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Mahmoud Shukair is not only enlightening the Arab world on Palestine, he is enlightening the world on themselves. --Yousef Khanfar, founder of the Palestine Prize Foundation M ahmoud Shukair is [...]

Scholarship has documented concerning trends related to representation in children's literature with Asian or Asian American characters and cultural themes. Grounded in mirrors and windows pedagogy and AsianCrit theory, this study aims to identify themes in children's picture books with a female Asian or Asian American protagonist. Themes that emerged in the findings included themes of family, main character identity, culture, and book author identity. Implications for disrupting these trends in publishing and for countering problematic trends through teacher decision making are discussed. [ABSTRACT FROM AUTHOR]

This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children's literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a cosmopolitan lens entails a reflexive consideration of personal convictions and a reflective openness to learning from the perspectives of others. The results of this study provide insights into how preservice teachers understood a cosmopolitan response. The results also highlight the need for further critical inquiry into how to invite greater reflexive consciousness and reflective openness to other perspectives in preparing teachers for a diverse society. [ABSTRACT FROM AUTHOR]

This article focuses on the difficult event of death. The audience for this article is classroom teachers, librarians/media specialists, curriculum developers, and so on. The purpose is to share points to consider when choosing quality picture books focusing on death as well as exemplars to represent these points. These points were concluded as a result of a multimodal content analysis of 100 picture books. We begin by presenting a rationale for using picture books to help children deal with the difficult topics including the topic of death. Next, we describe why we chose the topic of death. We continue by describing our inquiry and present characteristics of quality picture books that we discovered during our inquiry. For each characteristic we highlight an exemplary picture book to illustrate the characteristic. We end with final thoughts. [ABSTRACT FROM AUTHOR]

This study aimed to determine key criteria for developing narrative compositions for children aged 6 to 9 years. This study examined narratives created from 2000 to 2014 to assess their linguistic and cultural value, as well as identify any limitations or complexities that may not be suitable for the target audience. The study also assessed the degree to which authors of children's literature followed these criteria. The study employed a descriptive-analytical approach and a researcher-developed tool to gather and analyze data, leading to multiple findings. Deficiencies and limitations were found in narratives for young children, but there were also positive aspects in terms of vocabulary, terminology, sentence structure, idiomatic expressions, and overall suitability for young audiences. The study found that the current narrative output does not sufficiently consider the developmental needs of children. The researchers recommended establishing standards to improve children's narrative production in line with their developmental stages. The recommendations were stated in the research's conclusion. [ABSTRACT FROM AUTHOR]

While previous accounts of the function of food in children's literature have mainly focused on fiction, this article examines nineteenth-century poetry and drama where 'bad eating' is constructed as a form of anti-social behaviour that children should be warned against and should learn to despise in others as well as themselves. Poetry for children, throughout the century, is designed to be repeated orally, often learned by heart and thus internalised: its emblematic characters, secured in memory by rhyme and metre, therefore have particular staying power in childhood consciousness that makes the trope of the 'bad eater' especially durable. Theatrical representations, likewise, serve to set the image of the unruly child eater within comic traditions that offer his or her body as an absurd spectacle at which the audience can confidently scoff. These tropes and images have a literary longevity that both reflects and sustains aspects of blame around 'anti-social' eating, which children internalise from a young age. [ABSTRACT FROM AUTHOR]

In this paper, the author further explores and theorises themes from a recent autoethnographical essay ‘Dangerous journey: memories of containment in Cuba’ in which he detailed the immediate demanding period that followed the end of his own analysis – an event which occurred some time after the completion of his formal training. To study this very particular time-period in professional life, he draws on literature on endings in child psychotherapy and the progression of personal training analyses in the psychoanalytic professions, while also referencing discussions held with a range of child psychotherapy colleagues. The reader of this paper is invited to enquire why there are no child psychotherapy publications and a near-void in wider psychoanalytic publications on this important caesura, coupled with a lack of descriptions of the challenges of working in current NHS systems. The author also draws on his experiences to provide a brief, general commentary on such challenges. He hopes that the paper may encourage further writing in the profession on the place of personal analyses within (and often for a time after) the training – especially the possible meanings when ending them – and more broadly of their enduring place in the lives of child psychotherapists post-terminus. [ABSTRACT FROM AUTHOR]

