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Reading Winnie-the-Pooh in Croatian Primary Schools
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While its inclusion on required and recommended reading lists for Croatian primary schools points to a recognition and confirmation of its canonical status, the Croatian translation of Winnie-the-Pooh met with a fairly lukewarm reception on the part of Croatian audiences. In this chapter, Nada Kujundžić and Ivana Milković examine this issue from two angles. First, they explore the possible reasons for the lack of success of Winnie-the-Pooh among Croatian readers, and then they examine the status and presentation of Milneʼs book within the framework of Croatian primary education.
Title: Reading Winnie-the-Pooh in Croatian Primary Schools
Description:
While its inclusion on required and recommended reading lists for Croatian primary schools points to a recognition and confirmation of its canonical status, the Croatian translation of Winnie-the-Pooh met with a fairly lukewarm reception on the part of Croatian audiences.
In this chapter, Nada Kujundžić and Ivana Milković examine this issue from two angles.
First, they explore the possible reasons for the lack of success of Winnie-the-Pooh among Croatian readers, and then they examine the status and presentation of Milneʼs book within the framework of Croatian primary education.
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