CC BY
17
Ivanova Alina A.
Tula State Lev Tolstoy Pedagogical University The Faculty of Foreign Languages (4th year student) Scientific Advisor - PhD (Philological Sc.), associate professor O.A. Nikitina
CRITICAL LITERACY: THE ANALYSIS OF THE CONCEPTIONS OF CHILDHOOD IN C.S. LEWIS'S "THE LION, THE WITCH AND THE WARDROBE" AND LEWIS CARROLL'S "ALICE'S ADVENTURES IN
WONDERLAND"
Иванова Алина Альбертовна
alinalisterman99@mail.ru Тульский государственный педагогический университет им. Л.Н. Толстого
факультет иностранных языков (4 курс) Научный руководитель: Никитина О.А., кандидат филологических наук,
доцент
КРИТИЧЕСКАЯ ГРАМОТНОСТЬ: АНАЛИЗ КОНЦЕПТА "ДЕТСТВО" В ПОВЕСТИ КЛАЙВА ЛЬЮИСА «ЛЕВ, КОЛДУНЬЯ И ПЛАТЯНОЙ ШКАФ" И ЛЬЮИСА КЕРРОЛЛА «АЛИСА В СТРАНЕ ЧУДЕС
Abstract. The article deals with the problem of the formation of critical literacy - the ability to identify hidden information in the text through reasoning, analysis and other strategies of active interaction with the text and to build their own position on the issues under discussion. In the first part of the article, the concept of critical literacy is considered, and the expediency of using intensive and extensive types of reading in its formation is discussed. The second part of the article is an attempt to demonstrate the effectiveness of the practical use of critical literacy skills as a way of studying a literary text. Critical analysis reveals the peculiarities of the representation of the concepts of childhood in the works of L. Carroll "Alice's Adventures in Wonderland" and C. S. Lewis "The Lion, the Witch and the Wardrobe".
Key words: critical literacy, intensive reading, extensive reading, fiction, concepts of childhood
Аннотация. Статья посвящена проблеме формирования критической грамотности - способности путем рассуждения, анализа и других стратегий активного взаимодействия читателя с текстом выявлять в нем скрытую информацию и выстраивать собственную позицию по обсуждаемым вопросам. В первой части статьи рассматривается понятие критической грамотности, обсуждается целесообразность использования интенсивного и экстенсивного видов чтения при ее формировании. Вторая часть статьи представляет собой попытку продемонстрировать эффективность практического использования
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навыков критической грамотности как способа изучения художественного текста. Путем критического анализа выявляются особенности репрезентации концепций детства в произведениях Л. Кэррола «Приключения Алисы в стране чудес» и К.С. Льюиса «Лев, колдунья и платяной шкаф».
Ключевые слова: критическая грамотность, интенсивное чтение, экстенсивное чтение, художественная литература, концепции детства.
Modern society provides the world with the information flow through texts from various sources: the Internet, media, magazines, blogs and books. Children grow up in conditions of constant exposure to new knowledge that surrounds them in the rapidly developing technological era. But the important thing is that this situation has not only advantages but also disadvantages. Some information cannot create the right ideas of life connected with morality and self-improvement. That is why it becomes necessary to develop critical literacy from early childhood. It is possible to develop critical literacy skills in the classroom via an intensive and extensive reading of literature. Because children's literature is usually written by adults for children, it tends to be expressive of conceptions of childhood: ideas about what children are, what they enjoy, how they learn, and how they should behave. These conceptions appear in «The Lion, the Witch and the Wardrobe» by C.S. Lewis and «Alice's Adventures in Wonderland» by Lewis Carroll. They deserve discussion in the classroom that can provoke children's reflections on the given ideas and provide them with the possibility to find the right answers themselves.
The importance of critical literacy, its connection with intensive and
extensive reading and its development through reading literature
Critical literacy has been defined as «learning to read and write as part of the process of becoming conscious of one's experience as historically constructed within specific power relations» [1, p.78]. As Ontario Ministry of Education points out, «Students today experience a constant stream of ideas and information. They need skills to determine where to direct their attention and how to interpret messages and use them appropriately» [6, p. 5]. It does not mean that being a critical reader is only useful to prevent the detrimental influence of the modern world. A critical reader can discover beneficial sides of texts which allow students to develop their personal opinion and point of view; improve themselves spiritually and gain new knowledge. Vivian Maria Vasquez confirms this statement, «Critical literacy does not necessarily involve taking a negative stance; rather, it means looking at an issue or topic in different ways, analyzing it, and hopefully being able to suggest possibilities for change and improvement» [7, p. 142]. Each text has its own purpose and meaning. Passive reading of texts cannot help with clarifying the issues that have value for children and their future. It is vital to read the text with comprehension of the current interaction between the author and the reader who looks for the senses and challenges assumptions.