Children's literature is currently confronting several formidable challenges. These include issues in communication between authors and young readers, exacerbated by a notable scarcity of available books and magazines tailored for children. This scarcity is not merely a matter of limited quantity; rather, it reflects a restrictive publishing ecosystem where only a handful of writers are catered to by children's magazines, and where both public and private publishers frequently decline new submissions. Moreover, the genre of children's literature has struggled to evolve in ways that adequately reflect the cognitive and developmental shifts occurring in today's children, who are increasingly influenced by daily interactions with digital technologies. Private publishing houses often limit their collaborations to a select group of established, often award-winning authors, prioritizing a perceived assurance of quality. Simultaneously, the rapid advancement of technology and the intuitive ease with which children engage with digital interfaces have significantly diminished familial interest in traditional, physical books. Paper-based children's literature is steadily losing its footing to digital platforms that not only attract young readers but also divert their attention from traditional literary forms. Thus, authors and stakeholders in children's literature must address and adapt to this pivotal transition from print to digital media, recognizing the ongoing metamorphosis within the industry. [ABSTRACT FROM AUTHOR]

Children's understanding of the stability of gender over time has long been recognized as a hallmark of early childhood cognitive development. Prior research has argued that until roughly age 6, children do not understand that a person's gender identity remains consistent if the person undergoes a change in gendered behavior or appearance. However, this prior work has generally not given children any context as to why the behavior or appearance change is occurring. The present study showed U.S. three-to-five-year-olds a character (e.g. "Johnny") undergo such a change that occurred because of external factors (e.g. "Johnny is wearing his sister's dress because all his clothes are dirty"); we asked whether children would indicate that the character's gender was the same pre- and post-change. Children (N = 124, 52% girls, 66% non-Hispanic White) as young as 3 demonstrated an understanding of gender consistency and were significantly more likely to endorse gender consistency when they were, versus were not, given context for the change (p < 0.001, Cohen's d = 0.88). Results suggest that U.S. children take context into account when conceptualizing others' genders and believe that gender is generally consistent across transformations in behavior or appearance by age 3. We discuss the implications of these findings in light of a broader literature about children's understanding of gender constancy as well as contemporary understandings of gender that sometimes accommodate the idea that a person's gender can change. [ABSTRACT FROM AUTHOR]

This study explored teachers’ perspectives on utilising existing children’s books for students with intellectual and additional disabilities. 58 teachers from Israeli special education schools and kindergartens revealed widespread dissatisfaction with available materials. Strikingly, 70.7% were unsatisfied with existing children’s books, and 94.7% believed there were not enough accessible options. Qualitative analysis identified five major barriers: excessive text, inappropriate content for older age groups, challenges with the physical structure of books, mismatches between text and visuals, and specific challenges for teachers of children with multiple disabilities. These findings underscore the substantial need for more accessible literature tailored to the needs of children with disabilities. Despite legislation mandating societal inclusion of people with disabilities, teachers’ dissatisfaction highlights gaps in addressing their students’ literary requirements. The results shed light on these teachers’ vital roles in adapting books and indicate the need for greater collaboration between teachers, publishers, and policymakers. By highlighting the voices of frontline professionals, this study provides a crucial call to action to develop high-quality, customised educational resources for children and young people with disabilities. [ABSTRACT FROM AUTHOR]

This article delves into the complex ways in which children and adolescents subvert heteronormativity in/through comics. Situated at the intersection of Comics Studies and Gender and Sexuality Studies, this research engages with queer theoretical contemplations by locating it within the impetus of queer theory's inquiry into the figure of the child, more specifically, the crisis of identity as experienced by queer children. It focuses on select contemporary Indian comics by platforms like Gaysi Family and Pratham Books, published both digitally and in print between 2018 and 2022, and employs a theoretical framework drawing from Butler's conception of the heterosexual matrix and interpellation, as well as Munoz's theory of disidentification. The article comprises three sections offering four different perspectives on the mechanism of subversion: the first section explores disidentification in characters and their subversion of heteronormative norms, the second delves into disidentification at the intersection of romantic/sexual desire and gender, and the final section examines the role of these comics in reshaping the heteronormative boundaries of 'children's literature' and their role in introducing subversion to comic readers through narratives of disidentification. The article illuminates the transformative potential of comics in challenging norms, fostering resistance, and envisioning alternative futures. [ABSTRACT FROM AUTHOR]

Picturebooks play a vital role in the lives and learning of young children. These complex, multimodal texts offer unique opportunities for meaning-making as readers engage with the interplay between text and illustrations. Picturebooks offer children stepping stones into the literary arts, providing information and storylines that illuminate readers' perspectives about their own lives as well as offering opportunities to glimpse the lives of others. This article provides an overview of current perspectives of picturebooks, focusing on their potential (i.e., the unique qualities this literary format offers young readers), their power (i.e., the invitations these books provide for supporting readers' authentic literary transactions and affective responses), and associated practices (i.e., the ways in which these texts can be used as instructional tools to support learning both within and beyond the curriculum). Through picturebooks, caring adults can nurture children's reading and responses in supportive, developmentally appropriate, and impactful ways. [ABSTRACT FROM AUTHOR]

