Narrating Humanity: Children’s Literature and Global Citizenship Education

Narrating Humanity: Children’s Literature and Global Citizenship Education

The aim of this thesis is to explore how children’s magic realist fiction contributes to critical Global Citizenship Education (GCE). This study argues that children’s magic realist literature can facilitate young readers’ knowledge and understanding of human rights issues and promote environmental awareness in a non-didactic manner by representing global issues from non-human perspectives. The thesis comprises four articles.

The first study explores the non-human perspective of an animalhuman ‘cyborg’ protagonist in Peter Dickinson’s novel Eva (1988). The study shows how the non-human perspective allows the reader to go beyond anthropocentric boundaries in order to explore the issue of treating the other.

The second study investigates an animal perspective on the Roma genocide along with the mistreatment of animals in the Second World War in Sonya Hartnett’s The Midnight Zoo (2010). The animal perspective shows human intolerance of other humans (the Roma) intertwined with human actions towards animals and encourages the reader in a non-didactic way to adopt an eco-philosophical standpoint.

The third study is concerned with the representation of the Holocaust from the point of view of a supernatural narrator, Death, in Marcus Zusak’s The Book Thief (2005). Death’s inverted magic realist narrative facilitates the young reader’s understanding of human rights issues and represents the history of the genocide in a non-didactic manner.

The fourth study examines the relationships between humans and the natural environment shown from the non-human perspective of a tree. Taking the lens of holistic ecology, this study explores the representation of human – nature relationships in Patrick Ness’s A Monster Calls (2011) and how the novel guides the child-reader towards an awareness of environmental issues.