Abstract
Since texts written for children and young adults both mediate cultural attitudes and play a part in acculturating young readers, we decided to explore the extent to which contemporary multicultural Canadian picture books may act as postcolonial reading sites for interrogating shifting understandings of nationhood and identity. We pursued our investigation by means of a study involving students in the Faculty of Education at the University of Alberta.
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Johnston, I., Mangat, J. (2012). National Identity and the Ideology of Canadian Multicultural Picture Books. In: Johnston, I., Mangat, J. (eds) Reading Practices, Postcolonial Literature, and Cultural Mediation in the Classroom. SensePublishers. https://doi.org/10.1007/978-94-6091-705-9_5
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DOI: https://doi.org/10.1007/978-94-6091-705-9_5
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