This volume examines how texts addressed to children are meant to assist socioemotional education and whether we put forward adultist assumptions around such conceptualisations of the emotional.
This volume examines how texts addressed to children are meant to assist socioemotional education and whether we put forward adultist assumptions around such conceptualisations of the emotional.
Macarena García-González is Ramón y Cajal Senior Researcher at University Pompeu Fabra University, where she directs the interdisciplinary research group JOVIS, on childhood and youth studies. Her publications include two monographs -Origin Narratives: The Stories We Tell Children about Immigration and International Adoption (2017), and Enseñando a sentir: Repertorios éticos en la ficción infantil (2021)-, as well as several articles and book chapters on children's literature, reading promotion, culture and education. She is the Associate Editor at the Children's Literature in Education journal.
Inhaltsangabe
List of Figures Acknowledgements Introduction 1 The Uses of Picturebooks for Socioemotional Education 2 Stories about Death and Adult Anxieties 3 Necropolitics in the Picturebooks by Armin Greder 4 Testimonies of Border Crossing 5 Memory and Dictatorship in Children's Fiction 6 The Happy Objectification of Frida Kahlo 7 Climate Crisis, Water Wars, and Post-Anthropocentric Narratives 8 Entanglements of Social Marginalisation and Reading Promotion 9 The Arts of Noticing Children's Writing Final Thoughts Index
List of Figures Acknowledgements Introduction 1 The Uses of Picturebooks for Socioemotional Education 2 Stories about Death and Adult Anxieties 3 Necropolitics in the Picturebooks by Armin Greder 4 Testimonies of Border Crossing 5 Memory and Dictatorship in Children's Fiction 6 The Happy Objectification of Frida Kahlo 7 Climate Crisis, Water Wars, and Post-Anthropocentric Narratives 8 Entanglements of Social Marginalisation and Reading Promotion 9 The Arts of Noticing Children's Writing Final Thoughts Index
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