The impact of globalization on African children's literature: Insights from works by African writers in the Diaspora
نام عام مواد
[Thesis]
نام ساير پديدآوران
;supervisor: Trites, Roberta S.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Illinois State University: United States -- Illinois
تاریخ نشرو بخش و غیره
: 2012
مشخصات ظاهری
نام خاص و کميت اثر
242 Pages
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
The focus of this dissertation is on children's picture books written by African writers in the diaspora for a western audience. Due to unequal power relations in the global economy and the North/South disparities, I define problems with Homi Bhabha's notion of hybridity in a sense that African writers in the West may not be in a position to negotiate for and establish a new identity in the West as they strive to cater for requirements and/or needs of the book industry. As a result, African children's books may either offer an altered representation of Africa and its people of carry stereotypical presentations like colonial literature. I also look at Africa oral literature as it is translated, and adapted into African children's literature. In this respect, following Walter Benjamin's concept of aura, I analyze how this literature's use value has been replaced with market value. At the same time, I analyze how we can further examine the reproduced African oral literature and in this I propose a deeper look into trickstering. Since trickster characters who heavily dominate this literature strive to make the best out of every situation, I argue that writers in the Diaspora may assume trickstering in their works by either whitening or carrying stereotypes as a survival technique. In this alterity and trickstering, however, Africa (ns) continue to be objectified. I examined books by Tololwa Mollel, a Tanzanian writer with a Tanzanian audience and, they were pleased to find their representation in Mollel's works although in some incidents they thought the representation was altered. As for ISU teacher education students in the US, they pointed out some stereotypes in Mollel's books. They also designed ways to teach multicultural works considering the possibility that such works may carry stereotypes and/or inaccuracies.