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Intercultural Crossings

Conflict, Memory and Identity


Edited By Lénia Marques, Maria Sofia Pimentel Biscaia and Glória Bastos

Intercultural crossings, which are at the core of our contemporary society, are underpinned and shaped by three essential elements: time, space and people. Such encounters and interactions have the capacity not only to promote diversity and a healthy exchange of ideas, but also to act as a catalyst for conflict.
This volume examines the topics of conflict, memory and identity through a collection of insightful viewpoints and perspectives, reflecting a diversity of cultural and social backgrounds, which combine to give a contemporary interdisciplinary analysis of cultural interactions and their effects. The themes covered by the authors, such as memory and forgetfulness, migration, ecological concerns, mixed cultural landscapes, storytelling, postcolonial trauma and internal struggles for identity, offer the reader a fascinating glimpse into the ongoing and evolving social debate about identity and purpose.


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Revisiting History and Identity: National Heroes inContemporary Portuguese Theatre 93 - Glória Bastos


93 Revisiting History and Identity National Heroes in Contemporary Portuguese Theatre Glória BASTOS Universidade Aberta/CEMRI 1. Children’s Literature and the Power of Language Many studies of children’s literature analyse the ways that conceptions about education, and the cultural, political and societal visions of a certain period are conveyed in children’s books. This kind of reflection is motivated in part by an element which is inherent in children’s literature. I am referring to its specific type of discourse, which is characterised by a framework of communication processed “for” the other and not “between” the author and the other. This means that in children’s literature we are dealing with an “asymmetric”, “unilateral” or “unequal” kind of communication – these are common terms used by several critics to designate the distance between creator and consumer. In fact the participants in the process are quite different in terms of status and dominance within the relationship, and we know that these issues always represent asymmetrical power relationships. Thus, on the one hand, we have the adult/creator and, on the other hand, we have the child/consumer, with the cognitive, linguistic, socio-moral, emotional and other1 characteristics (or limitations?) inherent to each developmental stage. 1 The problem of the “superiority” and “ascendancy” of the writer can be found in literature in general for different reasons. As Carlos Reis explains “[n]ormally (but obviously not necessarily) the reader is an entity tacitly or overtly convinced of the writer’s superiority; the pleasure of the text arises from the writer, as...

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