This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves. [ABSTRACT FROM AUTHOR]

Children's picturebooks have a unique potential to support young children with learning disabilities, to allow them to see themselves reflected in the stories, to educate others around them about their experiences and their needs, and to better represent the diversity of learners. Are today's picturebooks that portray characters with learning disabilities harnessing this potential by providing a diversity of multi-dimensional characters that readers can connect with? Through the lens of radical change theory, this study uses content analysis to examine the text and illustrations of 14 recent picturebooks that portray characters with learning disabilities to assess the trends, themes, and strengths of modern children's literature. Fourteen children's picturebooks for children ages 4 to 8 published between 2010 and March 2022 were selected, with a special effort to find books featuring characters with dysgraphia and dyscalculia, but also including characters with other learning disabilities. The books were closely read and the illustrations examined to find dominant themes and evidence of radical change—elements of changing forms and formats, changing perspective, and changing boundaries. Findings include an increase in the diversity of families portrayed, new perspectives of youth voices and youth authors, and more multi-dimensional, strength-based portrayals of characters. However, there is still a need for more diversity of ethnicities and ethno-centric storytelling and representation of learning disabilities other than dyslexia, including dyscalculia and dysgraphia. [ABSTRACT FROM AUTHOR]

The United Nations' announcements of a rise in the number of refugees have led to questions on how refugees are portrayed in children's picturebooks. Works that introduce children, at a young age, to the concept that there are other societies and cultures besides the one in which they currently reside have the potential to broaden their worldview and provide them with new insights. To further understand this, the current study focused on analyzing picturebooks (n = 15) of children in Turkey, as the country hosts the largest number of refugees in the world The portrayal of refugees, the discourses regarding refugees, and the cycles pointing to refugees are discussed through inductive content analysis. The results showed that refugees were portrayed as victims, homeless and helpless, and as people struggling to survive. The most dominant discourse about refugees is that they are longing for a family. In the refugee cycle in books, the migration itself constitutes the broadest stage. The results are presented for discussion in terms of educational and political implications. [ABSTRACT FROM AUTHOR]

Because literacy is a twenty-first century education skill (OECD, 21st-century readers: developing literacy skills in a digital world, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a83d84cb-en, 2021), educational stakeholders across the United States have consistently advocated for initiatives to increase literacy among the general population but especially in the early years and elementary grades. In the following manuscript, we will discuss literacy initiatives in the state of Tennessee with a particular emphasis on the Governor's Early Literacy Foundation (GELF). We position this initiative against the backdrop of failing literacy scores and the removal of classroom books across the state. Next, we discuss relevant literature on culturally responsive teaching frameworks, which leads us to make the case that, though necessary, improvements to literacy scores in Tennessee cannot rely solely on the books distributed by the state. It is imperative that the books children have access to introduce them to diverse lived experiences and that educational stakeholders begin questioning who gets to decide which books children can access. Using the specific example of Tennessee, we make the case that this is relevant to all educational stakeholders, because everywhere in the world, there are people and systems who have the power to choose what education looks like and what knowledge and whose experiences are deemed valid. Our purpose within this manuscript is to engage in a critical examination of one early childhood initiative as an example of how others can use a critical lens to examine the implications of initiatives and decisions being made in their own locales and how using a critical lens can also guide practices for advancing equity in classrooms. [ABSTRACT FROM AUTHOR]

The purpose of this phenomenological study was to explore the ways that early childhood teachers were "making waves" as they fostered equitable classrooms through multicultural picturebooks. Through a thematic analysis of one-on-one interviews and a virtual book selection simulation, five early childhood teachers offered their insights on the potential barriers teachers may face in selecting and using such books in their classrooms, as well as their suggestions for curating classroom libraries that highlight books that serve as mirrors, windows, and doors for children. These insights have the potential to support other early childhood teachers as they make waves of their own and leverage multicultural children's literature to build equitable classrooms. [ABSTRACT FROM AUTHOR]

Is children's literature only beneficial to children? Or do the benefits of children's literature also extend to the knowledge and mathematical skills of the teachers who employ it and reflect on it? This study seeks to investigate the role of picturebooks on the mathematical knowledge of preschool teacher candidates. For this purpose, in-depth examinations of how picturebooks can be used in teaching preschool mathematics and children's literature. As well as the changes in the content knowledge of the teacher candidates, were done by conducting focus group interviews with teacher candidates. This is a qualitative case study consisting of focus group discussions in which high-level knowledge sharing and production can be achieved through interaction and associations. In the research, 11 picturebooks were discussed, and 8 teacher candidates participated in 6 focus group interviews lasting a total of 338 min throughout a 7 week period. The study's findings have demonstrated that through children's literature, teacher candidates' misconceptions about measuring length can be revealed and eliminated without the need for another source, with discussions based on consciously and systematically selected picturebooks. Thus, it can be said that picturebooks act as a catalyst for the studies that aim to enhance the mathematical content knowledge of teacher candidates. The study has also observed that picturebooks can comprehensively address the fundamental concepts of length measurement. [ABSTRACT FROM AUTHOR]

