The good, the bad and the ugly of Roald Dahl

Authors are magicians.

pendleburyannette / Pixabay – Magician or Author

They capture your imagination with words and imagery.

Similar to a siren singing her tune, an author draws the reader in with stories of heroes, villains, mysteries and magic. There are several writers that come to mind when one thinks about perspicacity at understanding a developing mind. Enid Blyton comes to my thoughts immediately, as it was her books of Faraway trees, Wishing Chairs, Mallory Towers and the adventurous children that beguiled and transformed me into a certifiable bookworm. Other authors with these same mystical powers include Emily Rodda, A A Milne, Dr Seuss, C. S Lewis, Beatrix Potter, E.B White, Lewis Carrol, Eric Carle, Rick Riordan, J K Rowling and of course, Roald Dahl.

Dahl’s popularity has enthralled generations of children with his fantastical tales. Even 30 years after the publication of perspicacious Matilda, the lure is still strong according to Kelly (2019) who recently published an article in the Sunday Times just short of the author’s birthdate. Dahl’s books have inspired generations of children to read. His stories of redemption and resilience appeal to both children and adults. I found it particularly interesting that the books often seem to be narrated by the child protagonist. By doing so, Dahl places the reader in the central position and thus immediately engages their interest. The books often place the child in the role of an underdog and their eventual vanquishment of the bigger and older (usually an adult) enemy gives great satisfaction. Darby (2016) believes that this narrative style is appealing to children as it makes them feel like “someone is in their court”.

Studiolarsen / Pixabay – Victory at last

Some people assert that Dahl’s books are macabre and filled with violence, racial slurs, misogyny and vindictive behaviour. Anderson (2016) argues that the books caused great disturbance among adult readers when they first started being published in the late 60’s. Stories where witches turn children into mice, people are fed worms and or eaten by giants, and let us not forget principals that swing cute girls by their hair like a discus and push children into nail studded cupboards.

In fact, “James and the Giant Peach has been lambasted for its racism, profanity and sexual innuendo” Anderson (2016) states.

It appears Dahl was provoking everyone, as he offended numerous demographics in equal measure. But I am starting to believe that the provocation is what lured children to read and re-read his books. It was just that little bit naughty and disgusting. Just enough to make children feel superior and more wise than the character, but not too much as to disengage the reader. Arguably this is probably what explains Dahl’s longevity as an author. Nice clean stories such as Wilder’s Little House series has its staunch clientele but it does lacks the Dahl’s drawcard in that the majority of children do not identify with these characters. Kole (2018) suggests that it is when the reader can draw upon their own experience with the subject matter that engagement with the text occurs. This could be contended similar for L M Montgomery’s Anne or White’s Charlotte’s Web. All extremely well written and received books, but not as far reaching as Dahl. Whilst their stories do have points of personal travail, they simply are not dark enough.

KELLEPICS / Pixabay – Looking for the Bogeyman

This need for darkness is important for children’s literature

as Anderson (2016) and Kole (2018) further elucidate. One can only think of the popularity of the Grimm fairy tales, Rowling’s Harry Potter, Collins ’Hunger Games and Meyer’s Twilight to realise that the desire for grim has not changed in centuries. The adage about literature reflecting life is the underlying support for this need for fear and fright in children’s books. Stories of children overcoming great difficulty has the ability to build great resilience and empathy in the reader.

johnhain / Pixabay – Empathy on your mind?

We are all aware of how reading builds empathy. Readers identify with the characters in the story and thus the feelings from one are juxtaposition-ed on the other . But reading fictitious stories of giants, witches and wizards, whilst unrealistic, also gives children an important cathartic release according to Bettelheim (2010). Rochelle (1977) whilst dated, firmly believes that adults and children both require fantastical literature to interweave the complex strains of good and evil in humanity. Fantastical tales give children innate strength to overcome hurdles life throws at them, no matter how bizarre it is (Kole, 2018). Children are aware that these stories are unreal in the fantastical sense but the situation that the characters are facing are very real indeed (Rochelle, 1977). Wakefield (2014) agrees and points out that fairy tales are there to protect rather than terrify, as the protagonist is forced to seek inner strength to overcome the villain. The stories illustrate that these situations can be overcome, and in that, give hope and possibly a way out.

Fantastical tales are more than just entertainment. In their own way, they give children (and adults) the ability to fight demons in both the real world and in their dreams. After all, the lives of children are not always filled with rainbows and unicorns. Many children live in shadows. Reading stories such as Dahl’s encourage children (and adults) to go past their grim quagmire and find their inner strength.

So this Roald Dahl day on September 13, read a fantastical story… and at the same time, gain some humanity.

References.

Anderson, H. (2016) The dark side of Roald Dahl. BBC Culture. Retrieved from http://www.bbc.com/culture/story/20160912-the-dark-side-of-roald-dahl

Bettelheim, B (2010) The uses of enchantment; the meaning and importance of fairy tales. New York: Vintage Books. Vintage Edition.

Darby, S. (2016). 15 Must read children’s authors. BNKIDS blog. [blog]. Retrieved from barnesandnoble.com/blog/kids/15-must-read-childrens-authors/

Kelly, L. (2019). Roald Dahl clan to share £6m dividend from licensing rights. Sunday Times. Retrived from https://www.thetimes.co.uk/article/roald-dahl-clan-to-share-6m-dividend-from-licensing-rights-bdtdt6qfd

Grinstead, R. (2016) Happy Roald Dahl day. Medium.com [blog]. Retrieved from https://medium.com/@rhysgrinstead/its-roald-dahl-day-here-s-how-he-influenced-me-844a4e75bc19

Kole, K. (2018). The role of fairy tales in affective learning: Enhancing adult literacy and learning in FE and community settings. Australian Journal of Adult Learning, 58(3), 365-389. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2250950746?accountid=10344

Rochelle, L. (1977). The search for meaning through fantasy. The English Journal. Vol. 66, No. 7, pp 54-55. Retrieved from https://www.jstor.org/stable/814365

Wakefield, M. (2014). Why scary fairy stories are the best. The Spectator.

