This paper offers a comparative analysis of two characters belonging to the tradition of empowered ''spinster'' in children's fiction, namely Mary Poppins and Ms Wiz, from the perspective of gender politics and child/adult interactions. A distinction is made between the figure portrayed in P. L. Travers' texts and the Disney film starring Julie Andrews, which turned the magic nanny into a cultural icon. These two renderings of the powerful, single woman, in turn, are contrasted with Terence Blacker's postmodern depiction of the good witch in the ''Ms Wiz'' series, with a view to tracing the evolution of the ostracised female wizard, a character inherited from folklore that has its origin in the Great Mother archetype. As is demonstrated, each representation of the supernatural woman modifies the manner in which the feminine influences the patriarchal order.Cristina Pérez Valverde is Senior Lecturer at the Faculty of Education, University of Granada, where she teaches children's literature in English. Her publications are focused on children's literature at the interface between Jungian and cultural studies, folklore, and women's studies. She has written and edited books on children's literature, the influence of Celtic symbolism on Irish writers, and the teaching of literature, together with articles dealing with the impact of folklore on women writers. She is also cotranslator of a volume of Golden Age stories into Spanish, including texts
In as much as teaching is one of the most stressful professions, it was not long until the first studies addressing teacher burnout appeared, particularly so in the 1980s, when the work on burnout entered an empirical period.
El presente artículo expone la génesis y el desarrollo de un proyecto de investigación financiado por el Ministerio de Ciencia e Innovación (España). Se proponía llevar a la práctica un modelo de formación de docentes de lenguas extranjeras basado en el desarrollo de la conciencia de la identidad docente, usando como principal herramienta las propias narrativas de los participantes. En este sentido, se puso en práctica un estudio longitudinal con un grupo de 20 estudiantes de Magisterio a lo largo de sus tres años de carrera. Los resultados de la investigación demuestran que los participantes desarrollaron su capacidad de reflexión, pensamiento crítico, autodiagnóstico y autoevaluación y descubrieron el potencial de la lengua extranjera para trabajar cuestiones de otredad y diversidad.
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