Children's stories as helpful sedition

Bigger, Stephen and Webb, Jean (2010) Developing Environmental Agency and Engagement Through Young People’s Fiction. Environmental Education Research . ISSN 1469-5871 (electronic) 1350-4622 (paper) http://eprints.worc.ac.uk/788

Bigger, Stephen (2010) Literature For Learning: Can Stories Enhance Children’s Education? Almas , Vol. 11 . ISSN 1818-9296 http://eprints.worc.ac.uk/793

The first paper explores how 20th century children's stories encourage social (and environmental) action, active participation in changing and protecting the world rather than passive acceptance of adult policies. They are therefore (in a positive way) seditious, encouraging children thinking for themselves and taking action. We argue that this can be a role model for children growing up, for whom real life is anything but this.

The second paper is for a Pakistani journal, promoting informal education through story.

In children's stories, adults often lack the wisdom that children have, leaving the child characters to battle through in opposition to achieve good over evil. This is the opposite to real life in which children have to accept adult decisions as final and are taught to be dependent by the education system.

Encouraging reasoned and values driven independence of thought and action should be a priority of upbringing. This means encouraging children to be social critics, media critics and literary critics. If this sounds negative, criticism should promote appropriate counter-action - so encouraging children to be social activists, responsible media producers, and thought-provoking writers for the next generation.