While society attempts to shield children from death, many are exposed to and impacted by death in their early years, either through the death of someone they know or through media portrayals of death. Even though adults often avoid discussing death with children, children as young as age three can understand the concept and benefit from discussing it with a trusted adult. One way to foster these conversations is through reading picturebooks. This research examines young children's literature that focuses on dying and death. We report findings from a systematic review of children's books focusing on how death is portrayed and discussed in these books. Data indicates that most books are written in a way that does not align with the explicit messaging young children need on the topic. There are also gaps in which characters died, how the characters died, and how much diversity is present within the books. Many books lack additional resources, which would be a beneficial support as parents and teachers tackle this tough topic. [ABSTRACT FROM AUTHOR]

Many early childhood teachers seek to promote diversity in their classrooms through the use of multicultural children's literature. While these efforts are well-intentioned, teachers may not be fully aware of the issues of culture potentially hidden within such books, nor may they have support in considering the authenticity of the texts they use. While these issues are pervasive within books representing all cultural groups, recent research by Indigenous scholars has highlighted the concerns and implications within Indigenous children's literature. This article is grounded within Indigenous ways of knowing to provide a helpful tool for supporting teachers as they seek to curate authentic Indigenous children's literature for classrooms. Resources presented within include a 3-step guide to choosing and using such books and a list of Indigenous titles recommended by members of Indigenous communities. [ABSTRACT FROM AUTHOR]

The US student body is rapidly diversifying, but remains unmatched by the teachers who serve in their classrooms. There is a growing understanding that teachers, particularly White teachers, must explicitly and thoughtfully engage in anti-bias and anti-racist practices in their classrooms. Our nation, and correspondingly our schools, have witnessed or engaged in tide swells of social activism leading to increased awareness of how systems of oppression have broad-reaching impacts on our society broadly and our students specifically. It can feel difficult or uncomfortable to address issues like privilege, activism, and social justice with children, however, especially when this very concept is the topic of much political and legislative debate currently. Teachers of young children already engage in daily literacy learning, and these experiences provide the perfect opportunity to use carefully chosen picturebooks to scaffold students' perspective taking, reflection, and thoughtful discourse, but these moments do not happen accidentally. In this thought piece, we describe some of the pivotal cultural moments over recent years, how children's literature has responded to and amplified these moments, and strategies teachers can use to ground anti-bias/anti-racist learning opportunities within literacy learning using picturebooks highlighting diversity. We also provide links to instructional resources and culturally responsive book titles for educators to support their forays into anti-racist teaching in their early childhood classrooms. [ABSTRACT FROM AUTHOR]

Research on children's literature focuses on preschool children's books (children aged 3–6) and on juvenile fiction, yet is lacking in studies on toddler books (ages 0–3). In this paper, I present a definition of the genre of toddler books (often referred to as boardbooks, despite it including non-boardbooks), while focusing on the illustrational aspects, that are at least as dominant as the written texts, if not more so. I also examine the plots and themes that are presented in toddlers' books, distinguishing between concept books (lexical books with no narrative), ritual books (which engage in instilling certain habits), and narrative books (toddlers' books that depict a complex narrative and serve as preparation for prereader books). The findings of the study indicate that toddlers' books are often infants' first encounter with both narrative thought and visual art, hence their significant place in their development. [ABSTRACT FROM AUTHOR]

The article examines the early parent-school-community engagement journey of a Queensland principal, Gloria, highlighting her efforts to foster effective literacy teaching and learning. Topics discussed include Gloria's initiatives to build trust with families, the establishment of a dedicated Parent Engagement Room, and the importance of involving parents in their children's education to support diverse learning needs.