While reading the text, one must consider such questions as «What is this text trying to convince me of and why?» and «Whose interests does it serve?». Besides,
critical literacy implies that students need to know how to assess the motives and ideas of the author to accept their own power as readers. «They need to be encouraged to evaluate what is said and how it is said in order to uncover and challenge assumptions and ideas about the world, to respond when they disagree and to take social action, even in small ways» [4, p. 115].
Critical literacy appears in both intensive and extensive reading. By learning how to read intensively, children can use their knowledge while reading extensively for pleasure. That is how children learn to accept different types of texts with all their meanings, questions and statements, developing the ability to understand main ideas and posing their own point of view. The implementation of skills results from the practice of analyzing texts in the classroom that pushes teachers to provide students with a variety of reading material available to them.
Juliet Munden says, «Books need to be so interesting that pupils are motivated to read and make sense of the text» [5, p. 87]. «The Lion, the Witch and the Wardrobe» by C. S. Lewis and «Alice's Adventures in Wonderland» by Lewis Carroll are books that suit this requirement well and reflect all the essential aspects needed for teaching critical literacy. The books include elements of a fairy tale, an exciting plot and an intriguing structure connected with children's life. The magical world, unexpected characters, moving events also make every pupil to be involved and interested in reading. Boys can find their reflection in Peter's or Edmund's acts; girls can associate themselves with Susan, Lucy or Alice. In addition, the books contain a wide range of deep thoughts and conceptions for discussion and analysis, such as ideas about what children are, what they enjoy, how they learn, and how they should behave.
Conceptions of childhood: ideas about what children are, what they enjoy, how they learn, and how they should behave in Lewis Carroll's «Alice's Adventures in Wonderland» and C.S. Lewis's «The Lion, the Witch and the
Wardrobe»
Children think otherwise, they have an inner world that differs from an adult's view of life. Their mind is full of wonders and questions. Children know little about life and its possible challenges, feelings and emotions. They furthermore depend on grownups that save them from disappointments and help gradually make the right decision. At the same time, children are independent in their way of thinking, imagination and perception of new information.
Referring to the books, children are those who always look for new experiences, miracles and admirations. They need to ask questions, find answers, solve problems and analyze their thoughts and acts. The challenges that arise in children's minds may seem small to adults, but they are in fact major steps that teach real life. Lewis Carroll writes, «Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it», «The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping
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herself before she found herself falling down a very deep well» [2, p. 12]. These words support the idea that children are always ready for new experiences, even if things seem strange and unusual. They need to explore the world and find the meanings themselves.
In «The Lion, the Witch and the Wardrobe» by C. S. Lewis one of the main characters, Lucy, also got into the magical world, searching for curious admirations. The power of interest moved her to stay in a new place that is completely different from her real one, «Next moment she found that what was rubbing against her face and hands was no longer soft fur but something hard and rough and even prickly», «Lucy felt a little frightened, but she felt very inquisitive and exited as well» [3, p.
14]. From this point of view, it is possible to compare the situation of getting to a new place with the children's need to face the advanced challenges of life. Children can be associated with curiosity and the ability not to be afraid of unexpected events. They also represent a great belief in a miracle that can help make things better, «Perhaps it has sometimes happened to you in a dream that someone says something which you don't understand but in the dream it feels as if some enormous meaning - either a terrifying one which turns the whole dream into a nightmare or else a lovely meaning too lovely to put into words, which makes the dream so beautiful that you remember it all your life and are always wishing you could get into that dream again» [2, p. 14].
Enjoyment for children is connected with strong emotions. They get pleasure from everything that makes them wonder or feel surprised regardless of what happens around them. That is what experienced Alice wandering in her dreams, ««Curiouser and curiouser!» cried Alice (she was so much surprised, that for the moment she quite forgot how to speak good English)», «Alice thought the whole thing very absurd, but they all looked so grave that she did not dare to laugh» [2, p.
15]. Moreover, children very much like to share their adoration talking about things they really love. In «Alice's Adventures in Wonderland» the protagonist always mentioned her cat Dinah, «And yet I wish I could show you our cat Dinah: I think you'd take a fancy to cats if you could only see her» [2, p. 34].
Children also enjoy being treated like adults. Children want to feel that adults understand and appreciate their ideas since new reasoning has meaning for a child. For to be on an equal basis with adults, children need to be accepted with all their emotions and secrets. At the end of «The Lion, the Witch and the Wardrobe» the siblings told the Professor about the adventures they had in Narnia, and he did not say it is a fantasy. He treated the story with respect and gave appropriate advice, «Once a King in Narnia, always a King in Narnia. But don't go trying to use the same route twice. Indeed, don't try to get there at all. It'll happen when you're not looking for it. And don't talk too much about it even among yourselves. And don't mention it to anyone else unless you find that they've had adventures of the same sort themselves» [3, p. 203]. In these words, the Professor let children know that he believes them and gave hope that they will experience a miracle again. He cared about children's feelings and wanted to prevent disappointment and
misunderstanding because people's words can hurt them badly. That is why the Professor asked the children not to tell others about their adventures.
