This thesis will examine the ways that different intercultural issues are represented in picture books and talk about how these representations may affect the reader. Therefore, several approaches will be used. As this paper primarily focuses on the picture book format, the text itself, along with the illustrations, will be closely examined. It is a fact that the illustrations in picture books not only represent the story that is put into words, but also add additional messages and background information to the written text. One of the goals of this paper is to find the messages based on the interanimation of text and illustrations and interpret them according to the concept of interculturality.
The authors and illustrators of the discussed books are another part to focus on. It is important to note whether they are part of the culture they write about and illustrate, or not. It is crucial to take a closer look at the cultural background of authors and illustrators, as this paper examines picture books in connection to cultural issues. As much as possible, it will be examined in how far the biographies of the author and the illustrator have influenced the picture book. This knowledge then can give the book new aspects of meaning and might slightly change the message that is meant to be delivered. Also, it helps the reader to locate the story within a certain cultural range. This background information is closely linked to the context the book was written and illustrated in. In addition to that, the context in which the story is being perceived also needs to be examined to gain an overall analysis.
Finally, this paper will consider the recipient and how he or she perceives the words and the illustrations. Therefore, and in compliance to reception aesthetics and reader-response criticism, potential meanings of the text will be considered and compared to each other. Important aspects to be considered here are the desired target group along with their age range and their cultural background, and the time of the first publishing of the picture book.
Table of Contents
1. Preliminary Remarks
2. Cultural Terminology
2.1. Culture
2.2. Multiculturalism
2.3. Interculturality
3. Literal Fields and Formats
3.1. Children’s Literature
3.2. Multicultural Children’s Literature
3.3. Book Formats
3.4. The Special Case of Picture Books
4. Analysis
4.1. Yangsook Choi – The Name Jar
4.1.1. Identity, Language and Belonging in The Name Jar
4.2. Mary Hoffman & Karin Littlewood – The Colour of Home
4.2.1. Identity, Language and Belonging in The Colour of Home
4.3. Irena Kobald & Freya Blackwood – My Two Blankets
4.3.1. Identity, Language and Belonging in My Two Blankets
4.4. Queen Rania Al Abdullah, K. DiPucchio & T. Tusa – The Sandwich Swap
4.4.1. Identity, Language and Belonging in The Sandwich Swap
5. Further Readings and Teaching Suggestions
5.1. Further Multi- and Intercultural Readings
5.2. A Brief Teaching Outlook
6. Conclusion
7. Bibliography
7.1. Primary Literature
7.2. Secondary Literature
7.3. Multi- and Intercultural Reading Lists
Research Objectives and Core Themes
This thesis examines the representation of intercultural issues within selected English-speaking picture books, exploring how text and illustrations interact to shape reader perception and reinforce concepts of identity and belonging. The research investigates whether these works successfully address diversity or rely on cultural stereotypes, while also evaluating their suitability for use in classroom settings to foster intercultural competence.
- Representation of intercultural issues (identity, language, belonging) in picture books.
- The "interanimation" between text and illustrations in the picture book format.
- The impact of author and illustrator biographical backgrounds on cultural authenticity.
- Pedagogical strategies for using multicultural literature in English language teaching.
Excerpt from the Book
Identity, Language and Belonging in The Colour of Home
Language is the most prominent intercultural issue in this picture book, and the first to be addressed when starting the story. The narrator states that Hassan does not understand a word his classmates are saying to him, as he can only say the English words “hello” and “toilet”. The distance Hassan feels due to his lacking knowledge of the language is indicated by the text which is written in the negative space. This only happens in one other scene in the book, namely when Hassan talks about his memories. Again, he talks about distant memories and therefore the text is written in the negative space. A counterpoint to the scene where Hassan does not understand a word comes after he has told Miss Kelly his story. He then goes out to play football with a boy, who introduces himself as Joey. Hassan understands this, and the words are part of the picture. This indicates that the distance between Hassan and the other children is gone, simply because he was able to communicate his thoughts.
The importance of knowing the language and therefore being able to communicate is depicted by the scenes, where the translator Fela comes and asks him about the picture he has painted. Only then does the teacher understand, why he painted this picture, and only then does Hassan seem to open up and feel comfortable as he is able to tell his story. However, the story also shows that verbal language is not the only way to communicate with each other. Already in the beginning Hassan finds a way to communicate with his teacher through his painting. Although he may not have intended it, his teacher still reacts to his picture and wants to find out more about his background. Finally, playing ball with Joey is also a kind of language and helps Hassan connect to his classmates.
Summary of Chapters
1. Preliminary Remarks: Outlines the motivation for examining intercultural representation in children’s literature and sets the methodological approach for the study.
2. Cultural Terminology: Defines essential concepts including culture, multiculturalism, and interculturality, incorporating Homi Bhabha’s theory of the "third space."
3. Literal Fields and Formats: Explores the history and definition of children’s literature and establishes the unique characteristics of the picture book format.
4. Analysis: Provides a detailed critique of four specific picture books, focusing on the interplay of identity, language, and belonging in each narrative.
5. Further Readings and Teaching Suggestions: Recommends additional titles for intercultural exploration and offers pedagogical advice for using these materials in schools.
6. Conclusion: Summarizes the key findings, reiterating the effectiveness of picture books as tools for depicting complex intercultural encounters.
7. Bibliography: Lists all primary literature analyzed and the secondary sources used to support the theoretical framework.
Keywords
Interculturality, Multiculturalism, Children’s Literature, Picture Books, Identity, Language, Belonging, Interanimation, Third Space, Cultural Authenticity, Visual Literacy, Stereotypes, Critical Literacy, Education, Somalia.
Frequently Asked Questions
What is the primary focus of this master thesis?
The work investigates how intercultural themes, specifically identity, language, and belonging, are represented in selected English-speaking picture books for children.
What are the central thematic fields?
The core themes include the role of cultural identity in new environments, the function of language as a bridge or barrier, and the concept of "belonging" in a globalized society.
What is the research goal?
The goal is to analyze how the interanimation of text and illustrations communicates intercultural messages and whether these representations are authentic or stereotypical.
Which methodology is employed in the study?
The thesis uses a qualitative, analytical approach, examining both the literary text and the visual elements of selected picture books, while considering the biographical backgrounds of the creators.
What is covered in the main part of the work?
The main section contains a theoretical exploration of cultural terms followed by detailed analyses of four key picture books: The Name Jar, The Colour of Home, My Two Blankets, and The Sandwich Swap.
What characterizes the identified keywords?
The keywords reflect the intersection of literary theory, cultural studies, and pedagogical practice within the context of contemporary children's literature.
Why are the biographical backgrounds of authors and illustrators significant?
The analysis suggests that the creator's background influences whether a story depicts foreign protagonists as empowered individuals or as subjects in need of rescue by the majority culture.
How do picture books serve as a "third space"?
According to the thesis, picture books create a "third space" through the interaction of text and illustration, allowing readers to negotiate meanings that exist beyond words or pictures alone.
Are these picture books suitable for a German classroom?
Yes, the author suggests that they are effective for fostering intercultural competence, provided that the recommended reading age is adjusted for non-native English learners.
- Citar trabajo
- Magdalena Middelmann (Autor), 2018, Issues of Interculturality in Selected English-Speaking Picture Books, Múnich, GRIN Verlag, https://www.grin.com/document/925755
