ED477609 2003-12-00 Exploring the

Function of Heroes and Heroines in

Children's Literature from around the

World. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

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Exploring the Function of Heroes and Heroines in Children's Literature

from around the World. ERIC Digest...................................... 2

INTRODUCTION................................................................2

HEROES AND HEROINES AS ROLE MODELS..........................2

HEROES AND HEROINES AS EXEMPLARS OF UNIVERSAL

CHARACTER TRAITS................................................... 3

HEROES AND HEROINES AS EXEMPLARS OF CHARACTERS

TRAITS APPRECIATED................................................. 3

EVALUATING AND SELECTING CRITERIA FOR INTERNATIONAL

CHILDREN'S LITERATURE.............................................4

RESOURCES FOR INTERNATIONAL CHILDREN'S LITERATURE.. 5

REFERENCES.................................................................. 5

ERIC Identifier: ED477609

Publication Date: 2003-12-00

Author: Singh, Manjari - Lu, Mei-Yu

Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN.

ED477609 2003-12-00 Exploring the Function of Heroes and Heroines in Children's

Literature from around the World. ERIC Digest.

Page 1 of 7
Exploring the Function of Heroes and Heroines

in Children's Literature from around the World.

ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

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"It is through literature that we most intimately enter the hearts and minds and spirits of

other people. And what we value in this is the difference as well as the human

similarities of others: that way, as C. S. Lewis put it, we become a thousand different

people and yet remain ourselves." by A. Chambers (as cited in Tomlinson, 1998, p.3)

INTRODUCTION

If anything has universal appeal among children, it is a good story with heroes and

heroines. Stories with rich descriptions of the lives and personalities of inspiring

individuals (mythical or real, contemporary or historical) entertain as well as serve as

role models for children. Through heroes and heroines of different cultures, children

develop an understanding of societal expectations and norms in various parts of the

world (Stan, 2002; Tomlinson, 1998), and what it can mean to live in a particular region,

or time period, or to be male or female (Rockman, 1993).

The purpose of this Digest is to explore how heroes and heroines in children's literature

from around the world help young learners understand and appreciate different cultures.

We consider how protagonists can serve as role models for children; discuss how it is

possible to obtain insights into universal and culturally specific values and beliefs

through stories set in a range of settings; and conclude with some resources for

determining good international and multicultural children's literature.

HEROES AND HEROINES AS ROLE MODELS

Heroes and heroines often stand out because they have distinctive strengths or

personality traits. However, many stories may present an ordinary person leading an

ordinary life, who in drawing upon "ordinary" character traits can stand out as being

special. Heroes and heroines in good literature are portrayed as complex individuals, so

it is necessary to analyze them in a holistic manner by paying special attention to the

interplay of both positive and negative traits. Many main characters are strong role

models because they rise above their own negative traits or weaknesses and overcome

personal challenges. We often find protagonists inspiring because they demonstrate the

need for individuals to be resilient and to respond proactively to challenging

circumstances. Discussing heroes and heroines with children presents countless

opportunities for considering how character traits are expressed in others, and how

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Page 2 of 7 ED477609 2003-12-00 Exploring the Function of Heroes and Heroines in Children's

Literature from around the World. ERIC Digest.
children can develop positive character traits in themselves.

HEROES AND HEROINES AS EXEMPLARS OF

UNIVERSAL CHARACTER TRAITS

A content analysis of award winning children's books from around the world indicates

some character traits are universally appreciated. These include: personal courage,

caring for others, perseverance, resourcefulness, a belief in oneself, and optimism

(Singh, Lin, & Lu, 2002). Through books children can see heroes and heroines in

different regions respond to issues such as racial, ethnic, and religious strife in ways

that demonstrate courage and resilience. While different societies may value similar

character traits, how these traits are expressed can vary in different regions.

Descriptions indicating cultural variations in how character traits are manifest, help

children gain a sensitive understanding of how universal traits can also be unique. By

using heroes and heroines to explore the differential impact societal issues have on

people around the world we can delve into examining issues surrounding expressions of

individuality, identification with social groups, and strategies for dealing with various

forms of discrimination.

