Literaturnachweis - Detailanzeige
| Autor/inn/en | Mo, Weimin; Shen, Wenju |
|---|---|
| Titel | Reexamining the Issue of Authenticity in Picture Books. |
| Quelle | (1995), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Asian Americans; Authors; Childrens Literature; Cultural Awareness; Cultural Traits; Elementary Education; Ethnic Stereotypes; Folk Culture; Illustrations; Picture Books |
| Abstract | The cultural authenticity of picture books, for both literary and art quality, is examined. In a study done by the Council on Interracial Books for Children (CIBC) in 1976 "How the Children's Books Distort the Asian American Image," 66 children's books published from 1945 through 1976 were examined and problems of serious stereotypes were found. Of the 24 picture books in the analysis, 22 were found to be "racist, sexist, and elitist." At the 21st Annual International Conference of Children's Literature Association in 1994, a study by Violet H. Harada indicated improvement in authenticity of picture books with 90% of the works using positive non-stereotypical portrayals and 70% presenting authentically described cultural details. Throughout these studies, however, the meaning of"authenticity" is not clearly defined. There is a fundamental difference between the concepts of authenticity and of non-stereotyping. Examples from popular picture books show how sometimes even small errors can be important for the cultural groups in question. Also, members of a cultural group do not always agree with each other on cultural values. Writers and illustrators need to train themselves to distinguish the values, facts, and attitudes which members of a culture as a whole would consider worthy of acceptance and belief. Several studies indicate that folktales represent an extremely high percentage of multicultural picture books. Writers need to carefully select and adapt stories, engaging in research to reflect the culture of origin and to make their value implications compatible with those of recipient cultures. (Contains 6 references.) (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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