Représenter la diversité phénotypique dans les albums de fiction pour la jeunesse : pour quelles approches d’une éducation antidiscriminatoire ? (notice n° 996540)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03408cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125132757.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Thiery, Nathalie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Représenter la diversité phénotypique dans les albums de fiction pour la jeunesse : pour quelles approches d’une éducation antidiscriminatoire ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 22 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | En France, le manque de diversité ethno-raciale dans les albums de fiction pour la jeunesse a souvent été démontré, alors qu’il existe des enjeux forts à offrir à tou·te·s les enfants des représentations plus proches des situations qu’ils vivent, à les sensibiliser aux inégalités sociales ainsi qu’à proposer des supports d’identification positifs aux enfants racisé·e·s. La production récente reflète-t-elle ces préoccupations ? À partir d’une sélection resserrée d’albums publiés entre 2015 et 2021 comportant des personnages au phénotype foncé, cette étude analyse par quels procédés littéraires et esthétiques des auteur·rice·s et des illustrateur·rice·s s’attachent à renouveler les représentations, plus respectueuses des identités plurielles et visant à lutter contre les préjugés. Une intention d’inclusion plus grande se manifeste, notamment à travers la banalisation de la diversité phénotypique, la déconstruction des stéréotypes de race mais aussi de genre et de classe, ou la mise en avant d’un pouvoir d’agir face aux rapports de domination. Bien que circonscrites, ces évolutions résonnent avec les principes des pédagogies critiques discutés dans plusieurs articles de ce dossier. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In France, the lack of ethno-racial diversity in children’s fictional books has often been demonstrated, despite the strong issues at stake: the need to offer all children representations closer to the situations they experience, to raise their awareness of social inequalities, and to offer positive identification figures for racialized children. Does recent production reflect these concerns? Based on a selection of books published between 2015 and 2021 featuring characters with dark phenotype, this study analyzes the literary and aesthetic processes used by authors and illustrators to renew representations that are more respectful of plural identities and aim to combat prejudice. The intention is to achieve greater inclusion, particularly through the trivialization of phenotypic diversity, the deconstruction of racial, gender and class stereotypes, and the promotion of empowerment in the face of domination. Although circumscribed, these developments resonate with the principles of critical pedagogies discussed in several articles of this dossier. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | albums pour enfants |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | diversité ethno-raciale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | littérature jeunesse |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation antidiscriminatoire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | diversité phénotypique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédagogies critiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | children’s literature |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phenotypic diversity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ethno-racial diversity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | critical pedagogies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | anti-discriminatory education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | children’s books |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Le Télémaque | 64 | 2 | 2023-12-08 | p. 93-106 | 1263-588X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-le-telemaque-2023-2-page-93?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-le-telemaque-2023-2-page-93?lang=fr&redirect-ssocas=7080</a> |
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