This article presents a critical examination of four open-access global digital picturebook platforms to determine the messages the books could convey to readers about specific cultural groups and what opportunities are provided for young readers to make important cross-cultural connections to strengthen their socioemotional development and prepare them to engage with diverse individuals in a global society. The sample included five books from each of the open-access platforms. Using both visual content analysis and semiotics researchers examine how cultures are illustrated—in character demographics themes color choices use of cultural symbols and any notable differences or similarities between the books in each platform. Each platform was evaluated for its ability to provide opportunities for readers to make important connections with characters in the books as well as for its potential to support the United Nations Agenda 2030 Sustainable Development Goals of preserving and providing access to the world's culture and heritage. The study provides insight into how children's books in open-access platforms represent different cultures and how this in turn influences the potential for readers to make cross-cultural connections. [ABSTRACT FROM AUTHOR]

With animal studies and post-humanism we notice and value the importance of animals in our life learning to take them seriously as a significant part of our ecosystem. We also try to teach children about the importance of animals in our ecosystem and eradicate any hierarchical relationships toward them. Children's Literature (capping intentional) can aid this process since so many picturebooks novels and other texts written for children and young adults have animals as main characters or focalizers. Therefore ecocriticism complements the study of animal characters in Children's Literature. However in the case of dogs in Iran in primary sources or school textbooks published for Iranian children this is rarely possible. The problem is that based on the Islamic doctrine that dogs are "impure" if one is a faithful believer one is not supposed to keep them inside the house. So based on this hierarchical ideology books with dog characters as pets living indoors are censored. This article discusses the treatment of dogs over the centuries in Iran. [ABSTRACT FROM AUTHOR]

Andrea Beaty's and David Roberts's The Questioneers series—including Iggy Peck Architect (2007); Rosie Revere Engineer (2013); Ada Twist Scientist (2016); Sofia Valdez Future Prez (2019); and Aaron Slater Illustrator (2021)—features imaginative children navigating challenges in pursuit of their goals. This article explores how the series interrogates age-based power dynamics through the interactions between its young protagonists and authoritative adults. Drawing on Maria Nikolajeva's concept of aetonormativity and Clementine Beauvais's formulations of children's might adults' authority and the transformation from one to another this article explores the books' foregrounding of dialogic encounters that transform both children and adults in a renegotiation of age-based power. These encounters occur through Max Weber's three types of legitimate authority: legal traditional and charismatic. Through close reading of the five picturebooks in the series alongside theoretical engagements with age power and Freirean learning communities the article considers the arguably irresolvable tension between literature for children that represents those renegotiations of power and its context in the inherently aetonormative structure of children's book publishing. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to investigate the function and themes of Arabic-dubbed anime originally released between 1985 and 2020 and aired on SpaceToon. To classify the function(s) of Arabic-dubbed anime, a fifth function was proposed, i.e., educational. Unlike the expressive and informative text types, the educational text types have informative and operative qualities. Using a qualitative and quantitative descriptive analysis, the research looked at 60 opening title sequence lyrics to assess their use of rhyme, language variety, and themes. The research has found that only rhyme analysis indicated an expressive function, whereas the language variety and theme analyses indicated an educational function, leading Arabic-dubbed anime to be classified as mainly educational. Analysis of themes has shown determination, adventure and excitement to be the most occurring themes throughout the data. Themes, such as separations, destruction and Arabism, were kept to a minimum. This, however, does not mean nationalism and unity were scarce as well. In fact, the Chi-square analysis has shown that these themes occurred more than expected during the 1990s. The analysis also identified other educational themes that spiked during the 1990s, but they were less apparent in the 2000s and 2010s when some expressive themes were observed to rise. This indicates a shift of the Arabic-dubbed anime towards the expressive function since the turn of the 21st century. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Throughout WWI, representations of children participating in the war effort blurred the lines between play and work, childhood and adulthood, and reality and imagination. This is particularly evident within the spy genre, which alternately celebrates and critiques the child spy/spy-catcher. Some spy stories celebrate children's service to the nation, while others critique wartime propaganda and the figure of the child hero. The spy genre's representations of young people and the foe they confront reveal varied understandings of childhood, adulthood, national identity, and children's wartime responsibilities. [ABSTRACT FROM AUTHOR]

In this article I examine how literature for children re-established itself in the socially, economically, and institutionally devastated and nascent revolutionary precarious situation of the post-war period. I draw on a larger study of socialist Yugoslav literature for children (1945–91) and with reference to the first post-WWII issues of the Slovenian children's magazines Ciciban (1945–present) and Pionir (1945–90). I also explore how the emergent literature for children, particularly magazines, addressed a generation who had experienced violence, persecution, orphanhood, flight, internment, famine, occupation, and armed resistance, followed by post-war daily life. I draw on the concepts of 'precariousness' and 'precarity' (Butler) in the sense of an insecure existential state and the conditions for it. Instead of a top-down approach derived from totalitarianism research (usually employed in the examination of immediate post-war socialist production), a bottom-up approach that considers the complex relationships between (cultural)-political, (infra)structural, material, interpersonal, and affective contexts (as well as the historical objectifications that are embodied in the post-war production for children discussed here) allows a consideration of the past in a more complex light. It also highlights the overdue need for discussion on how to approach the topic of war with children in times of 'more or less permanent war' (Butler). [ABSTRACT FROM AUTHOR]

