Imagining Ourselves in Children’s Literature: Power Dynamics and Epistemologies amid the Pages and in the Classroom
DOI:
https://doi.org/10.14288/ce.v5i6.183611Keywords:
Critical Pedagogy, Hegemony, Children's Literature, Power, Epistemology, IdentityAbstract
This critical literary analysis aims to investigate depictions of schooling within children’s literature, including classroom power dynamics as well as how knowledge is defined and the role it plays therein. I aim to understand the ways in which these depictions of schooling affect our collective constructions of education as well as the ontological and epistemological ‘truths’ that are upheld as a result. Literature must not be underestimated for its ability to influence a collective social vision of the world in the minds and lives of its readers. As such, educators and young people alike must be cognizant and critical of the messages conveyed through children’s literature as such messages have a hand in shaping collective understandings of the intellectual and social possibilities available to us within the sphere of our own lives.
Downloads
Published
Issue
Section
License
Authors who publish with Critical Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).