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Çocuk edebiyatı metinlerinde aranan temel özelliklerden biri olan “antiotoriter anlatım” kavramı, kitabın anlatımına egemen olan yaklaşımı, olayların farklı bakış açılarıyla sorgulanmasına izin veren anlatım biçimini ifade eder. Çalışmada, çocuk edebiyatının temel ilkelerinden olan antiotoriter anlatım özelliği temel ölçüt olarak alınmış, metinden verilen örneklerle bu özelliği ortaya koymak amaçlanmıştır. Çocuk edebiyatı metinlerinde antiotoriter anlatım özelliğine dayanan çalışmaların sınırlı olması sebebiyle çalışmanın alana katkı sağlayacağı düşünülmektedir. Araştırmada, nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Bu yöntem, araştırılması hedeflenen olgu veya olgular hakkında bilgi içeren yazılı materyallerin analizini kapsar ( Yıldırım ve Şimşek, 2008: 187). Çalışmada, Türk çocuk edebiyatının önemli yazarlarından olan Aytül Akal’ın “Güzel Kitaplarım” adlı öyküsü, doküman olarak incelenmiş; veriler betimsel analizle elde edilmiştir. Metnin özelliğini yansıtmak için doğrudan alıntılara yer verilerek elde edilen bulgular yorumlanmıştır. Çalışmada, incelenen eserin görselinde ve içeriğinde “otoriter” tavra sahip kahramanların ve otoriteyi/baskıcı tutumu örnekleyen olayların yer aldığı buna karşın yazarın anlatımında “otoriter” bir tavrın olmadığı belirlenmiştir. Yazarın eserde, çocukları olumlu tutum ve davranış değişikliğine yönlendirebilecek, onlara değer kazandırabilecek, yaşantılarında karşılaşabilecekleri birtakım durumlar için ön yargılarını kırabilecek olay ve durumlara yer verdiği görülmüştür. Yazarın “antiotoriter anlatım” özelliğine uygun olarak okura açıkça mesaj vermediği, yönlendirmede bulunmadığı, okuru farklı örnekler ve kişilerle karşılaştırarak onların konu üzerinde düşünmelerini sağlayabilecek bir anlatım gerçekleştirdiği belirlenmiştir. Yazar, didaktik bir anlatım yerine, okuru düşündürmeyi, doğruya yanlışa kendilerinin karar vermesini sağlayan bir anlayışla hareket etmiştir. Tüm bu verilere bağlı olarak çalışmada, metnin otoriter bir anlayışla yazılmadığı, yazarın antiotoriter yaklaşımı benimsediği sonucuna varılmıştır. Ayrıca bu durum; otoriter üslup kullanmadan da okuru bazı konularda düşündürmenin, değer, tutum ve davranış kazandırmanın (yani çocuk kitaplarında eğitselliğin) mümkün olduğu sonucunu ortaya koymaktadır.
The concept of "antiotoriter narrative", which is one of the basic characteristics sought in children's literature texts, represents the approach that dominates the narrative of the book, the form of narrative that allows the events to be questioned from different perspectives. In the study, the anti-autoritary narrative characteristic, which is one of the basic principles of children's literature, is taken as a basic standard, with the aim of demonstrating this characteristic with examples given from the text. Children's literature texts are thought to contribute to the field because the work based on the anti-autoritary narrative feature is limited. In the research, the quality research methods have been used to review documents. This method covers the analysis of written materials containing information about the facts or facts intended to be investigated (Light and Lightning, 2008: 187). In the study, the story of Aytül Akal, one of the important writers of Turkish children's literature, called "My Beautiful Books", was studied as a documentary; the data was obtained by visual analysis. The findings obtained by placing the quotes directly to reflect the characteristics of the text are interpreted. In the study, the visual and contents of the study included heroes with "autoritary" attitude and events demonstrating authority/pressive attitude, however, the author's narrative found that there was no "autoritary" attitude. In the work, the writer has seen events and situations that can lead the children to positive attitudes and behavior changes, which can value them, which can break their prejudices for a number of situations they may encounter in their lives. It has been determined that the author does not give a clear message to the reader in accordance with the feature of "anti-otoriter narrative", that he is not directed, that he performs a narrative that allows the reader to think about the subject by comparing with different examples and persons. The author, instead of a didactic narrative, has moved with a understanding that allows the reader to think, to make their own decisions right to wrong. Based on all these data, the study concluded that the text was not written with an authorized understanding, and that the author adopted an anti-autoritarian approach. This situation also shows the conclusion that it is possible to reflect the reader on some subjects without the use of authority, to gain value, attitude and behavior (i.e. education in children’s books).
The concept of “antiotoritarian expression”, which is one of the basic features sought in the texts of children's literature, expresses the approach that dominates the narration of the book and the form of expression that allows events to be questioned from different perspectives. In the study, the feature of authoritative expression, which is one of the basic principles of children's literature, was taken as the basic criterion and it was aimed to reveal this feature with the examples given from the text. It is thought that the study will contribute to the field due to the limited number of studies based on antiotoric expression in children's literature texts. In the research, document review, one of the qualitative research methods, was used. This method involves the analysis of written materials that contain information about the phenomenon or facts intended to be investigated. In the study, Aytül Akal, who is one of the important writers of the field of children's literature, was named as "My Beautiful Books" data were obtained by descriptive analysis. Findings obtained by including direct quotations were interpreted to reflect the characteristics of the text. In the study, however, it was determined that there were no “authoritative” attitudes in the narrative of the author. It is seen in the work that there are events and situations that can lead children to a positive attitude and behavior change, add value to them, and break their prejudices for a number of situations they may encounter in their lives. It has been determined that the author did not expressly convey messages to the reader in accordance with the “authoritative expression” feature, did not provide guidance, and made a narrative that could enable the reader to think about the subject by comparing them with different examples and individuals. The writer acted with an understanding that allowed the reader to make a decision, to make the decision wrong, instead of a narrative expression. Based on all these data, it was concluded that the text was not written with an authoritative approach, and that the author adopted an anti-authoritative approach. Also this situation; reveals the conclusion that it is possible to make the reader think about some issues, to gain value, attitude and behavior (i.e. educational in children's books) without using authoritative style.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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