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Abstract：
This article is one of the first attempts to materialise Joanna Haynes and Karin Murris\' conceptualisation of the post-age pedagogy that focuses on loosening the boundaries of age-based expectation. The project is conducted against the backdrop of the discourse of ageism existing hand-in-hand with various age-transgressive practices. It involved multiple case studies of child and adult readers\' responses to two picturebooks, i.e., How to Five Forever (1995) and Grandpa Green (2011). The two research questions are: how do children and adults respond to Forever and Grandpa? What is the pattern of similarities and differences in their responses? In addressing these research questions, the present study aims to facilitate the emergence of a post-age picturebook pedagogy. The findings reveal that a post-age picturebook pedagogy should acknowledge the chance of holistic learning opportunities that picturebooks can offer to both children and adults, including, for instance, aesthetic appreciation, literary understanding, emotional engagement, and material experience. Such a pedagogy involves an egalitarian view of child and adult that acknowledges some biologically determined differences subject to the factor of age and meanwhile emphasises their shared humanity and idiosyncrasies, thus undermining the binary division between simple child and sophisticated adult. The material affordances of a picturebook can be deployed to amplify the points of connection and dialogue in child and adult readers\' responses and a post-age picturebook pedagogy should strive to enrich interpretive and experiential possibilities for diverse readerships. In comparison with the existing empirical studies using picturebooks, this project positions adults as readers who can enjoy picturebooks for their own sake rather than co-readers whose responsibility is mainly to facilitate child readers\' learning and development. It stresses and seeks to maximise the potential of picturebooks for creating a beneficial and pleasant experience for all involved, both child and adult, an aspect that has long been overlooked.
摘要：
本文是首次尝试实现JoannaHaynes和KarinMurris的后年龄教育学概念化，该概念化侧重于放松基于年龄的期望的界限。该项目是在年龄歧视与各种年龄侵犯行为并存的背景下进行的。它涉及儿童和成人读者对两本图片书的回应的多个案例研究，即，《如何永远五个》（1995年）和《绿爷爷》（2011年）这两个研究问题是:儿童和成人如何回应永远和爷爷？他们的反应的异同是什么模式？在解决这些研究问题时，本研究旨在促进后时代画册教学法的出现。研究结果表明，后时代的画册教学法应该承认画册可以为儿童和成人提供整体学习机会的机会，包括,例如,审美欣赏,文学理解,情感上的参与,和物质经验。这种教育学涉及对儿童和成人的平等主义观点，承认受年龄因素影响的一些生物学决定的差异，同时强调他们共同的人性和特质，从而破坏了简单的孩子和复杂的成年人之间的二元划分。可以利用画册的物质负担来扩大儿童和成人读者的联系和对话点，后时代的画册教学法应努力丰富不同读者的解释和经验可能性。与现有的使用图画书的实证研究相比，该项目将成年人定位为可以为了自己的利益而享受图片书籍的读者，而不是共同读者，他们的责任主要是促进儿童读者的学习和发展。它强调并寻求最大限度地发挥图片书籍的潜力，为所有相关人员创造有益和愉快的体验，儿童和成人，一个长期以来被忽视的方面。