This article examined the underrepresentation of Black characters in children's picture books, particularly in natural settings, and its effect on Black children's relationship with nature. Through an analysis of four contemporary picture books, the study revealed how visual depictions challenge these exclusions and expand narratives about Black engagement with the natural world. Utilizing visual semiotics and the theory of Black Aliveness, this research underscores the transformative power of illustrations by Black artists in enriching children's literature and advancing joy. [ABSTRACT FROM AUTHOR]

Objective: Rates of ADHD are lowest among Asian American children (1–6.1%) compared to all other major ethnic and racial groups in the US, but there is limited literature on reasons for the disparity in estimated prevalence rates. Method: We conducted a narrative review to integrate the literature on ADHD in children in Asian countries with that on ADHD among Asian American youth to highlight potential explanations for disparities in ADHD diagnosis and treatment among Asian American children relative to other racial and ethnic groups. Results: Factors possibly contributing to the low estimated prevalence rates of ADHD among Asian American children include: a higher proportion of Inattentive ADHD presentation among Chinese, Malaysian, and Indian children; racial bias and the influence of the Model Minority Myth; cultural differences in classroom identification; mental health stigma in Asian American communities; parent perception of ADHD as misbehavior rather than a neurodevelopmental disorder; and parent support for children's academic activities that may mask impairment. Conclusion: We offer recommendations to inform individual and community-level psychoeducation, and new directions for research to address this health disparity. [ABSTRACT FROM AUTHOR]

The professionalization of teachers is a fundamental and decisive issue for all education systems. This text presents a qualitative research on an original experiment in training future primary school teachers in the nature of science (NOS) and its transposition into teaching practice. It is a script for reading the children's book, 7 souris dans le noir (Young, 1995), (This is the French translation of the original title Seven Blind Mice (Young, 1995). Even though I presented the English version to the students, the training focused on the French version. It is the French title that will be cited in the text) (Reader probably needs to have this storybook (visible on the web in both French and English versions) to better situate himself in the different events of the story, and consequently better share with me the richness of this experience of its exploitation for training in NOS) described as realistic fiction. Thus, the story is transformed from an object of entertainment into a serious problematic situation that presents an enigmatic reality with an important educational advantage. The students, playing the role of blind mice, must plan and carry out an authentic scientific approach similar to that of scientists when faced with matter or living things, in order to solve the conundrum. Different epistemological concepts are brought into play, such as hypothesis, experimental protocol and result, and analyzing and interpreting data, in order to construct explanations and design an acceptable representation (as a model) of the stranger thing. Cross-curricular learning is also targeted, such as collaboration, debates and refutations, consensus, and the nature of the resulting knowledge. While experimenting with this approach, students are invited to navigate explicitly between the position of researcher and that of teacher to glimpse the potential for transposing this type of approach with children's books in pupils' scientific education and developing an attitude of a reflective practitioner. [ABSTRACT FROM AUTHOR]

Copyright of New Perspectives in Translation Studies is the property of New Perspectives in Translation Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThis research explores how picturebooks can enhance ecocritical awareness and sustainable attitudes among 97 primary school children aged 8–9 in a Spanish school. The study includes 24 reading sessions in three formats: individual, small group, and adult-mediated. The selection of the corpus for children’s readings aligns with theoretical studies focusing on an ecocritical approach to children’s literature, a scholarly perspective that has gained prominence in recent decades. Results indicate that adult-mediated sessions are more effective than individual or small-group readings, fostering greater emotional and cognitive engagement. While students generally showed an ecocentric perspective, an anthropocentric view of sustainability persisted. The study highlights that, although guided reading is beneficial, a more integrated and multidimensional educational approach is needed to cultivate a regenerative consciousness. The educator’s role is crucial for guiding students toward deeper, more meaningful ecocritical understanding. [ABSTRACT FROM AUTHOR]

In this Action & Learning article, we describe the connections between the popular Spanish nursery song “Los pollitos dicen” (The Little Chicks Say) and Aesop's fable's “The Fox and Hen” with the literacy teaching of bilingual Latinx students. In this metaphor, the bilingual teachers represent the Mamá Gallina (Mother Hen) and their students represent the pollitos (little chicks) in their care. Then, we detail the teaching context from three elementary classrooms with bilingual Latinx students that spurred the metaphor for Mamá Gallina taking care of her pollitos in the classroom. These classrooms suggest how teachers could act as the “Fox” and perpetuate white English hegemony and the “Mother Hen” who mobilized their biliteracies to metaphorically feed and clothe their “baby chicks” with cariño (often translated as “care”). The rest of the article centers on how the metaphor of Mamá Gallina serves as a compelling vision for the healing practices of bilingual teachers themselves, before detailing principles for healing biliteracies in the classroom. These tools include: personal connections, cultural practices, linguistic relevance, and bilingual/biliterate pride. Ultimately, this metaphor illustrates how emancipatory pro‐Latinx teaching must attend to dual purposes: responding to the harm to bilingual teachers and students' biliteracies while also nurturing their dynamic beauty. [ABSTRACT FROM AUTHOR]

