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- All Subjects: Children's theater
- Creators: Underiner, Tamara
Description
The construction of the contemporary Taiwanese child and childhood has been under-researched. It is often understood solely in contrast to a Western context as a mysterious or even exotic existence. However, this understanding differs from what I discovered in my literary reviews, which reveal many similarities - not differences - with respect to the philosophical views of the child and childhood between the so-called "East" and "West." To gain a better understanding of the Taiwanese child and childhood, I chose the annual Taipei Children's Arts Festival (TCAF) as my main research subject and adopted grounded theory and dramatic analysis as my research methods to explore the following question: What are the representations of the Taiwanese child and childhood as reflected by the cultural artifacts of TCAF between 2000 and 2011? TCAF is the largest children's arts festival in Taiwan and theatre for young audiences (TYA) has been its main component. I therefore selected four award winning TCAF plays and their production videos as my main data. Additional data consists of forewords from the programs, which were written by mayors of Taipei City, commissioners of Taipei's Department of Cultural Affairs, and festival organizers. To provide context, I give a brief history of Taiwanese children's theatre before beginning the main analysis. My findings indicate a complex construction of the Taiwanese child and childhood. The central category states that Taiwanese children are constructed as adults' futures. This explains adults' desires to preserve children's positive qualities, and reflects adults' emphasis on learning and teaching, children's agency, and their happiness. Determining one central category/hypothesis proved to be difficult, due to the variety and complexity of my data. Missing categories include concepts of the unconscious child and children's relationships to religion, family, friendships, and gender issues. The distinctions between children and adults are both distinct and ambiguous. Although differences of the East/West binary exist, social constructions of the child and childhood become increasingly similar as the world becomes more fluid. My research highlights a variety of such elements. Future research is still needed, however, in order to broaden and deepen the understanding of the Taiwanese child and childhood.
ContributorsTsai, Yi-ren (Author) / Bedard, Roger (Thesis advisor) / Woodson, Stephani E (Committee member) / Underiner, Tamara (Committee member) / Arizona State University (Publisher)
Created2012
Description
In the United States, we tend to understand linguistic systems as separate and autonomous, and by this understanding, bilinguals are people who speak two different languages and switch between them. This understanding of bilingualism, however, does not reflect the reality of the way many bilinguals use language. Rather than “code-switch” between two languages, sociolinguists posit that many bilinguals understand their language as a single linguistic system, and choose different elements of that system in different situations, a process termed, “translanguaging.” Translanguaging provides an alternative framework for examining bilingual language as an ideological system in plays, particularly plays which use translanguaged dialogue to describe the experiences of young people who dwell on and cross borders, a category of plays I term, “Border Theatre for Young Audiences (TYA).” This descriptive study utilizes grounded theory and close reading theoretically grounded in border studies and sociolinguistic theory to determine what roles Spanish and English play in Border TYA as autonomous systems, and as pieces of a new, translanguaged system. Playwrights of Border TYA u translanguaging as a structural metaphor for cultural negotiation to examine identity, belonging, and borders. Translanguaging provides subaltern characters a process for communicating their experiences, examining their identities, and describing encounters with borders in their own unique linguistic system. Border TYA, however, does not exclusively translanguage. Border TYA also incorporates monolingual dialogue and translation, and in these instances the languages, Spanish and English, function autonomously as tools for teaching audience members to recognize vocabulary and cultural experience.
ContributorsSchildkret, Elizabeth (Author) / Etheridge Woodson, Stephani (Thesis advisor) / Underiner, Tamara (Committee member) / Garcia, Lorenzo (Committee member) / Bernstein, Katherine (Committee member) / Hughes, Erika (Committee member) / Arizona State University (Publisher)
Created2017