유대인 대학살을 다룬 그림책의 서사 전략 (Narrative Strategies in Holocaust Picturebooks)

서지정보

· 발행기관 : 한국문학교육학회
· 수록지 정보 : 문학교육학 / 39호 / 175 ~ 210페이지
· 저자명 : 나선희

초록

The purpose of this study was to explore narrative strategies in holocaust picturebooks where primary implied reader is young child. For this, we analysed 5 picture story books whose setting is holocaust.
The results are as follows：In holocaust picturebooks, there is author’s note on the sidelines of picturebook body text. This note tells why and how the author writes such a picturebook. It serves as a guide for reading the picturebook text and understanding the relationships between the text and his historical reality. Besides this note suggests limits of representation of horrible historical reality in picturebook. It can also act as a buffer against shock that the young children may get to be under.
Except for <Rose Blanche>, 4 picturebooks tell the urgent need of testimony by the reason of agedness and sickness of narrators. In this sense, these narrators seem like agent of the author who can not help doing writing as a testimony.
These picturebooks authors show directly and indirectly their limits of representation of terrible historical reality through the existence of personified narrators such as a doll with cognitive limit and a tall tree that can look more than the human being.
Except for <Rose Blanche>, 4 picturebooks are in the form of reminiscences. As we can see in the case of Erika, the memory of historical reality is closely connected with the problem of individual identity in the society. And like that of Helen, it may be a report of self-reflection or play role in healing the scar.

영어초록

The purpose of this study was to explore narrative strategies in holocaust picturebooks where primary implied reader is young child. For this, we analysed 5 picture story books whose setting is holocaust.
The results are as follows：In holocaust picturebooks, there is author’s note on the sidelines of picturebook body text. This note tells why and how the author writes such a picturebook. It serves as a guide for reading the picturebook text and understanding the relationships between the text and his historical reality. Besides this note suggests limits of representation of horrible historical reality in picturebook. It can also act as a buffer against shock that the young children may get to be under.
Except for <Rose Blanche>, 4 picturebooks tell the urgent need of testimony by the reason of agedness and sickness of narrators. In this sense, these narrators seem like agent of the author who can not help doing writing as a testimony.
These picturebooks authors show directly and indirectly their limits of representation of terrible historical reality through the existence of personified narrators such as a doll with cognitive limit and a tall tree that can look more than the human being.
Except for <Rose Blanche>, 4 picturebooks are in the form of reminiscences. As we can see in the case of Erika, the memory of historical reality is closely connected with the problem of individual identity in the society. And like that of Helen, it may be a report of self-reflection or play role in healing the scar.

참고자료

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