Avkolonisert barndom, koloniserende teori? – Internasjonal barnelitterær teori i konflikt med kunstnerisk praksis i samtidens norske barnelitteratur
- Side: 104-115
- DOI: https://doi.org/10.18261/ISSN1500-1989-2012-02-04
- Publisert på Idunn: 2012-06-07
- Publisert: 2012-06-07
Dominansen av engelskspråklig barnelitteratur i internasjonal barnelitteraturforskning kan være problematisk når man skal bruke nettopp denne litteraturteorien til å kaste lys over norsk barnelitteratur, ettersom norsk – og nordisk – barnelitteratur ofte skiller seg ut fra engelskspråklig barnelitteratur på flere måter. Med utgangspunkt i to toneangivende teoretikere innen feltet, Perry Nodelman og Maria Nikolajeva drøfter jeg et aktuelt eksempel fra norsk barnelitteratur, bildeboka Gi gass, Ine (2010) av Tore Renberg og Øyvind Torseter.
Nøkkelord: barn,barndom,bildebok,kolonisering,norsk barnelitteratur,internasjonal litteraturteori,Tore Renberg,Øyvind Torseter
Decolonized childhood, colonizing theory?
International literary theory in conflict with artistic practices in contemporary Norwegian children’s literature
International literary theory on children’s literature research often has English language literature as its point of departure. Literary theory developed on the basis of Anglo-American children’s literature doesn’t necessarily fit as Nordic, and in this case Norwegian children’s literature might differ from English language children’s literature in several ways. With theories on the relationship between child and adult developed by two leading researchers in the field as point of departure, namely Perry Nodelman and Maria Nikolajeva, Ommundsen discusses a Norwegian contemporary picturebook, Gi gass, Ine (2010) by Tore Renberg and Øyvind Torseter.
According to Nodelman (2008), children’s literature might represent a kind of «colonial» thinking about less powerful beings (children). Texts for children represent colonialist thinking also by making safety a central concern. Even Nikolajeva (2010) underlines the power imbalance between children and adults, as she launches the notion ‘aetonormativity’: The adult is the norm, while the child is ‘the other’. The picturebook Gi gass, Ine, on the other hand, pictures independent, capable and competent children. This is a book that undermines ‘aetonormativity’. While current children’s literature theory is concerned with the differences between children and adults, adult colonialist thinking over children and adult domination over children (aetonormativity), the tendency in contemporary Norwegian children’s literature rather goes in the direction of a decolonized childhood, where the boundaries between literature for child and adult, and between children and adults, are being crossed, or even erased, developing new forms.