Library vibes

I’ve always taken my kids to the library. My eldest first visited when she was six days old. I was a new nursing mum and desperate for reading materials to keep me entertained through those numerous breastfeeds. Throughout her infancy we visited different libraries on rotation. Some had great books. Others had great coffee nearby. Some had social groups that I was interested in. Either way the local library was where I felt relaxed and welcome.

Fast forward to mothering toddlers and then preschoolers, the library was where we did ‘Rhyme time’, ‘toddler time’, and ‘storytime’. Each session was eagerly awaited by mother and enjoyed whoheartedly by child and then, children.

Now as a mum of three, my library visits are less regulated mainly cos life is busy. But I do believe that my children are thriving, because of their lifetime access to books.

I just read this amazing article about Kids and libraries do mix.

Local libraries are more than just a warehouse of books. They are an escape from the mundane, a breath of fresh air, and most importantly, a welcoming space.

So I dare you. Go to a local library. Take the kids and watch the magic happen.

Institutionally Yours.

8300 / Pixabay – Institution – School or prison?

Reading is a vital skill for learning at school and success in later life. There is multitudes of research to show that an early exposure to books has a direct correlation to literacy success. This success during formative schooling years often translates to ameliorated schooling outcomes in primary and high school, increased self esteem and overall positive well being. Unfortunately, substandard literacy skills often convert to poor education outcomes, decreased earnings and lower health outcomes. Thus it seems fairly obvious that literacy needs to be the forefront of the education system to ensure that our young citizens have the best chance at a successful and happy future.

But the statistics are dreadful. ABS (2013) reports that over 40% of Australian adults lack sufficient literacy skills to cope with daily life. This is astounding! For a first world nation this is unacceptable. How does this even happen in Australia?

Softlink (2011) research indicates that literacy levels are proportional to the presence of a school library and a qualified teacher librarian. This is further corroborated by UNESCO (2016), that libraries are the keystone in which literacy is built and promoted upon. By this token, it seems plausible that all educational facilities have a library and librarian.

Australian correctional centres have embraced this life long learning challenges by mandating that all prisons, jails, correctional facilities and detention centres have a library on site (ALIA, 2015). These libraries serve three main causes, to provide information for personal development; to improve educational outcomes and for recreational purposes (ALIA, 2015). Bevan (1984) takes the point further to ensure that detainees are encouraged to read and to have access to the library.

What a marvelous thing this is? I wish our children had the same access.

Yes, it is true. All inmates of correctional centres have the right to access a library which is run by a qualified librarian. Yet in Tasmania less than 50% of schools have a teacher librarian. Victoria has seen the numbers of qualified teacher librarians drop significantly over the past decade (Better Beginnings, n.d.). Well meaning but unqualified teachers and or assistants are resourcing the library and implementing literacy goals for our students, and it is not working out.

Once again, society bemoans the inadequacies of our children in their reading and writing without actually thinking as to the cause of it. Blame is flung eagerly at social media, inattentive parents, flying pigs and the like. But the real reason why our children’s literacy levels are deteriorating is because the information expert is absent from the school context.

The 2011 House of Representatives inquiry into schools and their libraries detailed the importance that teacher librarians bring to schools and their community. UNESCO (2016) Institute for Lifelong Learning published a policy dictating how libraries support lifelong literacy. Even the Bevan (1984) Institute of Criminology has mandated that prisoners get access to a library and books in order to improve well being and increase their chance of re-entering society.

Why can’t we give our children the same chance as we give the incarcerated?

References

ABS (2013) Programme for the International Assessment of Adult Competencies, Australia, 2011-12. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4228.0Main+Features202011-12

ALIA (2015) Australian Library and Information Association Minimum Standard Guidelines for Library Services to Prisoners. Retrieved from https://www.alia.org.au/about-alia/policies-and-guidelines/alia-policies/prison-guidelines

Better Beginnings (n.d.) Research about Literacy and reading. Retrieved from https://www.better-beginnings.com.au/research/research-about-literacy-and-reading

Bevan, C., (1984) Minimum standard guidelines for Australian prisons 1978 (Editor), Australian Institute of Criminology. Retrieved from https://aic.gov.au/publications/archive/min-standard-guidelines-prisons

House Standing Committee on Education and Employment (2011) School libraries and teacher librarians in 21st century Australia. Retrieved from https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm

Peschers, G (2011) Books Open Worlds for People Behind Bars: Library Services in Prison as Exemplified by the Münster Prison Library, Germany’s “Library of the Year 2007”. Library Trends 59:3 pp520-543

UNESCO (2016) Libraries and literacy using libraries support nation literacy efforts. UNESCO Institute of life long learning. Retrieved from http://uil.unesco.org/literacy/libraries-and-literacy-using-libraries-support-national-literacy-efforts-uil-policy-brief-6

The Hub (n.d.) Statistics available on school libraries in Australia Softlink’s Australian School Library Survey 2011. {Blog} Quality school libraries in Australia. Retrieved from https://hubinfo.wordpress.com/background/few-statistics/