All texts are by nature ideological and political and this is particularly true of children’s and young adult literature. The educational aspect of children’s and young adult literature necessarily implies that one objective of this kind of literature is to mold its readers into socially acceptable beings demonstrating ‘normal’ behaviour. Yet, what is considered socially acceptable and normal can actually vary considerably when looking at children’s literature over a longer time frame. Furthermore, this educational characteristic of children’s literature also implies that writers can use children’s literature to shape children, i.e. the next generation of adults and by extension future writers of children’s literature, in ways different from what mainstream society prefers. Children’s literature is thus a powerful tool for change since one of its aims is to influence child readers into becoming a certain type of adult with specific values. Some writers of children’s literature therefore continually push the boundaries of what is considered acceptable in writing for children in their pursuit of creating change in the real world. This course will challenge students to critically address the overt and covert ideological messages present in a variety of children’s and young adult literature. The course will consider representations of institutional politics, including the role of government, schools, and religion as presented in children’s and young adult literature. Depictions of several aspects of identity politics including class, race, sexuality, and gender will be analyzed. A selection of texts in various formats (picture books, graphic novels, short stories, poetry, children’s and young adult novels, films, TV programs, etc.) will be read and analyzed for their ideological positions and will be discussed together with the historical and socio-cultural contexts which produced them.All texts are by nature ideological and political and this is particularly true of children's and young adult literature. The educational aspect of children's and young adult literature necessarily implies that one objective of this kind of literature is to mold its readers into socially acceptable beings demonstrating ' normal' behavior. Yet, what is considered socially acceptable and normal can actually vary considerably when looking at children's literature over a longer time frame. Furthermore, this educational characteristic of children's literature also implies that writers can use children's literature to shape children, i.e. the next generation of adults and by extension future writers of children's literature, in ways different from what mainstream society prefers. Children's literature is thus a powerful tool for change since one of its aims is to influence child readers into becoming a certain type of adult with specific values. Some writers of children's literature therefore continually push the boundaries of what is considered acceptable in writing for children in their pursuit of creating change in the real world. This course will challenge students to critically address the overt and covert ideological messages present in a variety of children's and young adult literature. The course will consider representations of institutional politics, including the role of government, schools, and religion as presented in children's and young adult literature. Depictions of several aspects of identity politics including class, race, sexuality, and gender will be analyzed. A selection of texts in various formats (picture books, graphic novels, short stories, poetry, children's and young adult novels, films, TV programs, etc.) will be read and analyzed for their ideological positions and will be discussed together with the historical and socio-cultural contexts which produced them.
All texts are by nature ideological and political and this is particularly true of children’s and young adult literature. The educational aspect of children’s and young adult literature necessarily implies that one objective of this kind of literature is to mold its readers into socially acceptable beings demonstrating ‘normal’ behaviour. Yet, what is considered socially acceptable and normal can actually vary considerably when looking at children’s literature over a longer time frame. Furthermore, this educational characteristic of children’s literature also implies that writers can use children’s literature to shape children, i.e. the next generation of adults and by extension future writers of children’s literature, in ways different from what mainstream society prefers. Children’s literature is thus a powerful tool for change since one of its aims is to influence child readers into becoming a certain type of adult with specific values. Some writers of children’s literature therefore continually push the boundaries of what is considered acceptable in writing for children in their pursuit of creating change in the real world. This course will challenge students to critically address the overt and covert ideological messages present in a variety of children’s and young adult literature. The course will consider representations of institutional politics, including the role of government, schools, and religion as presented in children’s and young adult literature. Depictions of several aspects of identity politics including class, race, sexuality, and gender will be analyzed. A selection of texts in various formats (picture books, graphic novels, short stories, poetry, children’s and young adult novels, films, TV programs, etc.)
will be read and analyzed for their ideological positions and will be discussed together with the historical and socio-cultural contexts which produced them.
All texts are by nature ideological and political and this is particularly true of children's and young adult literature. The educational aspect of children's and young adult literature necessarily implies that one objective of this kind of literature is to mold its readers into socially acceptable beings demonstrating ' normal' behavior. Yet, what is considered socially acceptable and normal can actually vary considerably when looking at children's literature over a longer time frame. Furthermore, this educational characteristic of children's literature also implies that writers can use children's literature to shape children, i.e. the next generation of adults and by extension future writers of children's literature, in ways different from what mainstream society prefers. Children's literature is thus a powerful tool for change since one of its aims is to influence child readers into becoming a certain type of adult with specific values. Some writers of children's literature therefore continually push the boundaries of what is considered acceptable in writing for children in their pursuit of creating change in the real world. This course will challenge students to critically address the overt and covert ideological messages present in a variety of children's and young adult literature. The course will consider representations of institutional politics, including the role of government, schools, and religion as presented in children's and young adult literature. Depictions of several aspects of identity politics including class, race, sexuality, and gender will be analyzed. A selection of texts in various formats (picture books, graphic novels, short stories, poetry, children's and young adult novels, films, TV programs, etc.)
will be read and analyzed for their ideological positions and will be discussed together with the historical and socio-cultural contexts which produced them.
The following books will be studied:
Almond, David. The Fire Eaters (2003) Whitbread Children’s Book Award Winner 2003
Anderson, Laurie Halse. Speak (1999)
Barter, Catherine. Troublemakers (2018)
Blackman, Malorie. Noughts and Crosses (2001)
Blackman, Malorie. Boys Don’t Cry (2010)
Cross, Gillian. Wolf (1990) Carnegie Award Winner 1990
Dahl, Roald. Charlie and the Chocolate Factory (1964)
Doherty, Berlie. Dear Nobody (1991) Carnegie Award Winner 1991
Gratz, Alan. Ban This Book (2017)
McGowan, Anthony. The Knife That Killed Me (2008)
Pullman, Philip. Northern Lights (1995) Carnegie Award Winner 1995
Swindells, Robert. Stone Cold (1993) Carnegie Award Winner 1993
Other materials will be prepared by the teacher and will be distributed throughout the semester.
The following books will be studied:
Almond, David. The Fire Eaters (2003) Whitbread Children’s Book Award Winner 2003
Anderson, Laurie Halse. Speak (1999)
Barter, Catherine. Troublemakers (2018)
Blackman, Malorie. Noughts and Crosses (2001)
Blackman, Malorie. Boys Don’t Cry (2010)
Cross, Gillian. Wolf (1990) Carnegie Award Winner 1990
Dahl, Roald. Charlie and the Chocolate Factory (1964)
Doherty, Berlie. Dear Nobody (1991) Carnegie Award Winner 1991
Gratz, Alan. Ban This Book (2017)
McGowan, Anthony. The Knife That Killed Me (2008)
Pullman, Philip. Northern Lights (1995) Carnegie Award Winner 1995
Swindells, Robert. Stone Cold (1993) Carnegie Award Winner 1993
Other materials will be prepared by the teacher and will be distributed throughout the semester.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Presentations on Literary Texts and Theoretical Articles Presentations on Literary Texts and Theoretical Articles presentation son literary text sand theoretical articles |
20 | |
| Final EssayFinal Essay final essay |
20 | |
| Oral Presentations of Final EssayOral Presentations of Final Essay oral presentation is of final essay |
20 | Week 17 and Week 18 |
| Reading JournalsReading Journals Reading journals |
20 | |
| DiscussionsDiscussions discussions |
10 | |
| Attendance and ParticipationAttendance and Participation attendance and participation |
10 |
