Literary Pathways to Resilience: Navigating Bullying Through Comparative American and Indonesian Picture Books
DOI: https://doi.org/10.30605/0wajzg14
bullying, children’s literature, comparative literature, picture books, resilience
Abstract
Bullying remains a pervasive global concern, exerting profound adverse effects on psychological well-being. This emotional toll is particularly true for children, who may not have the tools to cope with constant harassment because they are still developing emotional coping skills. To assist children navigating these challenges, picture books can provide meaningful opportunities to develop empathy, emotional awareness, and resilience. This study investigates how children’s literature functions as a medium for fostering resilience. Employing a Most Different Systems Design (MDSD) lens combined with a qualitative literary analysis approach, this study examines four picture books from the classic American series by Wilhelm and volume 2 Aku Anak yang Berani, Bisa Melindungi Diri Sendiri from the contemporary Indonesian series by Ideo and Ideo. These works were selected because they represent distinct cultural, historical, educational paradigms, and publishing contexts while addressing the shared issue of bullying and emphasizing resilience as an essential life skill for young readers. This study interrogates narrative structures and illustrative elements that communicate resilience, emotional growth, and coping strategies. The findings reveal that both convergences and variations across the two bodies of literary work. In both contexts, the picture books portray negative emotions as valid responses to bullying and provide strategies for responding to adversity. However, the works differ in how conflicts are resolved – including through retaliation, support from peers, and assistance from adults. While the MDSD framework provides a basis for examining these patterns comparatively, the similarities and differences illustrate how resilience can be represented through narrative and illustrative approaches across contrasting contexts. The study suggests that picture books offer potential pedagogical resources for representing emotional experiences and coping strategies related to bullying.
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