Taking Carroll’s “Jabberwocky” as emblematic of a text historically enjoyed by both children and adults, this article seeks to place the text in the area of what Kristeva defines as the borderline of language and subjectivity in order to theorize a site by which ambivalent texts emerge as such. The fact that children’s literature remains largely trapped in the literary didactic split in which these texts are understood as either learning materials or primers toward literacy, the article situates Carroll’s text in theories of language, subjectivity, and clinical discourse toward are more complex reading of a children’s text.

中文翻译：

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刘易斯·卡罗尔（Lewis Carroll）的“ Jabberwocky”中含糊的文字，边界和胡说八道

本文以卡洛尔的“ Jabberwocky”作为儿童和成人历史上喜欢的文本的象征，试图将文本放置在克里斯蒂娃定义为语言和主观性边界的区域中，以便对出现矛盾文本的场所进行理论化因此。儿童文学在很大程度上仍被困在文学教学上的分裂中，在这些分裂中，这些文本被理解为学习材料或扫盲入门，该文章将卡洛尔的文本置于语言，主观性和临床论述的理论中，以期对较复杂的阅读方式有所了解。儿童的文字。