The Borders of Empathy in Childrens Fiction

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.

The Borders of Empathy in Children's Fiction centres the question of how reading fiction develops our moral imagination and our capacities to think and feel with others. The question is approached with a good dose of scepticism, revising tensions between ethical, aesthetical, and pedagogical dimensions when certain books, films, and other cultural materials are recommended for children. 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. The book is organised into nine chapters, with some of them focusing on "difficult" themes -such as violence, xenophobia, death, migration, as well as gender and social exclusions- and some others on more general relationships between emotions, media, and education. The chapters combine a textual analysis of recommended cultural materials for children with insights from empirical research and ethnographic approaches to children's cultures. A common thread throughout the book is the open question about the epistemic injustices in knowing children and childhood and how this may be overcome by shifting our research practices with posthumanist philosophies.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Autorentext

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.

Inhalt

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