'How Does It Get into my Imagination?': Elementary school children's intertextual knowledge and gendered storylines

Yeoman, Elizabeth

doi:10.1080/09540259920492

Cited by 37 publications

(46 citation statements)

References 6 publications

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“…According to Yeoman (1999) and Trousdale (1995) previous exposure to nontraditional gender discourses exerts a catalytic influence on pupils' perceptions of unconventional gender roles as well as their ability to produce their own gender egalitarian stories.…”

Section: Background Researchmentioning

confidence: 99%

“…Scholars (e.g. Rice 2000;Yeoman 1999;Davies 1989) have been particularly interested in scrutinising the potential impact of children's exposure to feminist fairy tales on their understanding of gender. One of the most influential studies in this field was conducted by Bronwyn Davies (1989), who analysed pre-school children's responses to the feminist fairy tale 'The Paper Bag Princess'.…”

Section: Background Researchmentioning

confidence: 99%

“…In this context, texts are 'polysemous sites' (Lemish 1998, 148). Children's age (Trautner et al 2005;Trousdale and MacMillan 2003) as well as their gender (Bjorklund 2005;Westland 1993) and their previous exposure to nontraditional discursive practices play a crucial role in the production of meanings (Yeoman 1999;Trousdale 1995). The review of the literature highlights the gap pertaining to the influence of parents' socio-economic background and educational level on children's sense making of gender discourses.…”

Section: Background Researchmentioning

confidence: 99%

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Snow White in Hellenic primary classrooms: children’s responses to non-traditional gender discourses

Kostas

2016

Gender and Education

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This paper sets out to investigate how children make sense of and negotiate nontraditional gender discourses promoted through the feminist version of the fairytale of Snow White. The research was based on work with 120 pupils aged 9-11 years old in two Athenian primary schools. The data was collected through semi-structured group interviews. The findings suggested that schoolchildren gave conflicting accounts in relation to gender discourses and identities. There is a strong indication that girls of this age are more prepared than boys to challenge traditional gender discourses.

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Section: Background Researchmentioning

confidence: 99%

Section: Background Researchmentioning

confidence: 99%

Section: Background Researchmentioning

confidence: 99%

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Snow White in Hellenic primary classrooms: children’s responses to non-traditional gender discourses

Kostas

2016

Gender and Education

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“…This story is available in its epic form (Niane, 1965) as well as in numerous picture book formats. We provide these books as counterpoint and teaching resources, noting that picture books play an important role in providing children with visual images that offer information about the relative status of their identities by virtue of race, gender, class, and so on (Spitz, 1999;Yeoman, 1999).…”

Section: Case Example: the Lion Kingmentioning

confidence: 99%

Using Critical Race Theory to Analyze How Disney Constructs Diversity: A Construct for the Baccalaureate Human Behavior in the Social Environment Curriculum

Cappiccie

Chadha

Lin

et al. 2012

Journal of Teaching in Social Work

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“…Some researchers have indicated that the children's cultural products like books, along with the other forms of print and electronic media (television, magazine images), play an important role in offering visual images to children, which provides them with cultural information about themselves, others and their relationship with society (Spitz 1999, Yeoman 1999. Hurley argues "self-image in children is shaped in some degree by exposure to images found in written texts, illustrations, and films" (2005,221).…”

Section: Notion Of Childhood In School Pedagogy and Curriculummentioning

confidence: 99%

Being Chhota Bheem in School: Implications for Education

Ghalian¹

2016

Bharatiya Prajna

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The thesis of this paper explores two notions of childhood, one that pervades school pedagogy and curriculum, and the other which we encounter in the larger popular media. In the contemporary context, a certain notion of childhood is central to school education. In other words, pedagogical practices and curriculum in school education carry within them a pervasive notion of childhood. This perception of childhood gets transmitted and manifested both at the classroom level and other tacit contexts through ideas such as discipline, hierarchy, punishments, and moral values among others. A notion of childhood is also communicated to children through family relationships and practices. However, a dominant and conscious sense of childhood is communicated to children through popular media like literature, television and films. The representation of childhood in these mediums also carries within it a sense of gender and moral values. This paper discusses implications of this phenomenon of learning in the context of curriculum reforms in school education.

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'How Does It Get into my Imagination?': Elementary school children's intertextual knowledge and gendered storylines

Cited by 37 publications

References 6 publications

Snow White in Hellenic primary classrooms: children’s responses to non-traditional gender discourses

Snow White in Hellenic primary classrooms: children’s responses to non-traditional gender discourses

Using Critical Race Theory to Analyze How Disney Constructs Diversity: A Construct for the Baccalaureate Human Behavior in the Social Environment Curriculum

Being Chhota Bheem in School: Implications for Education

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