| Titre : | Trauma and Identity Fragmentation in Children Literature: Hayao Miyazaki’s “Howl’s Moving Castle” and Randa Abdel-fattah’s “Where the Streets Had a Name” |
| Auteurs : | Fatima Zahra Def, Auteur ; Nadia Ghounane, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | UNIVERISTY OF SAIDA FACULTY OF LETTERS AND LANGUAGES DEPARTEMENT OF ENGLISH, 2024-2025 |
| Format : | 210p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : |
LLA-D / أطروحة دكتوراه الطور الثالث كلية الآداب واللغات والفنون |
| Mots-clés: | Children’s Literature ; Ghibli Adaptations ; Identity Fragmentation ; Palestine ; Trauma ; War in Children’s Fiction |
| Résumé : |
This dissertation considers the propelled zone of children’s literature, which has been at the
forefront of many research works. As a genre that has gained worldwide fame, its content has been the major conflict of parents and authors swinging between two fundamental opinions: presenting a verisimilitude to children, with atrocity within, or keeping their literature a dreamlike genre with hope and happiness. This research paper focuses on such daring authors who challenge the opinion and speak out against war and its cruelty to the juvenile. Whether in fantasy or realism, war has distorted children’s personalities. Trauma and identity fragmentation are the concepts under the lens in this research as they affect the child’s psyche and reflect their reality in fiction. An interdisciplinary approach combining trauma and dissociation with characterization is the selected approach to analyze Miyazaki’s Howl’s Moving Castle and Abdel-Fattah’s Where the Streets Had a Name. The latter proves that children in Palestine are hard to portray realistically and assures that such atrocity can never be tolerated nor accepted. The approach dives into defining each concept and linking it to the literary field, combining psychological trauma with intertextuality, repetition, flashbacks, and flashforwards. Identity fragmentation is listed in a taxonomy of the textual, the psychological, and the chronological, while characterization focuses on constructing the fictional entity with its naming, appearance, and attitude. Analyzing the narratives allows the conclusion that the child of war is the most segregated unvoiced element in contemporary times, as worldwide propaganda claims to advocate children’s rights all around the world. Reality is a whole other extreme where children, specifically Palestinian children, are but daily ascending-to-the-sky souls that are prevented from the most straightforward right to live, let alone living well. |
| Note de contenu : |
Dedication …………………………………………...……………………………….. I
Acknowledgements …………………………………………………………..……………... II List of Figures …………..….…………………………………………………………..….. III List of Tables………..……………………………………………………………..…...........IV List of Acronyms………..….…………………………………………………………..….....V Abstract .……………………………………………………………………………..…..... .VI Table of Contents ..……………………………………………...........................................VII General Introduction ……….…………………………………………………................... 01 1. Chapter One: Preamble to Children’s Literature.………………..….………………...07 1.1. Introduction ..……………………………………………..........................................................09 1.2. Age-groups in Fiction ..……………………………………………..........................................10 1.2.1. Adult Literature, not Adultery .……………………………………………..........................11 1.2.2. Mixed-age Audience .……………………………………………..........................................13 1.2.3. Children’s Literature .……………………………………………...........................................15 1.3. Children’s Literature: a Historical Overview .…………………………………………….....17 1.3.1. Children’s Narratives in Antiquity .……………………………………………...................17 1.3.2. Medievality and Children’s Literature .…………………………………………….............19 1.3.3. Printed Children’s Literature .…………………………………………….............................20 1.3.4. The First Golden Age .……………………………………………........................................21 1.3.5. The Second Golden Age .……………………………………………...................................24 1.4. Postcolonial Children’s Literature .…………………………………………….......................26 1.4.1. Postcoloniality in Juvenile Fiction .……………………………………………..................27 1.4.2. War for the Child .……………………………………………................................................29 1.4.3. Atrocity as a Theme .……………………………………………...........................................32 1.4.4. Binarism in Children’s Literature .……………………………………………...................35 1.4.5. Palestinian Children’s Literature: Reflection of Colonial Restrictions………………37 1.5. The Child of War in Genres .…………………………………………….................................40 1.5.1. Realism and Reality .……………………………………………...........................................40 1.5.2. Fantasy and its Levels .……………………………………………........................................42 1.5.3. Film Adaptation for the Child .……………………………………………...........................45 1.5.4. Anime and Studio Ghibli .……………………………………………...................................46 1.5.4.1. The Japanese Child and WW2 Catastrophe .…………………………………………….49 1.6. Conclusion .……………………………………………..............................................................50 2. Chapter Two: The Wounded Child; A Psycho-Literary Approach………………….52 2.1. Introduction .…………………………………………….......................... .…………………...55 2.2. The Psychological Layer .……………………………………………......................................56 2.2.1. Trauma .…………………………………………….................................................................56 2.2.2. The Traumatized Child .……………………………………………......................................60 2.2.3. Post-Traumatic Stress Disorder .…………………………………………….......................61 2.2.4. Trauma Literary Theory .……………………………………………....................................64 2.2.5. Trauma Literary Techniques .