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Children and Human Rights, Two Ways to Narrate Human Rights
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어린이와 인권, 인권을 서사화하는 두 가지 방식

논문 기본 정보

Type
Academic journal
Author
Kim Hwaseon (배재대학교)
Journal
Korea Association of Literature for Children and Young Adults The Korea Association of Literature for Children and Young Adlult Vol.23 KCI Accredited Journals
Published
2018.12
Pages
369 - 394 (26page)
DOI
10.24993/JKLCY.2018.12.23.369

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Children and Human Rights, Two Ways to Narrate Human Rights
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Abstract· Keywords

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In order to look at how children’s literature speak about human rights, this research paper reviewed the meaning of being a child, compared two contrasting ways of opening the categories of human rights books and writing down human rights issues. The place to think about the human rights issue of children begins with Bang Jung-hwan. Although Bang Jung-hwan recognized children as independent subjects with personalities, he ensured the rights of universal subjects represented in the name of ‘children’ rather than children as individual subjects living everyday life. Therefore, post-Bang Jung-hwan, children’s literature that recreates the human rights of children should pay attention to differences inherent in children as universal subjects.
Texts conveying knowledge about human rights for the purpose of ‘education on human rights’ do not allow readers the possibility of free interpretation, repeating intentional intervention by the author and outright presentation of instructional messages. On the other hand, works that lead the world’s change show how literature can change the reality, even in the face of the unjust reality of human rights being violated. 『Mr. Mokgirin, Get On!』, 『Do Not Sell Weapons!』, and 『Shout Out, Playground』are examples of the potential of utopian solidarity based on fairy tales of imagination, showing the possibility of creating a common world by politicizing everyday life. Literature for humans can exert its power when talking about the human rights of individuals whose conceptual words cannot be named, paying attention to the child’s’ that exist in reality, not a universal child.
#어린이 #인권 #방정환 #보편적 주체 #개별자 #계몽성 #정치적 주체 #연대의 서사 #Children #Human Rights #Bang Jung-hwan #Universal Subject #Individual #Enlightenment #Political subject #Narrative of solidarity

Contents

국문초록
1. 서론
2. 어린이와 인권의 문제
3. 아동청소년문학이 인권을 말하는 방식
4 결론: 어린이에서 어린이‘들’ 로
참고문헌
Abstract

References (30)

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[단행본] - 김예진 / 2017 / 어린이를 위한 인권 보고서 / 풀과바람 google schola [학술지(정기간행물)] - 방정환 / 1930 / 아동문제 강연자료 / 학생 2 (7) google schola [학술지(정기간행물)] - 방정환 / 1923 / 소년의 지도에 관하여 / 천도교회월보 google schola [학술지(정기간행물)] - 소파 / 1924 / 어린이 讚美 / 신여성 2 (6) google schola [단행본] - 신연호 / 2016 / 스토의 인권 교실－인권은 왜 중요할까? / 시공주니어 google schola

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