MSc in Curriculum Development and Instruction

Course Information Package

Course Unit TitleIDEOLOGY, REPRESENTATION AND PICTURE IN CHILDREN'S LITERATURE
Course Unit CodeESPLE723
Course Unit DetailsMEd Curriculum Development and Instruction (Specialization Electives) - MA Educational Sciences: Dynamic Learning Environments (Specialization Electives) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. State and describe a number of current approaches about the relationship of literary discourse, literary representation, and ideology.
  2. Describe and discuss methods of ideological use of literature in traditional educational environments.
  3. Explain current theories of literary understanding, which are widely acknowledged in the field of children’s literature theory and criticism that consider perception of literary and visual elements equally important understanding dimensions, together with their active appreciation.
  4. Analyze ideology manifestations in different textual aspects, such as theme, figures of speech and tropes, style, discourse organization, narrative economy (particularly characters’ reported and inner discourse, point of view and meta-narrative elements such as description and narrative commentary), intertextual and generic relations, as well as in the narrative and visual convergence.
  5. Discuss the importance of literary analysis and teaching methods that enhance identities of sufficient, perceptive and critical readers, in the context of teaching practice.
  6. Examine the role of illustration in children’s picture books and to recognize its cultural, social and historical messages, as well as recognizing the relation and interaction of picture and text in meaning production.
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsNONE
Course Contents

·       Literary understanding and basic models of its description. The significance of active / critical reading. Louise Rosenblatt’s transactive theory, Mikhail Bakhtin’s theory about understanding in human sciences, and Robert E. Scholes’ theory of understanding.

·       Approaches about the relation of literary discourse,literary representation / literary rhetoric and morphology with ideology:modernism and 20th century theories’ emphasis on literary autonomy,social agendas’ priorities and the problematic of political correctness in children’s literature, cultural criticism and Marxist criticism, Bakhtinian criticism of novelistic discourse and dialogism. Ideology and its “ideology” indifferent critical traditions.

·       Current social and cultural issues in children’sliterature. Alterity, gender, social conflict, authority / power, language and history.

·       Ideology manifestations in thematic and narrative economy. Analysis of exemplary texts.

·       The ideology of intertextual and generic connections of the literary text. Analysis of exemplary texts.

·       Ideology, style and historical fiction in children’s literature: realism, modernism and postmodernism. Analysis of exemplary texts.

·       Dialogism and children’s literature. Social discourses and the polyphonic children’s novel.

·       Picture and ideology, Reading and interpretative procedures of visual messages. The significance of illustration in children’s picture books. The complex dynamics of pictures and text interaction. Analysis of exemplary texts.

 

 

 

 