HEROES AND HEROINES AS EXEMPLARS OF

CHARACTERS TRAITS APPRECIATED

IN PARTICULAR CONTEXTS AND TIME PERIODSHeroes and heroines are best

understood and appreciated when viewed within the social contexts in which their lives

played out. Just as every cultural and ethnic group has its own distinctive system of

values and beliefs, which reflect unique ways of thinking, behaving, and living, so, too,

character traits considered desirable are a unique reflection of a group's value and

belief system (Hourihan, 1997). Accordingly, it is important to foster non-judgmental

discussions among students about how some cultures may view certain character traits

to be positive while others may consider these traits in a negative light.

Actively considering the dynamic nature of social, economic, and political contexts

contributes to a thoughtful analysis of the thoughts, emotions, and actions of individual

heroes and heroines. We must be careful when making connections between valued

character traits in societies in the present and those from different historical periods. At

the same time, ever changing present day realities also require us to be cautious in

understanding contemporary heroes and their societies. Certain character traits we

viewed positively just a few years ago may now be offensive within our societies.

Certain realities heroes and heroines took for granted just a short time span ago may

now be those that are the sources of conflict. On the whole, we must take care to

analyze each hero or heroine's character traits and actions first within the context in

which they have been presented, and only then attempt to make meaning of these

character traits in a manner that transcends contextual boundaries.

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ED477609 2003-12-00 Exploring the Function of Heroes and Heroines in Children's

Literature from around the World. ERIC Digest.

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As access to other cultures around the world becomes increasingly easy, it is more

important than ever for educators and parents to recognize how children can be

provided opportunities to understand how people in diverse areas live, feel, and think

(Marston, 1997). The following section is devoted to criteria useful for selecting and

evaluating international children's literature. We have also included some citations that

contain bibliographies of exemplary international and multicultural books.

EVALUATING AND SELECTING CRITERIA FOR

INTERNATIONAL CHILDREN'S LITERATURE

There are universal criteria for evaluating and selecting high quality children's literature

whether this is for young or older readers, for boys or girls. However, additional

considerations need to be taken into account while introducing books from other

countries to children. The following list was developed by synthesizing

recommendations from several sources (ALSC Board, 1987; Council of Interracial

Books for Children, 1974; Pang, Colvin, Tran, & Barba, 1992; Tomlinson, 2002):

1. Authenticity: While most books are created by authors writing within their own country

and in their local language, some books are written by non-native authors. Authors from

both groups provide readers with different views-as insiders and outsiders-about a

specific culture. The jacket flap and the back of a book are often good places for

readers to identify the author's origin, as well as the resources and research he/she

used to create the story. This information can be crucial when the author is not from the

society in which the story takes place.

2. Context: Context is important in understanding meaning. When introducing children's

literature from other countries, some terms and concepts may be unfamiliar to the

readers. Wherever possible, readers should be provided with information regarding

foreign vocabulary or concepts. This can be integrated into the story, shared as

footnotes, or provided in a glossary.

3. Perspectives: Stories and illustrations for children are never neutral, but reflect the

world view held by the author/artist. It is therefore critical to check for perspectives

toward particular socio-economic and cultural groups both in written text and

illustrations.

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Page 4 of 7 ED477609 2003-12-00 Exploring the Function of Heroes and Heroines in Children's

Literature from around the World. ERIC Digest.
4. Translation: Translation is the art of recreating a story by remaining true to the tone,

style, plot, characterization, and emotion that the original author expressed. Whenever

possible, ask people from the particular language group to check the accuracy of

concepts, language, and meaning, or even better, to compare the original and

translated text.

5. Illustration: High quality illustrations in a picture book not only complement the written

text but also provide an alternative way for readers, especially the very young, to

interpret the story. Although artist styles and media of presentation may vary, it is

important that these styles are true to the characters and the context they depict. While

examining illustrations, look at how characters are portrayed (i.e., whether all of them

look alike or dress alike). If language symbols such as signboards in a street scene are

used, are these orthographically correct?