Children learn primarily through personal experience with the help of wise adults. Getting into situations when a child has to find the right answers and analyze his acts is a way to face the unpredictable reality of life for the first time. As one can see in «The Lion, the Witch and the Wardrobe», Edmund met the White Witch and did not think about his brother and sisters. Edmund betrayed them selfishly as he wanted to get pleasure only for himself, although he realized his mistake later and regretted acting like this. The boy wanted to find forgiveness and prove that he has changed, «There is no need to tell you what Aslan was saying, but it was a conversation which Edmund never forgot», «Edmund shook hands with each of the others and said to each ofthem in turns, «I'm sorry»» [3, p. 150]. This was Edmund's important experience that he should have received. Otherwise, he might never have understood why he must not think only about himself and could never have learned to value the people who love him.
In «Alice's Adventures in Wonderland», Alice also learned a life lesson by taking part in a court of justice. She had never been there before and knew about the process only from books. Nevertheless, Alice was brave and was not afraid to take risks trying to prevent injustice. Her conviction that one cannot judge the innocent was strong enough to help her protect the defendants, ««If any one of them can explain it,» said Alice, (she had grown so large in the last few minutes that she wasn't a bit afraid of interrupting him,) «I'll give him six pence»» [2, p. 112]. Her growth is connected not only with physical ability, but also with moral development. She learns to help others and not to be afraid of being punished for the truth.
Wise adults also appear in both books. The Professor in «The Lion, the Witch and the Wardrobe» is a person who teaches siblings to be more sensitive to each other. After Peter, Susan and Edmund had told him about Lucy's story, he asked them if they sure that she was lying, «One has only to look at her and talk to her to see that she is not mad» [3, p. 55]. These words became the beginning of the amazing adventures of the brothers and sisters together. The Caterpillar in Lewis Carroll's «Alice's Adventures in Wonderland» also comes up as a wise creature and a mentor for the girl. He asked Alice if she was happy with her height or would like to change it, ««What size do you want to be?» it asked», ««Oh, I'm not particular as to size,» Alice hastily replied; «only one doesn't like changing so often, you know»», ««I DON'T know,» said the Caterpillar» [2, p. 28]. The Caterpillar's questions mean that everyone must change. People cannot remain the same; they need to improve themselves throughout life. The Caterpillar also gives her a choice. Each person has to make decisions and need to think about what the right choice is and what one really needs to get, «Alice remained looking thoughtfully at the mushroom for a minute, trying to make out which were the two sides of it; and as it was perfectly round, she found this a very difficult question» [2, p. 30].
The concept of children's behavior is presented in the books not as specific strict rules of behavior, but as conclusions from someone's examples and personal
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experience. For example, in «The Lion, the Witch and the Wardrobe» by C.S. Lewis the children learn that they should be brave. The siblings are responsible for the fate of Narnia and must take part in the battle against the White Witch. They cannot be afraid or doubt because they must fight for justice, «With these words he handed to Peter a shield and a sword. Peter was silent and solemn as he received these gifts, for he felt they were a very serious kind of present», «These are for you. You must use the bow only in great need», «If you or any of your friends is hurt, a few drops of this will restore them. And the dagger is to defend yourself at great need» [3, p. 117]. Moreover, Aslan acts as an example of forgiveness and powerful truth. He realizes that Edmund is sincere in his regrets and helps him to be accepted among others. Aslan teaches the importance of being able to forgive people. Later, Edmund confirms his changes in the battle, which also showed Aslan was right, «There stood Peter and Edmund and all the rest of Aslan's army fighting against the crowd of horrible creatures» [3, p. 184].
In Alice's Adventures in Wonderland by Lewis Carroll, Alice learns to value each person. She finds herself in a very strange world where all creatures and events seem abnormal. Once she met the Cheshire Cat and shared her feelings with him. Alice said that people here are mad and she does not understand them. The Cheshire Cat, however, claimed that everyone here is mad and it is not strange at all, ««But I don't want to go among mad people,» Alice remarked», ««Oh, you can't help that,» said the Cat: «we're all mad here. I'm mad. You're mad»» [2, p. 52]. This situation suggests that all people are different, and no one can have the same way of thinking, opinion and feelings. Children need to be aware of the importance of accepting whatever behavior they may encounter every day in life.
In conclusion we would like to say that all conceptions of childhood are presented in both «Alice's Adventures in Wonderland» by Lewis Carroll and «The Lion, the Witch and the Wardrobe» by C.S. Lewis in connection with critical literacy that makes children analyze the text, ask questions and find answers. The characters, structure and plot of these books are filled with deep ideas about what children are, what they enjoy, how they learn, and how they should behave. These ideas involve thinking, searching for the senses and developing analytical skills which are important in a process of self-development of each child and are used in everyday life.
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