In the digital age, Albanian children's literature is inevitably facing new challenges and opportunities, where the power of reflection on the preservation of cultural and linguistic heritage is becoming increasingly important and serious. Linguistic and literary diversity in children's literature is a rich and complex field that reflects the social, cultural, and educational changes that have occurred in Albania and the Albanian diaspora. The aim of this research is to present several literary perspectives to reflect on how linguistic and literary diversity helps children become aware not only of the richness of their language and culture but also promotes a strong sense of national identity and interculturalism. By delving into the features of the culture and language they study and through comparison with other cultures, children and young people become more aware of the values of their national culture. The research methodology is based on the analysis of works by authors who have played a significant role in preserving and promoting linguistic, dialectal, cultural, and regional diversity, thus reflecting the richness and variety of Albanian traditions; and an evaluative method based on teachers' experiences in developing literary lessons. The information that students gain through literature and readings of various kinds makes them well-versed in the diversity of human society, the humane values this society has conveyed and continues to convey, as well as the opposite; using a comparative method to see the role reading plays as a bridge between the events read and the individual's linguistic experience, which facilitates the integration of different perspectives on the real world. We often see ourselves as a story, and storytelling is an innate and unique part of humanity; therefore, we must strive to use its power to think from a global perspective. Albanian writers, through their stories, narratives, events, and characters, have contributed to the preservation and promotion of various Albanian cultures and traditions, offering a rich window for children to recognize and appreciate the diversity of their country. Thus, we as educators and researchers have the privilege of reflecting on the power that books and stories have in educating, transforming, and raising awareness of literary heritage, cultural diversity, multilingualism, and multiculturalism, as they serve as invaluable gateways to the world of truth, enabling critical thinking about the ever-changing world. [ABSTRACT FROM AUTHOR]

The literature on the risk of child (commercial) sexual exploitation (C(C)SE) contains limited reference to victim-related factors in the victimisation process. Similarly, the possible links between these factors and adolescence have rarely been considered. However, there is agreement that the age at which most victimisation occurs is between 11 and 14 years. This study seeks to demonstrate how a psychoanalytical approach to adolescence can clarify sexual victimisation behaviours (including sexual exploitation) observed in young girls and enable social workers to deal effectively with these paradoxical behaviours, which appear incomprehensible and discouraging. After presenting the epistemological assumptions of psychoanalytical theories, this study illustrates how early phases of adolescence are considered vulnerable. This study refers to the resurgence of Oedipal fantasies, which, actualised by adolescents’ sexual maturity, threaten family homoeostasis and can lead adolescents to act out. These include risky sexual behaviours leading to multiple victimisations (including sex trafficking), often with irreversible consequences. Based on diverse situations, including that of a young female victim of sexual exploitation, this study attempts to highlight sexual trajectories with multiple victimisations. [ABSTRACT FROM AUTHOR]

Regression in the service of the ego is a unique phenomenon that often occurs within therapeutic settings. In the current study1, I show how it emerges within child therapy and how bibliotherapy manages to give it presence and thus to process it. The methodology that guided this study was based on a critical reading of psychoanalysis and bibliotherapy theories. In addition, the methodology is based on a therapeutic vignette aimed at demonstrating the qualities of bibliotherapy with children. I claim that bibliotherapy, based as it is primarily on the use of reading and writing processes, offers additional ways of processing and thinking about this phenomenon. The study provides an innovative contribution that is related to the interdisciplinary approach to therapy. There are important links between the two major disciplines examined in this study, psychoanalysis and bibliotherapy. Their intertwining generates interrelations and mutual inspiration. Moreover, this study adds to the theoretical and practical foundation of bibliotherapy and further establishes the understanding regarding the power of reading and writing processes to "relate the soul" within the analytical process. [ABSTRACT FROM AUTHOR]

The article explores how children's literature can be a catalyst for critical thinking and social awareness, especially amid challenges like censorship and educational restrictions. Topics include the concept of "vibrant matter" in literature, the impact of teacher strikes as literacy lessons; and creative methods to foster engagement in the classroom and beyond.

