Revamping Mrs. Piggle-Wiggle in Classroom Practice
Negotiating Stereotypes, Literary Language, and Outdated Values
Bibliographic Data
| ID | 21409137 |
|---|---|
| Authors | Chrysogonus Siddha Malilang (0000-0001-8991-8405, Malmö University, corresponding author), Robert Walldén (0000-0002-2565-8875, Malmö University) |
| Year | 2024 |
| Volume | 55 |
| Issue | 1 |
| Pages | 122-139 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children s Literature in Education (JOURNAL) |
| Journal identifiers | ISSN: 0045-6713 • E-ISSN: 1573-1693 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10583-022-09481-0 |
| OpenAlex | W4214687161 |
| Language | EN |
| References cited | 15 |
In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick) , and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share of the discussions based on the books, two teachers, and two groups of Grade 3 students. The analysis is conducted based on Langer’s theory of building literary envisionments and the concept of the “third space”. The findings show that the students’ initial reception of Mrs. Piggle-Wiggle, playfully articulated in the classroom discussions, is shaped by literary stereotypes of old women and connections to everyday experiences. This reception is partly acknowledged by the adults. Thus, this shows the potential of the meaning making process through join negotiation of the third space—connecting prior knowledge and experience to the book. However, the librarian’s evaluations of student responses reinforce a particular didactic reading of the character as someone firm and knowledgeable, playing down the whimsical and silly characteristics of the protagonist. In reading the book aloud, the librarian made significant alterations to the text. With respect to literary language, the librarian provided numerous paraphrases and elaborations which served to support the students in making meaning of the book. More drastic alterations of the text served to avoid reinforcing outdated values, for example antiquated gender roles and references to physical punishment. While the paraphrases of literary terms created opportunities for negotiating the third space and learning about literary language, the sanitised reading of the book with respect to values failed to capitalise on opportunities for contextualising the book and making intertextual connections
Art · Linguistics · Literature · Meaning (existential) · Negotiation · Pedagogy · Reading (process) · Social science · Sociology · Space (punctuation) · Literacy and Educational Practices · Literacy, Media, and Education · Philosophy · Psychology · Themes in Literature Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |