Fairies, Mermaids, Mothers, and Princesses: Sexual Difference and Gender Roles in<i>Peter Pan</i>

Shipley, Heather

doi:10.1080/15240657.2012.682946

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…The lack of girls in the film, and the limited agentic possibilities for those who are featured, cries out for a feminist perspective to plaster over the cracks in perceived and anticipated notions of childhood development (Shipley, 2012). We can ponder whether J.M.…”

Section: Wendy and Her Siblings: Finding Space To Becomementioning

confidence: 99%

Opening Up the Unfamiliar and Enabling New Pathways for Movement and Becoming: Through, In, and Beyond Attachment

Carlyle¹,

Robson²,

Lhussier³

2020

J Child. Stud.

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The philosophy of Deleuze and Guattari opens up vast potential to disrupt and explore some of the confines of attachment theory when considering the development of enchantment, wishful, and magical thinking in childhood. Through connection with the use of the fairy tale, we seek to illuminate and illustrate the lines of flight, which activate resistance against the universalism of attachment theory and linear process of child development. In using the classic tale of Peter Pan as metaphor, and by applying Deleuzian philosophy and mythology, we aim to expand current thinking about the nature of childhood. By translating text into visual meaning, thus creating a lens with which to view an alternative pathway for child development, the complexity of the spatiotemporality of relationships as a contemporary adjunct to attachment theory is materialized to produce an affective picture of the non-linear dimension and process of development in children. This affective genre illuminates the embodied andsensory aspects of “becoming,” which challenges a reductionist view of relationships. In doing so, this allows a state change that enables professionals and scholars to see differently.

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Section: Wendy and Her Siblings: Finding Space To Becomementioning

confidence: 99%

Opening Up the Unfamiliar and Enabling New Pathways for Movement and Becoming: Through, In, and Beyond Attachment

Carlyle¹,

Robson²,

Lhussier³

2020

J Child. Stud.

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A “Fabulous Monster” and a “Wonderful Boy:” Gender and the Elusive Victorian Child in theAliceBooks andPeter Pan

Frenzel

2021

Open Cultural Studies

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Lewis Carroll’s “Alice in Wonderland” and “Through the Looking-Glass,” and J. M. Barrie’s “Peter Pan” are highly critiqued and explored works of British children literature. Both queer and hermeneutic readings allow approaches that intrinsically question gender dichotomies, providing tools to pick out underlying themes. Thus, focusing on the concepts of the “child hero” and the “genderless child” of Carroll’s and Barrie’s respective Victorian and Edwardian backgrounds, spatial – the dream worlds of the Wonder- and the Looking-Glass land, the colonized Island of Neverland – as well as temporal aspects – the linear, episodic quest of Alice, the immortal, cyclical existence of Peter – point to the subversive elements of play, memory, and narration in the texts. While Alice is bridging dream and reality in an oscillating, paradoxical act of self-aware transformation, Peter is otherworldly and inhuman himself, actively rejecting heteronormative standards and demands. Both are trespassers and assume roles, and confuse, adapt, and bend supposedly fixed rules. Their transgressions are subdued in the pretended ahistoricity of children’s storytelling, referring to the responsibility of adaptions to further expand the hermeneutical circle.

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Real Lives, Relevant Texts: A Survey of B2G Children’s Counternarratives

Davis¹

2016

Multicultural Learning and Teaching

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In recent years, natal males’ assertions of being girls born in the wrong body have been unwelcome in elementary scholastic contexts. Several reasons call for individuals who teach or plan to teach young children to know about boy-to-girl (B2G) performance counternarratives. First, there is increasing visibility of B2G lives among elementary schoolchildren. Second, B2G performance counternarratives have empathetic impact with the potential to reshape educators’ views regarding schoolchildren’s embodiment and sexuality. Third, B2G performance counternarratives are increasingly present in children’s literature. Collectively, these reasons contribute to a “queer-eye pedagogical stance” capable of fostering empathy for B2G perspectives. This discussion on B2G performance counternarratives is the result of a three year examination. The 28 children’s picture storybooks put forth convey a range of B2G lived experiences – some of which feature classroom teachers. Ideally, these narratives – lived and in literature – will position actual teachers to become responsive to B2G schoolchildren in physical classrooms.

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Fairies, Mermaids, Mothers, and Princesses: Sexual Difference and Gender Roles inPeter Pan

Cited by 4 publications

References 14 publications

Opening Up the Unfamiliar and Enabling New Pathways for Movement and Becoming: Through, In, and Beyond Attachment

Opening Up the Unfamiliar and Enabling New Pathways for Movement and Becoming: Through, In, and Beyond Attachment

A “Fabulous Monster” and a “Wonderful Boy:” Gender and the Elusive Victorian Child in theAliceBooks andPeter Pan

Real Lives, Relevant Texts: A Survey of B2G Children’s Counternarratives

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