Diversity and Homogeneity in Spanish-Language Picture Books with Non-Human Characters

Autor/inn/en	Mínguez-López, Xavier; García-González, Macarena
Titel	Diversity and Homogeneity in Spanish-Language Picture Books with Non-Human Characters
Quelle	In: Intercultural Education, 33 (2022) 3, S.282-301 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mínguez-López, Xavier) ORCID (García-González, Macarena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2022.2070396
Schlagwörter	Spanish; Picture Books; Self Concept; Literary Devices; Animals; Cultural Differences; Cultural Pluralism; Content Analysis; Childrens Literature; Stranger Reactions; Social Status; Social Isolation; Multicultural Education; Teaching Methods; Intersectionality + Suchen Sie Ihr Suchwort? Spanisch; Picture book; Bilderbuch; Selbstkonzept; Literaturarbeit; Animal; Tier; Tiere; Kultureller Unterschied; Kulturpluralismus; Inhaltsanalyse; 'Children''s literature'; Kinderliteratur; Fremdenprüfung; Sozialer Status; Soziale Isolation; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We analyse a corpus of 99 recent Spanish-language picturebooks, based on converging recommendations of prestigious reading promotion institutions in different countries. Focusing on the books that feature non-human characters, we inquire into how animals and other creatures may open possibilities to present diverse and intercultural worlds narrating difference differently. Using critical content analysis with an intersectional lens, we give an overview of the predominant narratives about groups and societal organisations in recommended children's books. Most of the books in this sample (re)produce a desire for a social homogeneity, depicting communities of similar creatures threatened by those of a different kind and/or by the destabilisation of hierarchical orders. We highlight a few books that open up possibilities to narrate shifting identities and social positionings, as well as dynamics of exclusion and propose to look at the potential of non-representational stories for intercultural education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01