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Enfranchising the Child: Picture Books, Primacy, and Discourse
Ist Teil von
Style (University Park, PA), 2001-09, Vol.35 (3), p.393-409
Ort / Verlag
Pennsylvania State University Press
Erscheinungsjahr
2001
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
The activity of being “read to” not only is an act by which adults generously reach out to children, but it is also an act of colonization. Though this is not to say that adults consciously seek to destroy an indigenous child culture, the method by which adults question a child's interpretation of a pictorial representation, the modes of interpretation that adults impose, and the style of didactic relationship between adult “reader” and child being “read to” all result in a form of imperialism. Boosted by the eighteenth-century birth of literary consumerism, and by recognition of a part of life that could rightly be called “childhood,” the picture book has been fundamental to our modern understanding of the world. The great paradox in the disenfranchisement of the child picture-book reader lies in how, increasingly, we read the world through visual media images, but those representations, taken as “naturally generative,” are open not to one but to a multiplicity of interpretations.