Recommended and/or required reading:
Textbooks
  • Stephens, J. (1992). Language and Ideology in Children’s Literature. Longman.
  • Κανατσούλη, Μ. (2000). Ιδεολογικές διαστάσεις της παιδικής λογοτεχνίας. Αθήνα: Τυπωθήτω- Γ. Δαρδανός. [Kanatsouli, M. (2000). Children’s Literature Ideological Dimensions. Athens: Tipothito: G. Dardanos.]
  • Scholes, R. E. (2005 / 1985). Η δύναμη του κειμένου. Λογοτεχνική θεωρία και διδασκαλία των γραμμάτων. Αθήνα: Τυπωθήτω- Γ. Δαρδανός. [Scholes, R. E. (2005 / 1985). Textual Power. Literary Theory and the Teaching in English. Athens: Tipothito: G. Dardanos.]
References
  • Αποστολίδου, Β. & Χοντολίδου, Ε. (επιμ.) (1999). Λογοτεχνία και εκπαίδευση. Αθήνα: Τυπωθήτω- Γ. Δαρδανός. [Apostolidou, V & Kchondolidou, E. (eds.) (1999). Literature and Education. Athens: Tipothito- G. Dhardanos]
  • Αποστολίδου, Β. Καπλάνη, Β. & Χοντολίδου, Ε. (επιμ.) (2000). Διαβάζοντας λογοτεχνία στο σχολείο. Αθήνα: Τυπωθήτω- Γ. Δαρδανός. [Apostolidou, V., Khaplani, V & Kchodolidou, E. (eds.) (2000). Reading Literature in School. Athens: Tipothito- G. Dhardanos]
  • Ασωνίτης, Π. (2001). Η εικονογράφηση στο βιβλίο παιδικής λογοτεχνίας. Αθήνα: Καστανιώτης. [Asonitis, P. (2001). Illustration in Children’s Literary Book. Athens: Kastaniotis]
  • Arnheim, R. (2007). Οπτική σκέψη. Θεσσαλονίκη: University Studio Press. [Arnheim, R. (2007). Visual thought. Thessaloniki: University Studio Press.]
  • Bakhtin, M. (1997 / 1974). «Προς μια μεθοδολογία των ανθρωπιστικών επιστημών» στο Δ. Aγγελάτος, H “φωνή” της μνήμης. Δοκίμιο για τα λογοτεχνικά είδη. μετ. M. Γνησίου- Δ. Aγγελάτος. Aθήνα: Νέα Σύνορα- Λιβάνης. 241- 265. [Bakhtin, M. (1997 / 1974). Toward a methodology for human sciences. trans. M. Gnesiou – D. Angelatos. In D. Angelatos, Memory’s voice. An Essay on Literary Genres. Athens: Nea Sinora- Livanis. 241-265].
  • Bakhtin, Μ. (1980). Προβλήματα λογοτεχνίας και αισθητικής. μτφρ. Γ. Σπανός. Αθήνα: Πλέθρον. [Bakhtin, Μ. (1980). Problems of Literature and Aesthetics. trans. G. Spanos. Athens: Plethron]
  • Γιαννικοπούλου, Α. Α. (2008). Στη Χώρα των Χρωμάτων: Το Σύγχρονο Εικονογραφημένο Παιδικό Βιβλίο. Αθήνα: Παπαδόπουλος. [Gianikopoulou, A. A. (2008). Colors’ land: Modern Picture Book for Children. Athens: Papadopoulos.]
  • Ζερβού, Α. (1997) Λογοκρισία και αντιστάσεις στα κείμενα των παιδικών μας χρόνων. Ο Ροβινσώνας, η Αλίκη και το Παραμύθι χωρίς όνομα. Αθήνα: Οδυσσέας. [Zervou, A. (1997). Censorship and Resistance toward the Texts of our Childhood. Robinson, Alice and The Fairy Tale with No Name. Athens: Odysseas.]
  • Καλογήρου, Τζ. (2003). Τέρψεις και ημέρες ανάγνωσης. Τόμ. Α’- Β’. Αθήνα: Εκδόσεις της Σχολής Ι. Μ. Παναγιωτόπουλου. [Kalogirou, G. (2003). Pleasures and Reading Days. Vol. A’-B’. Athens: Ekdoseis tis Scholis I. M. Panagiotopoulou.]
  • Καλογήρου Τζ. & Λαλαγιάννη, Κ. (επιμ.) (2005). Η λογοτεχνία στο σχολείο. Θεωρητικές προσεγγίσεις και διδακτικές εφαρμογές στην πρωτοβάθμια εκπαίδευση. Αθήνα: Τυπωθήτω- Γιώργος Δαρδανός. [Kalogirou, G. & Lalagiani, K. (eds.) (2005). Literature in School. Theoretical Approaches and Teaching Practices in Elementary Education. Athens: Tipothito- G. Dardanos.]
  • Κανατσούλη, Μ. (2008). Ο ήρωας και η ηρωίδα με τα χίλια πρόσωπα. Νέες απόψεις για το φύλο στην παιδική λογοτεχνία. Αθήνα: Gutenberg. [Kanatsouli, M. (2008). The Hero and the Heroine with the Thousand Faces. New Approaches to Gender in Children’s Literature. Athens: Gutenberg.]
  • Κοζάκου-Τσιάρα, Ο. (2000). Εισαγωγή στην εικαστική γλώσσα. Αθήνα: Gutenberg – Γιώργος & Κώστας Δαρδανός. [Kozakou- Tsiara, O. (2000). Introduction to Visual Language. Athens: Gutenberg.]
  • Οικονομίδου, Σ. (2000). Χίλιες και μία ανατροπές. Η νεοτερικότητα στη λογοτεχνία για μικρές ηλικίες. Αθήνα: Ελληνικά Γράμματα. [Economidou, S. (2000). Thousand and One Subversions. Modernity in Literature for Younger Children. Athens: Elinika Gramata.]
  • Παπαντωνάκης, Γ. Δ. (επιμ.) (2006). Πρόσωπα και προσωπεία του αφηγητή στην ελληνική παιδική και νεανική λογοτεχνία της τελευταίας τριακονταετίας: Αθήνα: Πατάκης. [Papandonakis, G. D. (ed.) (2006). Narrators Personas and Masks on Greek Children’s Literature of the Last Thirty Years. Athens: Patakis.]
  • Παπαντωνάκης, Γ. & Αναγνωστοπούλου, Δ. (επιμ.) (2010). Εξουσία και δύναμη στην παιδική και νεανική λογοτεχνία. Αθήνα: Πατάκης. [Papandonakis, G. & Anagnostopoulou, D. (eds.). (2010). Authority and Power in Children’s Literature. Athens: Patakis]
  • Ariazpe, E. & Styles, M. (2003). Children reading pictures. Interpreting visual texts. Routledge.
  • Barrs, M. & Pidgeon, S. (επιμ.) (1993). Reading the Difference: Gender and Reading in the Primary School. Centre for Language in Primary Education, London Borough of Southwalk.
  • Butts, D. (επιμ.) (1992). Stories and Society: Children’s Literature in its Social Context. Macmillan.
  • Hollindale, P. (1988) Ideology and the Children’s Book. Thimble Press
  • Jackson, R. (1981). Fantasy: the Literature of Subversion. Methuen.
  • Kiefer, B. (1995). The Potential of Picturebooks: From Visual Literacy to Aesthetic Understanding. Englewood Cliffs, NJ: Prentice Hall.
  • May, J. P. (1995). Children’s Literature and Critical Theory. Oxford University Press.
  • Nikolajeva, M. & Scott, C. (2001). How picture books work? Garland Publishing.
  • Rosenblatt, L. (1995 / 1938). Literature as Exploration. Modern Language Association.
  • Rosenblatt, L. (1978). The Reader, The Text, The Poem: The Transactional Theory of the Literary Work. Southern Illinois University Press.
  • Zipes, J. (1983). Fairy Tales and the Art of Subversion. The Classical Genre for Children and the Process of Civilization. Routledge.
  • Zipes, J. (1997). Happily Ever After: Fairy Tales, Children, and the Culture Industry. Routledge.
Planned learning activities and teaching methodsTheoretical issues and technical concepts are presented and explained through lectures and in the process they also become objects of critical reflection and discussion. Possibilities for their application and their meaningfulness as analytical tools and as means for the development of teaching recourses are tested by means of workshops and micro-teaching scenarios.
Assessment methods and criteria
Assignments50%
Final Exam50%
Language of instructionGreek
Work placement(s)NO