The article highlights Ezra Jack Keats's commitment to social justice through his children's literature, which offers valuable insights into complex racialized spaces and promotes comprehension through rich peritextual features. Topics include the ongoing challenges of inclusion and censorship in education, the importance of culturally relevant instruction; and the significance of children's literature that reflects diverse identities and experiences.

The article "Pray with the Bible Societies" provides a detailed overview of various prayer requests and projects undertaken by Bible Societies in different countries. The text highlights efforts to distribute Bibles, translate Scripture into different languages, and engage communities with the Word of God. It emphasizes the importance of prayer for the success of these initiatives and the impact they have on individuals and societies. [Extracted from the article]

Understanding how children learn requires three levels of evidence: observations, correlations and experiments. Observations are necessary to allow one to describe patterns of behaviours, while correlational research is necessary to establish that the observed patterns are not due to chance and therefore suggests that they may also exist in the population. A critical integration of the accumulated evidence is necessary to establish testable models of how children learn. Then, interventions, using experimental paradigms, are necessary to assess whether the models established from the two previous steps actually account for child learning. Herein, I described the research that my colleagues and I conducted on reading books to young children — research that addressed the three levels of evidence described above. I also reviewed findings on how digital books can potentially be used to promote language and comprehension skills. Prior to doing so, however, I described the path that led me to study how children learn language from shared reading experiences. The conclusion provides avenues for future research. [ABSTRACT FROM AUTHOR]

At the turn of the twentieth century, animal welfare work occupied an increasingly prominent position in the United States, with women's animal autobiographies serving particularly formative roles in teaching child readers "humane" values. During this same period, felines in particular were increasingly brought into the home even as they were also increasingly racialized in larger discourse. This article focuses on three feline autobiographies from this period, arguing that they present the racialized animal as a site of biopolitical control that ultimately resides in the hands of white women. First, the article examines how humane education initiatives taught children to exert police-like roles in animal welfare work, capitalizing on existing cultural connections between children and animals to then teach children to disidentify from and ultimately help control racialized animal bodies. Then, the essay demonstrates how the three feline autobiographies ultimately advocate for the control and shaping of racialized nonhuman and human biological reproduction. The article's argument emphasizes the importance of interrogating these texts, published during a formative historical moment in the development of humane education, as we work to transform children's literature and animal welfare work into sites for anti-racist thought and action. [ABSTRACT FROM AUTHOR]

Amy Alznauer is the author of three picturebook biographies that explore the lives of individuals who challenge traditional ways of thinking. Her books include "The Boy Who Dreamed of Infinity," which tells the story of Srinivasa Ramanujan, a self-taught mathematician from India, "The Strange Birds of Flannery O'Connor," which focuses on the renowned American author's fascination with birds, and "Flying Paintings: The Zhou Brothers," which tells the story of two brothers from Maoist China who used art as a form of expression and resistance. Alznauer's books aim to inspire readers to view the world from different angles and embrace creative possibilities. The text also discusses the author's collaboration with illustrators, her approach to research and writing, and her upcoming biography on Marjorie Rice, an amateur mathematician who made significant contributions to the field. [Extracted from the article]

The protagonist of Alper Canıgüz's novel Oğullar ve Rencide Ruhlar is distinguished by his unique characteristics among children in adult literature. Alper Kamu asserts his own will and seeks to establish a place for himself in the adult world rather than in the child's world. This article examines the ways in which Alper Kamu, the protagonist of Oğullar ve Rencide Ruhlar, differs from child characters in significant works of Turkish literature and explores the factors that contribute to Kamu's unique personality traits. The research is based on Freud's psychoanalytic theory, particularly the Oedipus complex and castration complex. These concepts are used to investigate the subconscious reasons behind Alper Kamu's desire to enter the adult world, which influence his actions and thoughts and distinguish him from other child characters. The study concludes that the Oedipal complex and familial conflicts experienced by Alper Kamu, such as witnessing his parents' sexual relationship and other family quarrels, as well as the trauma he undergoes and the process of overcoming it, significantly impact his behavior towards his family and his environment. [ABSTRACT FROM AUTHOR]

This study analyzes the outcomes of a service-learning course where Latinas in a higher education setting created a 16-page children's book for at-risk students as part of their education coursework in a regional public Hispanic-serving institution (HSI). There is a well-documented lack of Latina/o/x representation in children's literature, which has impacts on literacy gaps and student confidence, but little research on the potential of creating children's literature as a means to bridge divides. A series of qualitative focus groups at an HSI in a U.S.–Mexico border community were utilized to define the process of mirror making. Mirror making occurs when students draw from their own literacy journeys as the basis for writing while attempting to represent the experiences of emerging readers. As such, the process of mirror making represents a way of narrativizing sociopolitical issues of language, gender, and family that are relevant to their formative experiences. [ABSTRACT FROM AUTHOR]