I further substantiate this in a discussion of the fairy tales’ paratext and peritext. The evidence that I offer for the textual cooperation operating in Andersen’s fairy tales comes from Anderesen’s own statements about the addressee of the tales.
In my argument, I make use of the classic theory of the model reader as proposed by Umberto Eco. In my article, I argue that the text cooperates both with the child reader and with the grown-up reader and this cooperation is evident both in the concrete and the symbolic reading. This means that the tales can legitimately be read on two levels: a concrete/heuristic reading and a symbolic/hermeneutical reading. Larsen, has taken issues with this, stressing that the tales actually do not have two addressees: the difference is, he argues, inherent to the text. In it, I take a closer look at the strategy Søren Baggesen’s has aptly called ‘dobbeltartikulation’. The present article considers this obvious paradox. Yet literary scholars have rarely analysed them as children’s literature. Hans Christian Andesen’s fairy tales have long been published in rich illustrated editions aimed at child readers around the world.
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