RESOURCES FOR INTERNATIONAL

CHILDREN'S LITERATURE

There are several resources devoted to introducing children's books from around the

world, providing annotated bibliographies of these books, and discussing trends and

issues in international children's literature. We used three books while writing this

digest-"The New Press Guide to Multicultural Resources for Young Readers" (Muse,

1997), "The World Through Children's Books" (Stan, 2002), and "Children's Books from

Other Countries" (Tomlinson, 1998). For more information, readers may also wish to

consult the following two books: "Global Perspectives in Children's Literature", edited by

Freeman and Lehman in 2001 (ISBN 0205308627) and "Change and Renewal in

Children's Literature", by Van Der Walt and Fairer-Wessels, published in 2004 (ISBN

0275981851). In addition, Bookbird, "A Journal of International Children's Literature"

(ISSN 0067377) by International Board on Books for Young People (IBBY) also offers

valuable information on many facets of international children's literature. Finally, a web

link created by the Clearinghouse on Reading, English, and Communication containing

resources on organizations, reviews sources, booklists, and issues and trends in

international children's literature is located at:

http://reading.indiana.edu/ieo/bibs/intlchlit.html.

REFERENCES

Association for Library Service to Children (ALSC) Board. (1987). (Rev. ed.), "ALSC

Mildred L. Batchelder Award: Terms and criteria". Chicago: American Library

Association.

Council of Interracial Books for Children. (1974). "10 Quick ways to analyze children's

books for racism and sexism". New York: The Author. [ED 188 852]

ERIC Resource Center www.eric.ed.gov

ED477609 2003-12-00 Exploring the Function of Heroes and Heroines in Children's

Literature from around the World. ERIC Digest.

Page 5 of 7
Hourihan, M. (1997). "Deconstructing the hero: Literary theory and children's literature".

New York: Routledge.

Marston, E. (1997). Images of Arabs in American children's literature. In D. Muse (Ed.),

"The New Press guide to multicultural resources for young readers" (pp. 354-357). New

York: The New Press. [ED 420 071]

Muse, D. (1997). (Ed.), "The New Press guide to multicultural resources for young

people". New York: The New Press.

Pang, V. O., Colvin, C., Tran, M., & Barba, R. H. (1992). Beyond chopsticks and

dragons: Selecting Asian-American literature for children. "The Reading Teacher",

46(3), 216-224. [EJ 452 692]

Rockman, H. (1993). "Against borders". Chicago: ALA Books.

Singh, M., Lin, C.-H., & Lu, M.-Y. (2002, November). "Heroes and heroines in children's

literature around the world". Paper presented at the National Council of Teachers of

English Annual Convention, Atlanta, GA.

Stan, S. (2002). "The world through children's books". Lanham, MD: Scarecrow Press.

Tomlinson, C. M. (1998). "Children's books from other countries". Lanham, MD:

Scarecrow Press.

Tomlinson, C. M. (2002). An overview of international children's literature. In S. Stan

(Ed.), "The world through children's books". Lanham, MD: Scarecrow Press.

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Digest #183 EDO-CS-03-04 was published in December 2003 by the ERIC

Clearinghouse on Reading, English & Communication, 2805 E 10th St. Bloomington, IN

47408. ERIC Digests are in the public domain and may be freely reproduced.

This project is funded in part with Federal funds from the US Dept. of Education

(contract number ED-99-CO-0028). The content does not necessarily reflect the views

or policies of the US Department of Education nor does mention of trade names,

commercial products, or organizations imply endorsement by the US Government

Title: Exploring the Function of Heroes and Heroines in Children's Literature from

around the World. ERIC Digest.

Note: ERIC/REC Digest number 183.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

www.eric.ed.gov ERIC Custom Transformations Team

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Literature from around the World. ERIC Digest.
Available From: ERIC Clearinghouse on Reading, English and Communication, 2805

E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel:

800-759-4723 (Toll Free).

Descriptors: Childrens Literature, Cultural Differences, Elementary Education, Reading

Material Selection, Role Models

Identifiers: ERIC Digests, Heroes

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