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| Klark Kant |
The trouble with writing academic books is the "muddle" which is the scholarship that comes before. Indeed in my field they are messy and complex precisely because of the study - ie the field has been muddied not tilled and left for sowing. And in thinking, well things could get better, they don't. The most recent critical material to arrive 2008-10 just turns the hose onto the morasse, to start all over again - jeez. Recently Perry Nodelman said,
The confusions make the genre seem impossible only with the assumption that the differing definitions must be mutually exclusive and that one must be right in ways that makes the others wrong, which makes them all mutually defeating. But what if the contradictions of the definitions suggest some part of the more complex truth? [...] What if children’s literature as a genre represents the complex field of shifting position-takings of the field that engenders it?
So I have to try and unpick it, let's see: a "genre" is defined as, a category or sort of literary or artistic work; and a "field” is defined as, an area of human activity – such as a division of knowledge interest which we are currently engaged in. Therefore if I am writing a book about writing for children and the study of children’s literature I am being faced with the chicken and egg question. It is this: are we, as writers, writing in a "genre" and being addressed by critics in a "field"? Or is our writing "genre" defined by the complex "field" of study of children’s literature, which our writing has engendered? And as a creatively critical and a critically creative writer of both, where does that leave me? I mean, does the field feed the genre or the genre the field; or is it all just lumped together in the meadow? Here I am, on the cusp of a humpbacked bridge going slowly round the bend... its time to dance, up you get, one, two, buckle my shoe... tekere