations; Gender Issues; Family Relationship; Agricultural Occupations; United States + Suchen Sie Ihr Suchwort? Sinti und Roma; Rural area; Ländlicher Raum; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Natural Ressource; Natürliche Ressource; Ökologie; Ausland; American Indian; Indianer; Artiste; Artist; Künstler; Künstlerin; Author; Autor; Autorin; Bildliche Darstellung; Geschlechterfrage; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; USA
Abstract	This critical content analysis examines representations of rural life in a sample of 52 picture books by Indigenous and non-Indigenous authors and illustrators. While the United States and Canadian governments use quantitative measures to designate rurality, in this study rurality is conceptualized more broadly as an interaction between geographical, cultural, and social characteristics. Three sets of findings about the representation of rural people in Indigenous and non-Indigenous picture books are offered: the representation of human-to-human relationships, the relationships between people and the natural world, and the problems and challenges faced by rural people in the books. While there is increasing attention within children's literature scholarship about the importance of culturally relevant picture books and representations of diversity, less is understood about representations of rurality in children's literature and still less is known about textual representations that engage the intersection of rurality and minoritized groups such as Indigenous peoples. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01