I. Andrusyak’s fairy-tale novel «Tretii snih» («The Third Snow»): ecological and anti-colonial discourses

Abstract

The article analyzes
the features of ecological and anti-colonial discourses in I. Andrusyak’s fairy-tale novel «Tretii snih»
(«The Third Snow»). It is proved that these themes created the foundation on the basis of which
multifaceted problems are understood.
It is investigated, that ecological aspects are presented by such topics as ecological interactions
in the forest, seasonality of life of forest animals, the concept of the first, second and third snows;
special attention is paid to the problem of ecological behavior of people. In the image of the blackbird
Mark realized the idea of the importance of nature observation, as well as the necessity for validity
of experiments. The important cognitive value of natural information for children is presented in
the fairy tale novel in artistic descriptions of the behavior of various animals (predators, rodents, birds), nature and, in particular, weather conditions, along with observation of nature as a method and
component of research.
It is proved that environmental aspects have great educational potential. Thus, the text is subject
to the idea of loving nature, empathy for all living things, respect for the environment, as well as the
formation of thoughts about self-awareness as part of nature.
It is investigated that the ecological discourse of the work is intertwined with the anti-colonial
one. In the allegorical form of life of the bear family, I. Andrusyak demonstrated the importance of
the problem of national identity. The writer emphasizes that language is a fundamental factor in the
national identity formation; this is the significance of the patriotic intention of the text. Surzhik –
mixed language, used by a family of bears and people, the Russified names of Ignatius and Philip and
Aliona, are examples of a changed national identity. Surzhik appears as a signal of danger, a kind of
indicator of threatening otherness.
Anti-colonial discourse is also implemented in the categories of Stranger (the world of people
who threaten forest dwellers) and Other (bear Olena, who lost her sight), in the problem of teaching
special children (the idea of a forest school for blind animals), the need to realize that each component
in the diversity of the world is self-sufficient.