Imagining Spatial and Temporal Elsewhere: A Study of Transpositioning in Cross-Cultural Reception of Narratives

Abstract

This study investigates how children engage in spatial and temporal transpositioning while interacting with cross-cultural multimodal narratives. Using the theoretical framework of transpositioning, supported by transmodalities, this research explores the dynamic processes through which children interpret geographical and temporal distances in stories from Pakistani and American cultures. Twenty children aged 8-12 from Islamabad, Pakistan, and Madison, Wisconsin, USA, participated in the study. Each participant read one narrative from each culture, followed by two in-depth interviews to examine their interpretations. The qualitative analysis reveals that children’s perceptions of spatial and temporal distance were shaped by cultural familiarity, contextual cues, and the semiotic resources within the narratives. Familiar urban landscapes and modern technologies served as anchors for spatial and temporal proximity, while traditional clothing and practices reinforced perceptions of remoteness. Notably, American children often conflated spatial and temporal distance, positioning Pakistani narratives in a temporal elsewhere, despite their contemporary setting. The study highlights the adaptability of children’s positioning processes and the influence of multimodal design on their narrative reception. These findings underscore the potential of cross-cultural narratives to foster cultural empathy and critical thinking, offering valuable implications for multicultural education and broader applications in bilingual learning, digital storytelling, and cross-cultural communication.