Bio: Lydia Kokkola is an academic researcher. The author has contributed to research in topics: Representation (arts). The author has an hindex of 1, co-authored 1 publications receiving 60 citations.
Topics: Representation (arts)
27 Nov 2002
TL;DR: In this paper, the authors discuss non-representation, nonrepresentation and responses to representation in the context of the Holocaust in education and literature in education select bibliographies.
Abstract: Introduction 1. Non-Representation 2. Writing History: Creating Fictions 3. Crossing Borders: Autobiographical Fiction? 4. Responses to Representation Conclusion: Understanding the Holocaust? Literature in Education Select Bibliography
•10 Jun 2014
TL;DR: In this paper, a study of young readers' cognitive and emotional engagement with fiction is presented, which explores how fiction stimulates perception, attention, imagination and other cognitive activity, and opens radically new ways of thinking about literature for young readers.
Abstract: How does reading fiction affect young people? How can they transfer fictional experience into real life? Why do they care about fictional characters? How does fiction enhance young people's sense of self-hood? Supported by cognitive psychology and brain research, this ground-breaking book is the first study of young readers' cognitive and emotional engagement with fiction. It explores how fiction stimulates perception, attention, imagination and other cognitive activity, and opens radically new ways of thinking about literature for young readers. Examining a wide range of texts for a young audience, from picturebooks to young adult novels, the combination of cognitive criticism and children’s literature theory also offers significant insights for literary studies beyond the scope of children’s fiction. An important milestone in cognitive criticism, the book provides convincing evidence that reading fiction is indispensable for young people’s intellectual, emotional and social maturation.
TL;DR: This paper explored the changing roles of childhood and adulthood in children's literature and questions if the mythology of home can be undone, and observed a new pattern, called a post-modern metaplot, in which the child's journey is to construct a home within a postmodern milieu complete with competing truths and failed adults.
Abstract: The myth of home is what distinguishes children’s literature from adult novels (Wolf 1990). Nodelman and Reimer (The Pleasures of Children’s Literature, 2003) write that while “the home/away/home pattern is the most common story line in children’s literature, adult fiction that deals with young people who leave home usually ends with the child choosing to stay away” (pp. 197–198). In a critical content analysis of recent award-winning middle reader novels from the United States, the United Kingdom, and Australia, a new pattern was observed. This pattern, called a postmodern metaplot, begins with the child being abandoned, rather than the child leaving the home. The child’s journey is to construct a home within a postmodern milieu complete with competing truths and failed adults. Ultimately, the child’s postmodern journey ends with very modern ideal of the child leading the adults to a hopeful ending, a home. The article explores the changing roles of childhood and adulthood in children’s literature and questions if the mythology of home can be undone.
TL;DR: The authors examines Philippe Claudel's 2007 novel Brodeck (French title: Le Rapport de Brodeck) that allegorizes the Holocaust by parodying tropes and narrative structures characteristic to fairy stories.
Abstract: This article examines Philippe Claudel’s 2007 novel Brodeck (French title: Le Rapport de Brodeck) that allegorizes the Holocaust by parodying tropes and narrative structures characteristic to fairy...
01 Jan 2015
TL;DR: This paper identified unifying themes across the texts that show how the child's viewpoint offers a distinct perspective on the historical event, depicts an underrepresented experience, and provides the potential for new understandings on the Holocaust.
Abstract: This thesis argues that there is a subgenre within Holocaust literature of survivors writing from the child's perspective. Both the survivor’s novel and children occupy multiple spaces, which provides a unique vantage point from which to represent the Holocaust. There are three key attributes of the primary texts within my subgenre: they are all considered novels, their authors are classified as Holocaust survivors, and they have child protagonists. I have identified unifying themes across the texts that show how the child’s viewpoint offers a distinct perspective on the historical event, depicts an underrepresented experience, and provides the potential for new understandings on the Holocaust. Each chapter focuses on one theme, examining how each author uses the child's perspective across disparate genders, ages, geographical locations, and traumatic experiences, which implies that this subgenre is making critical assertions about the Holocaust and the Jewish child’s experience. Chapter One focuses on the dichotomy between children and adults, examining the interactions between and actions of their child protagonists with adult characters. In this way, authors underscore the end of childhood in extremity, a loss for both children prematurely killed or who must prematurely develop, as well as the loss of traditional functions of adults by inverting concepts of dependents and guardians. The second chapter briefly explores the way the novels use child’s play to highlight the aforementioned changed nature of childhood. Despite often assuming adult responsibilities and attitudes as described in the first chapter, traditional childhood activities can serve to contrast the brutality and hardship with their inherent innocence. Chapter Three explores the novel’s representations of a three-fold identity, which signifies how the protagonists' sense of themselves during the experience is shaped by their positions as an outsider, Jewishness, and gender. The fourth chapter examines how these narratives reconstruct the concept of place, give it meaning, and represent it by creating a Holocaust ‘child-space’ for its youngest experiencers. The child-space is represented by several qualities, including: liminal and paradoxical spaces such as rural and urban settings; specific sites of meaning and concepts of home; belonging to nation states and cities; and the narrative spaces that the authors create. Analyzing these novels through the patterns that develop between different characters and narratives may impact debates about the portrayal of the childhood self in all writing, as well as contribute to discussions of the Holocaust beyond the child’s experience. The fictional child’s viewpoint could address some of the questions that are raised by the ethical concerns about imaginative Holocaust representation and the limits of language, suggesting that it is a form to be considered for thinking about the endurance of Holocaust narratives.
TL;DR: The authors examined the role of storytelling and stories in leading children towards an awareness of uncertainty and ambiguity in relation to Holocaust representation, and argued that a meaningful dialogue with silence is a crucial aspect in communicating the fractured nature of Holocaust history.
Abstract: This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast, Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity.