Cultural Identity in Contemporary Children’s Literature: A Jungian Archetypal Analysis of A Lucky Chinese New Year

Authors

  • Grania Sharenlie MAKARIOS CHRISTIAN SCHOOL
  • Gabrielle Angela Chang MAKARIOS CHRISTIAN SCHOOL
  • Febrina Stevani Djohan MAKARIOS CHRISTIAN SCHOOL
  • Michaella Isabel Surya MAKARIOS CHRISTIAN SCHOOL
  • Amadea Krista Maradona MAKARIOS CHRISTIAN SCHOOL
  • Yemima Candice Widjaya MAKARIOS CHRISTIAN SCHOOL

Keywords:

Children’s Literature, Archetype, Jungian, Carl Gustav Jung, Cultural Identity

Abstract

This research investigates how archetypes within children's literature not only reinforce cultural traditions and values in collective unconsciousness of individuals, but also emphasize the role of family unity and generational continuity in maintaining cultural heritage in a modern, globalized context in the preservation of cultural identity within the children's book "A Lucky Chinese New Year." By analyzing the Hero, Child, and Caregiver archetypes as embodied by the characters, the primary Jungian theory used in the analysis is Carl Jung's Archetypal Theory (1959), particularly focusing on the collective unconscious and universal archetypes. Meanwhile, Confucianism theory by Tu Weiming (1985) was used as the secondary theory to discuss cultural context. The study reveals how these archetypes support the themes of cultural preservation, renewal, and family unity. As the results: 1) Lily's actions embody the Hero's journey, demonstrating how even small actions by young individuals can significantly contribute to maintaining cultural traditions; This reinforces the idea that cultural preservation is a collective effort that transcends age. 2) The Child archetype in Lily symbolizes new beginnings and the continuity of cultural practices across generations, emphasizing the role of the younger generation in sustaining and revitalizing traditions and reflecting a cyclical pattern of cultural renewal. 3) The Caregiver archetype, embodied by Lily's family, highlights the importance of family support in upholding and transmitting cultural heritage. Together, these archetypes illustrate the interconnectedness of individual and collective efforts in creating narratives with similar themes to ensure the cultural traditions are preserved and passed down to future generations; this demonstrates the powerful role of children's literature in cultural preservation.

References

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Jung, C. G. (1959). The Archetypes and the Collective Unconscious. Princeton University Press.

Jung, C. G. (1960). The Structure and Dynamics of the Psyche. Princeton University Press.

Jung, C. G. (1968). The Hero with a Thousand Faces. Princeton University Press.

Jung, C. G. (1969). The Collected Works of C. G. Jung: The Archetypes and the Collective Unconscious. Princeton University Press.

Legge, J. (1960). The Chinese Classics: Volume 1, Confucian Analects, the Great Learning & the Doctrine of the Mean. Clarendon Press.

Meredith, S. M., & Kim, J. (n.d.). A Lucky Chinese New Year. Learning A-Z.

Nivison, D. S. (1996). The Ways of Confucianism: Investigations in Chinese Philosophy. Open Court.

Smith, J., & Patel, R. (2023). Cultural Preservation and Identity Formation in Children's Literature: A Jungian Analysis of Archetypes in Global Folk Tales. Journal of Cultural Studies in Literature.

Tu, W. M. (1985). Confucian Thought: Selfhood as Creative Transformation. SUNY Press.

Tu, W. M. (1993). Way, Learning, and Politics: Essays on the Confucian Intellectual. SUNY Press.

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Published

2024-08-29

How to Cite

Sharenlie, G., Chang, G. A., Djohan, F. S., Surya, M. I., Maradona, A. K., & Widjaya, Y. C. (2024). Cultural Identity in Contemporary Children’s Literature: A Jungian Archetypal Analysis of A Lucky Chinese New Year. Boanerges: Makarios Education Journal, 2(1), 39–51. Retrieved from https://streamfly.tech/index.php/boanerges/article/view/22

Issue

Vol. 2 No. 1 (2024): BOANERGES

Section

Table of Contents

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