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Il volume presenta una ricognizione della letteratura russa per bambini e ragazzi pubblicata in Italia dal 1945 al 1991. Da una parte si dà conto del contesto storico, sociale e letterario dell'Italia del dopoguerra, in cui i libri venivano pubblicati, dall'altra si conduce un'analisi testuale e traduttologica di una selezione di volumi nella cornice teorica dei Translation Studies e degli Adaptation Studies. Il libro si pone tre obiettivi: colmare una lacuna negli studi slavistici che a oggi hanno trattato in maniera discontinua la letteratura per l'infanzia; inserire la letteratura russa per l'infanzia nella storia dell'editoria italiana; trarre alcune osservazioni preliminari circa l'immagine di letteratura russa per l'infanzia creatasi in Italia dal dopoguerra al crollo dell'URSS.
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Hale and Riverlea form the core of the Our Mythical Childhood project's Australasian team, and Classical Mythology and Children's Literature ... An Alphabetical Odyssey incorporates reflection on children's literature from around the English-speaking world (and beyond), revealing the sheer volume and scope of a creative field that brings together ancient and modern for our youngest readers, connecting the past and the present, and inspiring the literary odysseys of the future.
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"Germany has had a profound influence on English stories for children. The Brothers Grimm, The Swiss Family Robinson and Johanna Spyri's Heidi quickly became classics but, as David Blamires clearly articulates in this volume, many other works have been fundamental in the development of English children's stories during the 19th century and beyond. Telling Tales is the first comprehensive study of the impact of Germany on English children's books, covering the period from 1780 to the First World War. Beginning with The Adventures of Baron Munchausen, moving through the classics and including many other collections of fairytales and legends, it covers a wealth of translated and adapted material."--Publisher's description.
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This volume offers a survey of the reception of Classical Antiquity in the literature for youngsters by applying regional perspectives from East-Central and Western Europe, Africa, Israel, Japan, New Zealand, Russia, and the United States. The title Our Mythical Childhood hints at the elusive and paradoxical potential of the ancient tradition that is both a fixed base shared by many people worldwide since their early life as well as a body of references constantly being reinterpreted in response to local challenges. The reader is given a deeper insight into the processes shaping children’s and young adults’ identities and their cultural formation. The volume fills an important gap in the scholarship and contributes to the development of Reception Studies in innovative and attractive directions.
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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.
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For many of us, our earliest and most meaningful experiences with literature occur through the medium of a translated children's book. This volume focuses on the complex interplay that happens between text and context when works of children's literature are translated: what contexts of production and reception account for how translated children's books come to be made and read as they are? How are translated children's books adapted to suit the context of a new culture? Spanning the disciplines of Children's Literature Studies and Translation Studies, this book brings together established and emerging voices to provide an overview of the analytical, empirical and geographic richness of current research in this field and to identify and reflect on common insights, analytical perspectives and trajectories for future interdisciplinary research. This volume will appeal to an interdisciplinary audience of scholars and students in Translation Studies and Children's Literature Studies and related disciplines. It has a broad geographic and cultural scope, with contributions dealing with translated children's literature in the United Kingdom, the United States, Ireland, Spain, France, Brazil, Poland, Slovenia, Hungary, China, the former Yugoslavia, Sweden, Germany, and Belgium.
Children's literature --- Translations --- History and criticism. --- Juvenile literature --- Literature
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Les écrivains pour la jeunesse sont-ils des auteurs à part entière, ainsi que certains d'entre eux le réclament publiquement ? Près de quarante-cinq ans après les déclarations de R. Barthes sur « la mort de l'auteur », une telle revendication trouve, bien sûr, son origine dans le décalage entre la légitimité encore fluctuante de ce secteur de l'édition et son dynamisme reconnu. Mais l'affirmation naît peut-être aussi d'un retour progressif de l'auteur dans la réflexion théorique et critique, ou bien encore de sa présence diversifiée dans les pratiques scolaires de lecture de la littérature. S'interrogeant sur la situation complexe d'aujourd'hui, les quinze contributeurs de l'ouvrage questionnent la notion d'auteur pour la jeunesse dans différentes directions, à partir des approches variées qui ont construit la réflexion sur l'auctorialité. Pour ce faire, ils mettent en pleine lumière romans et albums, de C. Grenier, S. Morgenstern, B. Poncelet, G. Lemoine, Sara et quelques autres contemporains. Pour esquisser une mise en perspective historique, ils se tournent aussi du côté d'Homère, P.-J. Hetzel, P. Berna, ainsi que des très récents N. Schneegans et D. Pennac. De l'édition à l'école, certaines pratiques actuelles sont ainsi sondées avec précision. Même si elle ne paraît pas appelée à prendre la première place, au détriment des autres instances de la littérature, il semble bien que la notion d'auteur pour la jeunesse présente un intérêt certain dans les activités de lecture littéraire. L'ouvrage suggère ainsi une clarification des rôles que l'on peut faire jouer à cette figure de premier plan.
Children's literature --- Children's literature, French --- Authorship --- Publishing --- Study and teaching (Elementary) --- History and criticism --- Juvenile literature --- Literature --- Children's literature - Authorship --- Children's literature - Publishing - France --- Children's literature - Study and teaching (Elementary) - France --- Children's literature, French - History and criticism --- Authorship. --- History and criticism. --- écrivain --- XXème siècle --- littérature jeunesse --- littérature --- édition --- France --- enseignement primaire
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"Children's Cultures after Childhood introduces theoretical concepts from new materialist and posthumanist childhood studies into research on children's literature, film, and media texts with attention to the entanglements of which they are part. Thirteen chapters by international contributors from diverse disciplinary fields (literary studies, cultural studies, media studies, education, and childhood studies) offer a cross-section of empirical and theoretical approaches sharing an inspiration in the notion of "after childhoods", proposed by Peter Kraftl, a children's geographer, to conceptualize theoretical and methodological orientations in research on children's lives and on past, present, and future childhoods. This interdisciplinary collection will be of interest to scholars working in children's literature and culture studies, education, and childhood studies"--
Mass media and children. --- Children's literature. --- Arts and children. --- Children --- Social conditions.
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Classical Antiquity is strongly present in youth culture globally. It accompanies children during their initiation into adulthood and thereby deepens their knowledge of the cultural code based on the Greek and Roman heritage. It enables intergenerational communication, with the reception of the Classics being able to serve as a marker of transformations underway in societies the world over. The team of contributors from Europe, North America, Africa, Asia, Australia, and New Zealand focuses on the reception of mythical creatures as the key to these transformations, including the changes in human mentality. The volume gathers the results of a stage of the programme 'Our Mythical Childhood', supported by an Alexander von Humboldt Foundation Alumni Award for Innovative Networking Initiatives and an ERC Consolidator Grant. Thanks to the multidisciplinary character of its research (Classics, Modern Philologies, Animal Studies) and to the universal importance of the theme of childhood, the volume offers stimulating reading for scholars, students, and educators, as well as for a wider audience.
Children's literature --- Young adult literature --- History and criticism. --- History and criticism.
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