Addressees as protagonists of reading book stories

Abstract

Schoolbooks are written for children. The stories and narratives they contain are a self-representation of society and its values and visions. This paper analyzes the texts in two textbooks written for children of a minority language in Trentino and in South Tyrol in the historical context of nationalist settings in the early 20th century. The focus of interest lies in the representation of child protagonists in the stories and narratives.