Constructing Saudi Cultural Identity Through Paratext A Case Study of the Translated Children’s Book Sidra’s Adventure in AlUla

الملخص

Children’s literature is crucial to the development of cultural identity and national awareness, especially when such works undergo cross-linguistic and cross-cultural translation. This paper focuses on how paratextual items contribute to the formation and development of Saudi cultural identity in translated children’s literature, using Sidra’s Adventure in AlUla as a case study. Based on Genette’s theory of paratexts, this discussion concentrates on the peritextual elements—including the title, cover art, illustrations, and publisher’s notes—to demonstrate how these elements can be symbolically used to convey the cultural heritage of AlUla, and Saudi Arabia in general. The study employs a qualitative and product-focused approach to researching how these characteristics inform an interpretive framework for young readers and perpetuate cultural narratives. The results indicate that the visual and textual framing of the book’s peritext actively fosters Saudi identity, as well as intercultural understanding. This study reveals that the peritextual elements in the translation of children’s books are more than mere decoration; rather, they serve as crucial semiotic tools that support ideological, pedagogical, and cultural purposes. The study contributes to the fields of translation studies and children’s literature by focusing on the role of peritext in determining cultural meaning and reader reception. The practical implications of this research are particularly relevant to translators, publishers, and those involved in the field of curriculum development, where cultural sensitivity is crucial. Moreover, the study opens the door to future research on the role of visual and textual framing in translated works in relation to reinforcing cross-cultural discourse and assisting readers in their identity construction.