Postfeminist Influences on Fairy Tales, Real and Imagined: A Critical Media Literacy Classroom Investigation

Autor/in	Huang, Shin-ying
Titel	Postfeminist Influences on Fairy Tales, Real and Imagined: A Critical Media Literacy Classroom Investigation
Quelle	In: Gender and Education, 31 (2019) 6, S.688-704 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Shin-ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1467002
Schlagwörter	Media Literacy; Fairy Tales; Race; Social Class; Gender Differences; Discussion (Teaching Technique); Animation; Student Attitudes; Sexual Identity; Social Differences; Teaching Methods; Classroom Research; Films; Marriage; Foreign Countries; Feminism; English (Second Language); Second Language Learning; Second Language Instruction; Undergraduate Students; Taiwan + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterkonflikt; Schülerverhalten; Geschlechtsidentität; Sexuelle Identität; Sozialer Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Ehe; Ausland; Feminismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	This article argues that postfeminist influences on the multiple and interconnected narratives of fairy tales, both real and imagined, provide fertile ground from which to consider ideologies related to race, class, gender, and sexuality. It reports on a research the purpose of which was to engage students in a critical exploration of ideologies relating to race, class, gender, and sexuality through classroom discussions of the contradictory discourses surrounding the 'real' fairy tale of the Duke and Duchess of Cambridge, and two recent fairy tale animations that supposedly promote empowered princesses. The findings show that a postfeminist lens provides an effective means through which to explore with students the ideologies of gender, race, class, and sexuality, and suggest the need for an intersectional approach and a generational perspective toward considerations of systems of inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01