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Challenging Stereotypical fairytale Gender representations Case Study : Once Upon A Time
European Early Childhood Education Research Journal, 2020
The aim of this study is to explore ECEC-teachers’ attitudes toward gender through a transformation of the classic fairy tale ‘The Princesses and The Pea’. The stereotypes presented in fairy tales can be limiting for children today because they can reinforce traditional ideals of femininity and masculinity. The Norwegian ensemble Dybwikdans challenge gender stereotypes in ‘The Princess and The Pea’. In the performance, the princess acts strong and brave, the king feminine and vain. Findings that are based on interviews indicate that the teachers are not concerned with gender stereotypes in fairy tales; they have a set of stereotyped expectations about how females and males are portrayed, but a transformation of an old story provides an opportunity to explore and challenge traditional gender roles.
Epitome International Journal of Multidisciplinary Research , 2018
Fairy tales, being a form of folk literature, continues to change and evolve according to the interpreters who gave them a written form. After years of being recognized as a source of entertainment, storytelling is now being viewed as a powerful tool for change and the overall development of an individual‟s personality, as well as an effective method to address social issues. As the characters depicted in children‟s fiction act as powerful cultural agents,fairy tales like Cinderella and The Sleeping Beauty in the Wood play a major role in the socialization process of the children who read them. However, a positive movement has been noted in the genre of fairy tales in the form of “feminist” versions of fairy tales. Perrault's classical fairy tales have thus been rewritten by feminists in recent times. Unfortunately, a close reading of many fairytales reveals that they set anoversimplified and un-questioned gender role stereotypes. As far as female stereotypes are concerned, the aim here is to explore how female characters in these fairy tales are represented as typical beautiful, submissive, enduring womenwhose happiness rests upon the men in their life. The fairy tales thus become a mere tool that men use or exploit to uphold and perpetuate the patriarchal conventions of society.
2016
This thesis studies classic fairy tales of the seventeenth, eighteenth and the nineteenth centuries by Charles Perrault, the Grimm Brothers and Hans Christian Andersen to observe how gender stereotypes and gender roles are portrayed. These tales not only indoctrinate gender roles for men and women, but also reflect the value system of contemporary patriarchal society. The paper will also explore different Disney films to understand how much the modern representations of classic fairy tales changed gender stereotypes and role models with the passage of time. This paper has six chapter. The first chapter is the introductory part. The second gives a brief history of fairy tales. Then the third, fourth and fifth chapters analyse different fairy tales and character. Finally there is chapter six which is the conclusion.
This paper explores gender stereotypes and culture depicted in three different versions of Cinderella children textbooks. The researcher has limited the study of fairy tales to Cinderella, the western version that she grew up reading it, and two other eastern versions: The Egyptian Cinderella and The Korean Cinderella. The characteristics of all versions represent different ethnics and cultural backgrounds. Findings that are based on discourse analysis show that the criteria of beauty and stereotype vary among all of the three versions of Cinderella children textbooks. That variation is based on the perspective of the culture represented in each one of the stories. Some valuable educational implications to limit the stereotypical gender misconceptions in children literature are presented to both parents and teachers.
A child's first exposure to literature is often a fairy tale, frequently a derivative of one of the classics by the Brothers Grimm or Charles Perrault. While lack of mythology instruction in the early elementary curriculum and lack of mythology recall knowledge in adolescents is cause for concern, high school students do know basic Aesop fables and such well-known fairy tales as Cinderella. 1 Many states mandate the study of folktales, fairy tales, and fables in their curricula (for example, the statewide curricula of North Carolina, California, and Rhode Island emphasize this for third grade), preschools often include fairytales in their curricula, and public libraries use fairytales and folktales in preschool programs aimed at developing early literacy habits. These tales, many hundreds of years old and found in countless incarnations all over the world, are a basic part of the intricate layering of stories and influences that perpetuate and inform the cultural norms surrounding the world the child lives in. 2
Yaratıcı Drama Dergisi, 2016
As it is widely known that fairy tale refl ects the basic characteristics of a culture. Beside their functions such as preparing children for sleeping, to improve their imaginary, and guiding for the appropriate attitudes and behaviors; they have a critical role in the process of transferring basic rules and norms of the society to the next generations. In this paper, I would like to propose a study examining how fairy tales contribute to the process of constructing and transferring gender roles. More specifi cally, this proposed question aims to investigate the decisiveness of narrators of the fairy tales in the process of transferring gender roles. This question is worth studying and needs scientifi c attention since the survival of the fairy tale depends on social acceptance. In other words fairy tales are needed to be reproduced according to the needs of the society in that specifi c period. Additionally, examining reproduction process is critical to understand how gender roles are constructed and transferred. The hypotheses of this study examine decisiveness of women as the narrators of the fairy tales in the process of transferring gender roles.
World Journal of English Language
Grimm’s Snow White and the Seven Dwarfs, Cinderella, and De Beaumont’s Beauty and the Beast are three examples of classic fairy tales that have been commonly told to children. The writers focused the study on the portrayal of gender representation reflected in these fairy tales. The writers used the descriptive qualitative method and feminist theory to analyze how these fairy tales portray gender representation. This study was expected that it could contribute to gender role discussion in children's literature and introduce children to equal gender roles to make them able to treat different gender equally. Unlike previous studies, this research focuses on traditional fairy tales and employs a qualitative methodology that involves close reading and content analysis. The writers found out that Grimms’ Snow White and the Seven Dwarfs and Cinderella portray traditional gender stereotypes. Snow White and Cinderella support the domination of masculinity and submissive femininity, whil...
2012
I would like to thank my committee for their insightful criticism and encouragement, especially Cristina Bacchilega whose mentorship has been invaluable. I am fortunate to have been surrounded by helpful friends who read drafts, answered questions, and offered encouragement, sometimes without even being asked, and I would like to acknowledge specially Carmen Nolte, Angela Gili, Jennifer Orme, Micheline Soong, and Deborah Ross for their constant support and advice. I am grateful to Carolyn Paskel and Heather Willard for their encouragement and wisdom, to Phyllis Frus for her generous support at every stage, and to William Williams, who kept me sane and healthy throughout the entire process.
Abstract : Every society has its folk tales and fairy tales, which are passed from one generation to the other by oral speech. Because fairy tales are universal in all ages, societies, races and cultures they have many similar aspects in their plots, forms and contents. When we examine fairy tales in a feminist reading, it is obvious that traditional social norms or traditional gender roles trait young minds with stereotypical gender patterns so early in so–called fairy tales for children, lots of them are for adults. The fairy tales produce passive female and active male behaviors idealized in patriarchal society that female characters are stereotypically portrayed as submissive, dependent, powerless, incapable and obedient while male figures are typically portrayed as dynamic, independent, powerful and disobedient. This paper not only gives a short definition and historical background of the term fairy tale, but also focuses on a closer feminist reading of traditional gender roles in fairy tales in English Fairy Tales (1890) collected by Joseph Jacobs and Forty Four Turkish Fairy Tales (1913) collected by Ignácz Kúnos. Keywords : fairy tale gender role good and evil figures Article: Download PDF Journal DOI : 10.15373/22501991
Gömöri János: Fertőrákos Árpád-kori temploma. in: Tanulmányok Csatkai Endre emlékére. Sopron 1996. 27-42., 1996
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