Klima, kriser og ulikhet. Om utsatte mennesker og områder i bildeboken Hvorfor er jeg her?.

Author:
Iversen, Espen
Abstract:
I denne masteroppgaven har jeg gjort lesninger av, og skrevet om bildeboken Hvorfor er jeg her? (Constance Ørbeck-Nilssen og Akin Duzakin, 2014). Jeg studerer hvordan bokens hovedkarakter, en barnefigur, utforsker verden omkring seg i møte med utfordringer som global oppvarming, flyktningkriser og sosial ulikhet. Det teoretiske grunnlaget jeg bygger denne oppgaven på er forskning av barnelitteraturvitere som Kristin Hallberg (1982), Ulla Rhedin (2001) og Ingeborg Mjør (2010) og litteraturviteren Mikhail Bakhtins (1991) kronotopteorier. Jeg bygger på teorier om den litterære vandrefiguren og essayet, og på forskning fra grønn humaniora, representert hovedsakelig av forskningsprosjektet NaChiLit (Nature in Children’s Literature: Landscapes and beings – Fostering Ecocitizens, 2015-2017), samt økokritiske teorier. Jeg finner blant annet at bildeboken kan leses som klimalitteratur, litteratur som møter global oppvarming og klimaendringer, og at den kan leses som et barnelitterært bildebokessay som konfronterer globale utfordringer. Jeg foreslår boken som et svar på samtidige etterlysninger og ordvekslinger i den norske offentligheten.
In this master thesis I do readings of a Norwegian picturebook, Hvorfor er jeg her? (Constance Ørbeck-Nilssen and Akin Duzakin, 2014). The book is translated «[w]hy am I here?». I study the relationship between the child protagonist and her environments. I find that the book’s child character can be understood as a wandering and observing critic, not unlike the «flâneur» from classic literature. Depictions of known environments from the physical world, such as a city, immigrants from war and boat immigrants, and melting polar areas, are problematized both in representations in the verbal text and in the illustrations. The protagonist and the reader that identifies with the child character observes these depictions and must take a stance what comes to climate changes, values of humankind and social inequality. The theoretical framework for this master thesis is based upon theories on the picturebook. Reknowned literary picturebook critics I rely upon are in the likes of Kristin Hallberg (1982), Ulla Rhedin (2001) and Ingeborg Mjør (2010). I use theories of places in literature, represented by Mikhail Bakhtins (1991) theories of the chronotope. I also use theories of the essay genre and of the wanderer as a literary character. These are based upon respectively Arne Melberg (2013) and Tone Selboe (2003). The last part of the theoretical framework for this thesis is ecocritical theories. The research project NaChiLit (Nature in Children’s Literature: Landscapes and beings – Fostering Ecocitizens, 2015-2017) has given me helpful tools to study the picturebook as an ecocritical work. Also Gregers Andersen’s (2014) theories on «climate literature» and Michael J. McDowell’s (1996) writings about «landscape writing» has given me insights in the field of ecocritical theory. I find that the picturebook can be read as «climate literature» and sorts of «landscape writing», literature that confronts global warming and climate change through depictions of the environments. I also find the book as an example and as an answer to recent debates in the Norwegian public. One of these debates have addressed the essay as too concerned about literary works, rather than confronting concurrent challenges such as the climate crisis.
Description:
Master i barne- og ungdomslitteratur
Publisher:
Bergen University College
Date:
2016-05-16
Material type:
Master's thesis
Language:
Norwegian
URL:
http://hdl.handle.net/10049/649

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