Children's Literature in Education

, Volume 41, Issue 3, pp 189–206

Three Walks Through Fictional Fens: Multidisciplinary Perspectives on Gaffer Samson’s Luck

Authors

  • Gabrielle Cliff Hodges
    • Faculty of EducationUniversity of Cambridge
    • Faculty of EducationUniversity of Cambridge
  • Liz Taylor
    • Faculty of EducationUniversity of Cambridge
Original Paper

DOI: 10.1007/s10583-010-9109-9

Cite this article as:
Cliff Hodges, G., Nikolajeva, M. & Taylor, L. Child Lit Educ (2010) 41: 189. doi:10.1007/s10583-010-9109-9

Abstract

The paper discusses the children’s novel Gaffer Samson’s Luck (1984), by Jill Paton Walsh, from three different perspectives; those of a cultural geographer, a literary scholar and an English teacher. It is part of a larger research project on children’s perception of their place-related identities through reading and writing. The novel is used as a case study to develop a multidisciplinary approach, drawing upon theories of literature and reading, and a conceptualisation of space in cultural geography. Employing ideas from different disciplines, the paper offers an original interpretation of the text as well as innovative analytical tools for future research and for classroom application.

Keywords

Children’s literatureReader responseChildren’s geographiesPlace-related identityJill Paton Walsh

Copyright information

© Springer Science+Business Media, LLC 2010