Nowadays, we barely imagine to teach to children without illustrations or even to make them read unillustrated books. Pictures are part of childhood, but it does not have always been the case. For centuries, the use of images in education peroccupied many pedagogues. The Aesopian fable is a crucial source in the study of images in french pedagogy, considering the fact that it is both a model inspiring this reflection and its most important product. My aim is to focus on the place of illustrated fables in french pedagogy from 1500 to 2010.
Leiden Arts in Society Blog
With an interdisciplinary approach, I analyze the relationship between texts and images in different fable books from 1500 to 2010, but also its paratexts in order to understand the project and choices of fable books' authors, illustrators and editors and their place into French pedagogy. I ask questions about the evolution of such an old source as illustrated fables in pedagogy, used in moral classes, but also to improve memory or even to make french pupils aware of this huge part of their culture.
- 2017-present: Phd researcher at LUCAS, Leiden University (supervisor: Prof.dr. P.J. Smith )
- 2015-2016: MA Teaching: Documentation and Teacher in a School Library in France, Lorraine University.
- 2013-2015: MA Children Literature, University of Lille 3.
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