Ideologies of Identity in Adolescent Fiction: The Dialogic Construction of Subjectivity (Garland Reference Library of Social Science)

298 Pages·1999·1.3 MB·English

by  Robyn McCallum

IDEOLOGIES OF IDENTITY
IN ADOLESCENT FICTION

CHILDREN’S LITERATURE AND CULTURE
VOLUME 8
GARLAND REFERENCE LIBRARY OF SOCIAL SCIENCE
VOLUME 1094
CHILDREN’S LITERATURE AND CULTURE
JACK ZIPES, Series Editor
CHILDREN’S LITERATURE THE CASE OF PETER RABBIT
COMES OF AGE Changing Conditions
Toward a New Aesthetic of Literature for Children
by Maria Nikolajeva by Margaret Mackey
REDISCOVERIES IN
LITTLE WOMEN AND
CHILDREN’S LITERATURE
THE FEMINIST IMAGINATION
by Suzanne Rahn
Criticism, Controversy, Personal Essays
REGENDERING THE edited by Janice M.Alberghene
SCHOOL STORY and Beverly Lyon Clark
Sassy Sissies and Tattling Tomboys
by Beverly Lyon Clark IDEOLOGIES OF IDENTITY
IN ADOLESCENT FICTION
WHITE SUPREMACY IN The Dialogic Construction of
CHILDREN’S LITERATURE
Subjectivity
Characterizations of African
by Robyn McCallum
Americans, 1830–1900
by Donnarae MacCann
NARRATING AFRICA
RETELLING STORIES, George Henty and
FRAMING CULTURE the Fiction of Empire
Traditional Story by Mawuena Kossi Logan
and Metanarratives in
Children’s Literature
by John Stephens and
Robyn McCallum
IDEOLOGIES OF IDENTITY
A F
IN DOLESCENT ICTION
THE DIALOGIC CONSTRUCTION OF
SUBJECTIVITY

ROBYN McCALLUM

GARLAND PUBLISHING, INC.
A MEMBER OF THE TAYLOR & FRANCIS GROUP
NEW YORK AND LONDON
1999
This edition published in the Taylor & Francis e-Library, 2002.
Copyright © 1999 by Robyn McCallum
All rights reserved

Library of Congress Cataloging-in-Publication Data
Ideologies of identity in adolescent fiction: The Dialogic Construction of
Subjectivity/by Robyn McCallum.
p. cm.—(Children’s literature and culture; v. 8. Garland
reference library of social science; v. 1094)
Includes bibliographical references (p. 267) and index.
ISBN 0-8153-2290-9 (alk. paper)
1. Children’s literature. I. Title. II. Garland reference library of social
science; v. 1094. III. Garland reference library of social science. Children’s
literature and culture; v. 8.
Z7164.S42L55 1995
866'9.3—dc20 93–37236
CIP
ISBN 0-203-90095-2 Master e-book ISBN

ISBN 0-203-90099-5 (Adobe eReader Format)
ISBN 0-8153-2290-9 (Print Edition)
FOR GREG AND LIAM

CONTENTS

ix GENERAL EDITOR’S FOREWORD
xi ACKNOWLEDGMENTS
Chapter 1
3 INTRODUCTION
Chapter 2
23 REPRESENTING INTERSUBJECTIVITY:
POLYPHONIC NARRATIVE TECHNIQUES
Chapter 3
67 DlALOGISM AND SUBJECTIVITY:
DOUBLES AND THE QUEST FOR THE SELF
Chapter 4
99 ALIENATION AND TRANSGRESSION AS FUNCTIONS
OF THE SOCIAL CONSTRUCTION OF SUBJECTIVITY
Chapter 5
131 SUBJECTIVITY, COGNITION AND CERTAINTY
Chapter 6
167 SUBJECTIVITY AND HISTORY
Chapter 7
203 THE TEXTUAL AND DISCURSIVE CONSTRUCTION
OF SUBJECTIVITY I: EXTRALITERARY GENRES
Chapter 8
229 THE TEXTUAL AND DISCURSIVE CONSTRUCTION
OF SUBJECTIVITY II: HISTORIOGRAPHIC GENRES
Chapter 9
255 CONCLUSION
261 GLOSSARY
267 BIBLIOGRAPHY
279 INDEX
viii CONTENTS
GENERAL EDITOR’S FOREWORD

Dedicated to furthering original research in children’s literature and culture,
the Children’s Literature and Culture series includes mono-graphs on
individual authors and illustrators, historical examinations of different
periods, literary analyses of genres, and comparative studies on literature
and the mass media. The series is international in scope and is intended to
encourage innovative research in children’s literature with a focus on
interdisciplinary methodology.
Children’s literature and culture are understood in the broadest sense of
the term children to encompass the period of childhood up through late
adolescence. Owing to the fact that the notion of childhood has changed
so much since the origination of children’s literature, this Garland series is
particularly concerned with trans-formations in children’s culture and how
they have affected the representation and socialization of children. While
the emphasis of the series is on children’s literature, all types of studies that
deal with children’s radio, film, television, and art are included in an endeavor
to grasp the aesthetics and values of children’s culture. Not only have there
been momentous changes in children’s culture in the last fifty years, but
there have been radical shifts in the scholarship that deals with these changes.
In this regard, the goal of the Children’s Literature and Culture series is to
enhance research in this field and, at the same time, point to new directions
that bring together the best scholarly work throughout the world.
Jack Zipes