"Sturdy Black Bridges": Discussing Race, Class, and Gender

Hinton, KaaVonia

doi:10.2307/4128775

Cited by 7 publications

(3 citation statements)

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“…The chapters in Part Two, "Toward a New Perspective: Learning to Interpret Culturally Diverse Literature," offer insight on some of the nuances of particular cultural groups' literary traditions, with suggestions as to how multicultural texts might be taught, evaluated, and appreciated from the perspectives of the cultural group depicted in them. Because of my own work-which involves the intertexual relationships between AAYA (African American Young Adult) literature by women, literature within the broader African American women's literary tradition written largely for an adult audience, and black feminist theory-I was particularly drawn to chapters such as Richard Van Dongen's and Lingyan Yang and Zhihui Fang's (Hinton-Johnson, 2003;Hinton, 2004). Dongen argues that, as a cultural outsider, he reads books by and about Hispanics multiculturally by examining his own assumptions and expectations concerning the elements of literature coupled with his knowledge of aspects of Hispanic cultural traditions, including folklore.…”

Section: Exploring Culturally Diverse Literature For Children and Adomentioning

confidence: 99%

Professional Materials

2005

J Adolescent & Adult Lit

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Section: Exploring Culturally Diverse Literature For Children and Adomentioning

confidence: 99%

Professional Materials

2005

J Adolescent & Adult Lit

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“…Recent studies that critique representation of occupations or positions (McElhoe, 1999), gender (Marshall, 2004;Roberts & Hill, 2003;Vallone, 2002), and race (Hinton, 2004;Nilsson, 2005) suggest that picture books influence the way that readers read. Such awareness can lead to educators being conscious of bringing in a wider range of texts that render culture in more complex ways.…”

Section: Reading Codes: Implications For Research and Practicementioning

confidence: 99%

Theorizing Visual Representation in Children's Literature

Albers

2008

Journal of Literacy Research

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Children's literature has been analyzed through a number of different theoretical lenses, including critical literacy, feminism, and multiculturalism. Yet, given the prominence that image plays in such literature, little if any work in literacy has analyzed children's literature from the perspective of art theory. This study first theorized how and why artists render visual representations as they do. It then used this theory to analyze images in Caldecott award-winning literature. Three findings emerged from the analysis: (a) image types cut across time, culture, and artists' rendering; (b) images embody stable representations of culture; and (c) images tend to render visual binaries and invite oppositional readings. Implications are discussed for developing and using a theory for the close reading of visual imagery in children's literature. ResúmenLa literatura infantil se ha analizado a través de diferentes enfoques teóricos, incluyendo el crítico, el feminista y el multicultural. No obstante, dado el importante papel que juegan las imágenes visuales en dicha literatura, pocos estudios han analizado la literatura infantil desde la perspectiva de la teoría artística. En este estudio se teoriza primero cómo y por qué los artistas rinden representaciones visuales de la manera en que lo hacen. Esta teoría se utiliza para analizar las imágenes de trabajos de literatura infantil reconocidos con el premio Caldecott. El análisis dió como resultado tres ideas: (a) los tipos de imágenes son congruentes con la época, cultura y redición del artista; (b) las imágenes incorporan representaciones estables Correspondence should be addressed to Peggy Albers, Ph.D., Middle and Secondary Education/Instructional Technology, Language and Literacy, College of Education, Georgia State University, Atlanta, GA 30303. E-mail: pma8@comcast.net 163 164 ALBERS de cultura; y (c) las imágenes tienden a rendir representaciones visuales binarias y a invitar al espectador a tomar la posición del artista. En las implicaciones se discuten el desarrollo y uso de teorías para el análisis de imágenes visuales en la literatura infantil. RésuméLa littérature pour enfants a été analysée à travers de nombreuses approches, ainsi que la critique littéraire, le féminisme, et le multiculturalisme. Cependant, étant donné la proéminence donnée à l'image dans cette littérature, peu d'oeuvres en lecture-écriture ont analysé la littérature pour enfants du point de vue de la théorie artistique. Cette étude a théorisé comment et pourquoi les artistes expriment les représentations visuelles comme ils le font. Ensuite, cette théorie a été utilisée pour analyzer des images dans la littérature qui reçoit le prix Caldecott. Trois conclusions émergent de cette analyse: (a) les types d'images transcendent le temps, la culture, et l'interprétation de l'artiste; (b) les images incarnent des représentations culturelles et (c) les images ont tendance à représenter des vues binaires et invitent à des interprétations opposées. Les implications sont discutées pour élaborer et...

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“…Research has shown that longer works, including novels and chapter books, can effectively generate critical conversations, especially with adolescent readers (Batchelor et al, 2018; Hinton, 2004; Schieble, 2012). However, our experiences have affirmed the value of the unique affordances of picturebooks in creating spaces for topical discussions suitable and developmentally appropriate for a wide range of audiences.…”

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confidence: 99%