Issues of Interculturality in Selected English-Speaking Picture Books

Table of Contents

1. Preliminary Remarks

2. Cultural Terminology

2.1. Culture

2.2. Multiculturalism

2.3. Interculturality

3. Literal Fields and Formats

3.1. Children’s Literature

3.2. Multicultural Children’s Literature

3.3. Book Formats

3.4. The Special Case of Picture Books

4. Analysis

4.1. Yangsook Choi – The Name Jar

4.1.1. Identity, Language and Belonging in The Name Jar

4.2. Mary Hoffman & Karin Littlewood – The Colour of Home

4.2.1. Identity, Language and Belonging in The Colour of Home

4.3. Irena Kobald & Freya Blackwood – My Two Blankets

4.3.1. Identity, Language and Belonging in My Two Blankets

4.4. Queen Rania Al Abdullah, K. DiPucchio & T. Tusa – The Sandwich Swap

4.4.1. Identity, Language and Belonging in The Sandwich Swap

5. Further Readings and Teaching Suggestions

5.1. Further Multi- and Intercultural Readings

5.2. A Brief Teaching Outlook

6. Conclusion

7. Bibliography

7.1. Primary Literature

7.2. Secondary Literature

7.3. Multi- and Intercultural Reading Lists

Research Objectives and Core Themes

This thesis examines the representation of intercultural issues within selected English-speaking picture books, exploring how text and illustrations interact to shape reader perception and reinforce concepts of identity and belonging. The research investigates whether these works successfully address diversity or rely on cultural stereotypes, while also evaluating their suitability for use in classroom settings to foster intercultural competence.

• Representation of intercultural issues (identity, language, belonging) in picture books.
• The "interanimation" between text and illustrations in the picture book format.
• The impact of author and illustrator biographical backgrounds on cultural authenticity.
• Pedagogical strategies for using multicultural literature in English language teaching.

Excerpt from the Book

Summary of Chapters

1. Preliminary Remarks: Outlines the motivation for examining intercultural representation in children’s literature and sets the methodological approach for the study.

2. Cultural Terminology: Defines essential concepts including culture, multiculturalism, and interculturality, incorporating Homi Bhabha’s theory of the "third space."

3. Literal Fields and Formats: Explores the history and definition of children’s literature and establishes the unique characteristics of the picture book format.

4. Analysis: Provides a detailed critique of four specific picture books, focusing on the interplay of identity, language, and belonging in each narrative.

5. Further Readings and Teaching Suggestions: Recommends additional titles for intercultural exploration and offers pedagogical advice for using these materials in schools.

6. Conclusion: Summarizes the key findings, reiterating the effectiveness of picture books as tools for depicting complex intercultural encounters.

7. Bibliography: Lists all primary literature analyzed and the secondary sources used to support the theoretical framework.

Keywords

Interculturality, Multiculturalism, Children’s Literature, Picture Books, Identity, Language, Belonging, Interanimation, Third Space, Cultural Authenticity, Visual Literacy, Stereotypes, Critical Literacy, Education, Somalia.

Frequently Asked Questions

What is the primary focus of this master thesis?

The work investigates how intercultural themes, specifically identity, language, and belonging, are represented in selected English-speaking picture books for children.

What are the central thematic fields?

The core themes include the role of cultural identity in new environments, the function of language as a bridge or barrier, and the concept of "belonging" in a globalized society.

What is the research goal?

The goal is to analyze how the interanimation of text and illustrations communicates intercultural messages and whether these representations are authentic or stereotypical.

Which methodology is employed in the study?

The thesis uses a qualitative, analytical approach, examining both the literary text and the visual elements of selected picture books, while considering the biographical backgrounds of the creators.

What is covered in the main part of the work?

The main section contains a theoretical exploration of cultural terms followed by detailed analyses of four key picture books: The Name Jar, The Colour of Home, My Two Blankets, and The Sandwich Swap.

What characterizes the identified keywords?

The keywords reflect the intersection of literary theory, cultural studies, and pedagogical practice within the context of contemporary children's literature.

Why are the biographical backgrounds of authors and illustrators significant?

The analysis suggests that the creator's background influences whether a story depicts foreign protagonists as empowered individuals or as subjects in need of rescue by the majority culture.

How do picture books serve as a "third space"?

According to the thesis, picture books create a "third space" through the interaction of text and illustration, allowing readers to negotiate meanings that exist beyond words or pictures alone.

Are these picture books suitable for a German classroom?

Yes, the author suggests that they are effective for fostering intercultural competence, provided that the recommended reading age is adjusted for non-native English learners.