Seite - 97 - in JRFM - Journal Religion Film Media, Band 04/01

Representations of Religion and Culture in Children’s Literature | 97www.jrfm.eu 2018, 4/1, 81–99 these systems do, regardless of the variation, is to distinguish the West from the rest, even though the distinction is usually effected in more complicated ways than the still frequently used, easy language of “East and West” suggests.49 The representation of religion in light of the idea of “world religions” fails to acknowledge individual faith and world-views and determines groups in appar- ently immutable constructions of othering. Media – including literature – con- tribute significantly to the transmission of those constructions. Literature is an important instrument for enculturating and socialising chil- dren. Enculturation is a process of “growing into culture”; it comprises basic cultural skills such as language, communication and lettering.50 In comparison to enculturation, socialisation includes the development of personality, knowl- edge and values, which enable individuals to act in society.51 Children’s literature is an important protagonist in enculturation as well as socialisation. Such books teach cultural skills as children read the texts and look at the illustrations. Lit- erature, as an important form of communication, conveys knowledge, self-con- cepts, interpersonal perceptions and normative paradigms – this is particularly the case with children’s books. Unlike other forms of media, children’s books are often read many times. Their contents are repeated over and over again – and they include world-views, values and representations of otherness. The narrations analysed in this article tend to specify difference by means of cultural and religious characteristics. But instead of dissolving those categories, the narrations strengthen them. Their claim to present national, religious and cultural diversity as “normal” and commonplace contradicts their explicit repre- sentation of own and foreign identities since, in fact, the books deal clearly with religious, cultural and national difference. To relate diversity as a commonplace, children’s literature could recount typical stories – about friendship, hobbies or adventures – with diverse characters and obviate distinct constructions of identity in terms of cultural background. To this end, literature might do better to assess culture and religion in a non-deterministic manner, as one of many constituents of an individual’s identity. BIBLIOGRAPHY Croitoru, Elena, 2013, (Trans) Cultural, Imaginary, Humorous. Conference Paper: Language and Lit- erature. European Landmarks of Identity. From the Linguistic to the Cultural Imaginary at Uni- versitatea din Pitesti, Pitesti: University of Piteşti Press, 25–36. 49 Masuzawa 2005, 2. 50 See Wurzbacher 1963, 15. 51 See Plath/Richter 2012, 485–486.