Critical Approaches to Children’s Literature and Interg

22 Nov 2018 02:32
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<p><em>Linda Yi is a former CACL MPhil student. She is currently a teacher at&nbsp;</em><em>Little Panda Mandarin Preschool</em><em>, and &nbsp;is the creator of </em><em>Panda Cub Stories</em><em>, where she makes (and helps make) Mandarin and English children’s literature in audio, video, and print. </em></p>
<p>I am a writer who often has a <em>really </em>hard time getting things down in words. This gets particularly bad when the thing I’m trying to write about is:</p>
<ol>
<li>A) a malleable topic that can go in a million directions</li>
<li>B) is really important to me, or</li>
<li><strong>C) both of the above</strong></li>
</ol>
<p>Writing about children’s literature/my MPhil experience is certainly a category C. Oh, the places [we] could go, and oh, the possibilities we could explore! For me, when words fail to flow, my pen begins to doodle. When I applied for the MPhil, I first “doodle-stormed” the topics that I thought I wanted to study:</p>
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<figcaption class="wp-caption-text &lt;em&gt;Doodle break (created in the Faculty of Education Library)&lt;/em&gt;&lt;/figcaption&gt;&lt;/figure&gt;&lt;p&gt;This past year at Cambridge has felt very much like a mix of Hogwarts and Wonderland: part magic, part wonder, utterly overwhelming, and undeniably life-changing. There are a number of different ways in which the people I’ve met, the things I’ve read, and the research I’ve done has influenced my work as maker of children’s literature.&lt;strong&gt; Notably, my MPhil experience has challenged me to reconsider my own role as an individual maker, and to begin to invite (and recognize) the role of children as active creators of their own literature. &lt;/strong&gt;This shift in perspective (and subsequent shift in practice) is the focus of the rest of this post.&lt;/p&gt; &lt;p style=" text-align:center;="" <strong="">
Intergenerational Co-authorship: A beginning
<p></p>
<p style="width: 818px" caption"="" id="attachment_3244" class="alignnone size-full wp-image-3244" 3244"="" data-permalink="https://cambridgechildrenslit.wordpress.com/2018/10/09/critical-approaches-to-childrens-literature-and-intergenerational-co-authorship-the-mphil-through-a-makers-lens/panda-3/" data-orig-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=723" data-orig-size="818,206" data-comments-opened="1" data-image-meta="&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;" data-image-title="Panda 3" data-image-description="" data-medium-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=723?w=300" data-large-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=723?w=723" src="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=723" alt="Panda 3" srcset="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=723 723w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=150 150w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=300 300w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png?w=768 768w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-3.png 818w" sizes="(max-width: 723px) 100vw, 723px"></p>
<figcaption class="wp-caption-text &lt;em&gt;Example Character Paintings&lt;/em&gt;&lt;/figcaption&gt;&lt;/figure&gt;&lt;p&gt;&lt;span lang=" en-us="" several="" months="" prior="" to="" beginning="" my="" mphil="" thesis="" work,="" i="" had="" been="" working="" with="" k="" (the="" 9-year="" old="" son="" of="" a="" family="" friend),="" on="" small-scale="" reader-response="" project.="" toward="" the="" end="" one="" session,="" was="" helping="" me="" pack="" up,="" and="" flipped="" through="" some="" in-progress="" character="" paintings="" in="" sketchbook.="" noticed="" him="" looking="" intently="" at="" characters="" painted:<="" pan="">
<p></p>
<p><img data-attachment-id="3245" data-permalink="https://cambridgechildrenslit.wordpress.com/2018/10/09/critical-approaches-to-childrens-literature-and-intergenerational-co-authorship-the-mphil-through-a-makers-lens/panda-4/" data-orig-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=723" data-orig-size="813,405" data-comments-opened="1" data-image-meta="&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;" data-image-title="Panda 4" data-image-description="" data-medium-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=723?w=300" data-large-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=723?w=723" class="alignnone size-full wp-image-3245" src="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=723" alt="Panda 4" srcset="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=723 723w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=150 150w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=300 300w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png?w=768 768w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-4.png 813w" sizes="(max-width: 723px) 100vw, 723px" /></p>
<p>K was tracing the paintings with an index finger, and murmuring. Leaning closer, I realized that he was hunting for a translation that he recognized within the character itself. “I found it!” he said triumphantly at one point, pointing to the painting of “十” … and then to the “ten” and “dix” (English and French translations of “十”) that were hidden in the character:</p>
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<p>Importantly, the rainbow-stroke order guide was a significant and new contribution to the text, that began first as a <em>design</em> initiated by K. Both K and I participated in the <em>negotiation</em> of the idea and – having arrived at a mutually agreed upon conclusion – K completed the&nbsp;<em>production</em> of the design prototype. The interactions between child and adult co-author in this example also further illuminate the “sliding scale” of adult and child agency. Rather than a flat relationship in which a child gains power while the adult loses it, K and I were engaged in a process which Nick Sousanis calls “unflattening” – a process in which multiple vantage points are engaged to engender “new ways of seeing” (2015, p. 32).</p>
<p><strong>Intergenerational Co-authorship: What is Fair?</strong></p>