……………………………………………...........................65 VIII 2.2.5.1. Intertextuality .……………………………………………..................................................65 2.2.5.2. Repetition .…………………………………………….......................... .…………………67 2.2.5.3. Flashbacks .…………………………………………….......................................................68 2.2.5.4. Foreshadowing .……………………………………………...............................................69 2.3. Identity and Belonging Layer .………………………………………….…............................70 2.3.1. Identity .……………………………………………............................……………………...70 2.3.2. Dissociation and Fragmentation .…………………………………………….....................71 2.3.3. Fragmented Identity .…………………………………………….........................................72 2.3.4. Childhood Identity .……………………………………………...........................................73 2.3.5. War and Child Identity .……………………………………………....................................75 2.3.6. Literary Fragmentation .……………………………………………....................................75 2.4. The Character Layer : Intersection…………………………………........................................79 2.4.1. Reflection on the Character .…………………………………………….............................79 2.4.2. Brief Historical Background .……………………………………………...........................80 2.4.3. Child Character .……………………………………………................................................81 2.4.4. Children Characters in Wars .……………………………………………...........................82 2.4.5. Fictional Characters Arcs .……………………………………………................................83 2.4.5.1. Characters and Characterization .…………………………………………….................85 2.4.5.2. The Character and Psychology .……………………………………………...................88 2.4.3.2 Naming .……………………………………………............................................................89 2.4.3.3 Physical Appearance of Characters .…………………………………………….............90 2.5. Conclusion .……………………………………………............................................................91 3. Chapter Three: Trauma, the Traumatic and the Traumatized……………………..93 3.1. Introduction .……………………………………………..........................................................95 3.2. Towards the Narratives .…………………………………………….......................................96 3.2.1. Howl’s Moving Castle, a Magical Veracity .…………………………………………….97 3.2.2. Streets and their Names .…………………………………………….................................100 3.3. War, Fires, and Checkpoints .……………………………………………............................103 3.4. Displacement and Alienation.…………………………………….............................105 3.5. Enlistment, Hygiene, and Bulldozers .…………………...…………………….................108 3.6. Youth and Atrocity .……………………………………………..........................................109 3.6.1. Atrocity in Howl’s Moving Castle.……………………………………..................110 3.6.2. Atrocity in Where the Streets Had a Name………………………….……………113 3.7. Trauma and PTSD.…………………………………………….................................117 3.7.1. Trauma in Howl’s Moving Castle.……………………………………………......120 3.7.2. Trauma in Where the Streets Had a Name.……………………………………….121 3.8. Intertextuality ……………………………………………........................................124 3.8.1. Intertextuality in Howl’s Moving Castle.………………………………………....124 3.8.2. Intertextuality in Where the Streets Had a Name.…………………………….….127 3.9. Repetition: Memories or Triggers? .……………………………………………......130 3.10. Flashback: Stares of the Past.…………………………………………….................134 3.11. Foreshadowing: a Call to the Future.…………………………………………….....136 3.12. Trauma and Latent Vulnerability.……………………………………………...........139 3.13. Conclusion .…………………………………………….......................... .………………....141 IX 4. Chapter Four: All on Identity, Children, and Characterization …………………..142 4.1. Introduction.……………………………………………..............................................144 4.2. Identity Fragmentation, or Dissociation.……………………………………………...145 4.2.1. Textual Fragmentation.……………………………………………...........................146 4.2.2. Chronological Fragmentation…………………………………………….................148 4.2.3. Psychological Fragmentation.…………………………………………….................150 4.2.3.1. Fragmentation of Sophie.…………………………………………….....................153 4.2.3.2. Fragmentation of Samy.…………………………………………….......................156 4.2.3.3 The Loss of Identity.…………………………………………….............................157 4.3. Child Character in War.…………………………………………….............................159 4.3.1. Heroizability .…………………………………………….........................................160 4.3.2. The Power of Naming.……………………………………………............................162 4.3.3. The Way They Look.……………………………………………..............................165 4.4. Intersections.……………………………………………..............................................174 4.4.1. The Young Enemy in War.…………………………………………….....................174 4.4.2. Diverse Children of the Second Golden Age ……………………………………….175 4.4.3. What ‘Post’ Colonialism?! ………………………………………………………….176 4.4.4. The Adult Child in Fiction ………………………………………………………….178 4.4.5. Is There a Palestinian Child?.…………………………………………….................179 4.4.6. East Vs East.……………………………………………...........................................181 4.4.7. West within East.……………………………………………....................................182 4.5. The Child.……………………………………………..................................................184 4.6. Conclusion.……………………………………………................................................185 General Conclusion .…………………………………………….................................................186 Works Cited ……….………………………………………….....................................................194 List of Appendices……………………………………………………….……………….208 |
Exemplaires (2)
| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| BUC-D 000339 | LLA-D 00024 | Livre | Bibliothèque PMB Services | Albums | Libre accès Disponible |
| BUC-D 000340 | LLA-D 00025 | Livre | Bibliothèque PMB Services | Albums | Libre accès Disponible |
Documents numériques (1)
BUC-D 000339 Adobe Acrobat PDF |
