Abstract:
Using cultural studies and critical discourse analysis as guiding theories, this study focuses on the literary representation of school experience by analyzing popular children's literature. The study focuses on literature appealing to the 8--12 year-old audience. Books of primary examination include L. M. Montgomery's Anne of Green Gables series, Barbara Park's Junie B. Jones series, Beverly Cleary's Ramona Quimby books, Dav Pilkey's Captain Underpants series, J. K. Rowling's Harry Potter series, Andrew Clemenet's Frindle, C. S. Lewis's Chronicles of Narnia series, Eoin Colfer's Artemis Fowl books, Betty McDonald's Mrs. Piggle-Wiggle books, and Walter Dean Meyer's Monster. The general trends found are: (1) Books featuring female protagonists are often concerned with relationships. The protagonists are frustrated that the roles and expectations of school do not allow space for discussing relationships or personal information. (2) Books featuring male protagonists generally focus on themes of power structures and how the students use subversive methods to assert their values in spite of the dominant administrative authority. (3) When books feature children who are working on character or ethical development, those children are often removed from the school context and placed in a more fantastical context. (4) The literature surveyed implies that students value unrealistically committed teachers with no interests outside of the children, who can make lessons clear, relevant, and interactive.