<p>My experiences working with K taught me something important: that children can make meaningful contributions to the creation of a children’s text when invited into the process of authorship. It also reminded me that it’s easy to cut children out of the final step of authorship: recognition and compensation for their work. At age 9, K was clearly aware of the financial possibilities of our joint work, as well as the potential unfairness of being excluded from the process (and benefits) of publication:</p>
<p><img data-attachment-id="3249" data-permalink="https://cambridgechildrenslit.wordpress.com/2018/10/09/critical-approaches-to-childrens-literature-and-intergenerational-co-authorship-the-mphil-through-a-makers-lens/panda-8/" data-orig-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=433&amp;h=321" data-orig-size="938,694" data-comments-opened="1" data-image-meta="&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;" data-image-title="Panda 8" data-image-description="" data-medium-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=433&amp;h=321?w=300" data-large-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=433&amp;h=321?w=723" class=" wp-image-3249 aligncenter" src="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=433&amp;h=321" alt="Panda 8" width="433" height="321" srcset="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=433&amp;h=321 433w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=866&amp;h=642 866w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=150&amp;h=111 150w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=300&amp;h=222 300w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-8.png?w=768&amp;h=568 768w" sizes="(max-width: 433px) 100vw, 433px" /></p>
<p><span lang="EN-US I responded to K’s concerns – which were also my concerns – as truthfully as I could:&lt;/span&gt;&lt;/p&gt; &lt;p&gt;&lt;img data-attachment-id=" 3250"="" data-permalink="https://cambridgechildrenslit.wordpress.com/2018/10/09/critical-approaches-to-childrens-literature-and-intergenerational-co-authorship-the-mphil-through-a-makers-lens/panda-9/" data-orig-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=519&amp;h=116" data-orig-size="948,212" data-comments-opened="1" data-image-meta="&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;" data-image-title="Panda 9" data-image-description="" data-medium-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=519&amp;h=116?w=300" data-large-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=519&amp;h=116?w=723" class=" wp-image-3250 aligncenter" src="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=519&amp;h=116" alt="Panda 9" width="519" height="116" srcset="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=519&amp;h=116 519w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=150&amp;h=34 150w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=300&amp;h=67 300w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png?w=768&amp;h=172 768w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-9.png 948w" sizes="(max-width: 519px) 100vw, 519px"></span></p>
<p>K nodded his agreement:</p>
<p><img data-attachment-id="3251" data-permalink="https://cambridgechildrenslit.wordpress.com/2018/10/09/critical-approaches-to-childrens-literature-and-intergenerational-co-authorship-the-mphil-through-a-makers-lens/panda-10/" data-orig-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=474&amp;h=67" data-orig-size="854,120" data-comments-opened="1" data-image-meta="&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;" data-image-title="Panda 10" data-image-description="" data-medium-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=474&amp;h=67?w=300" data-large-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=474&amp;h=67?w=723" class=" wp-image-3251 aligncenter" src="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=474&amp;h=67" alt="Panda 10" width="474" height="67" srcset="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=474&amp;h=67 474w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=150&amp;h=21 150w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=300&amp;h=42 300w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png?w=768&amp;h=108 768w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-10.png 854w" sizes="(max-width: 474px) 100vw, 474px" /></p>
<p><strong>Next Steps </strong></p>
<p>In the months since my thesis, I’ve been thinking much about this experience of intergenerational co-authorship with K. The 100 character paintings have been completed:</p>
<p><img data-attachment-id="3252" data-permalink="https://cambridgechildrenslit.wordpress.com/2018/10/09/critical-approaches-to-childrens-literature-and-intergenerational-co-authorship-the-mphil-through-a-makers-lens/panda-11/" data-orig-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=723" data-orig-size="1034,1667" data-comments-opened="1" data-image-meta="&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;" data-image-title="panda 11" data-image-description="" data-medium-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=723?w=186" data-large-file="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=723?w=635" class="alignnone size-full wp-image-3252" src="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=723" alt="panda 11.jpg" srcset="https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=723 723w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=93 93w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=186 186w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=768 768w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg?w=635 635w, https://cambridgechildrenslit.files.wordpress.com/2018/10/panda-11.jpg 1034w" sizes="(max-width: 723px) 100vw, 723px" /></p>
<p>K and I will be continuing our efforts to re-author this book into an intergenerational picture book. The experiences of my CACLE MPhil, however, will last beyond this single project. Co-authoring and co-learning alongside the children I teach: this is what I hope to do going forward!</p>
<p><em>You can follow Linda’s work at www.pandacubstories.com.&nbsp;For more in our MPhil series, be sure to check out Lindsay Burton’s post:target=&quot;_blank&quot; rel=&quot;noopener &nbsp;Critical Approaches to Children’s Literature in the Secondary Classroom: The MPhil through a High School Teacher’s Lens&nbsp;and stay tuned in the coming weeks for more reflections from our 2017/18 MPhil cohort!</em></p>
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