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

  title={Snow White in Hellenic primary classrooms: children’s responses to non-traditional gender discourses},
  author={Marios Kostas},
  journal={Gender and Education},
  pages={530 - 548}
  • Marios Kostas
  • Published 4 October 2016
  • Sociology
  • Gender and Education
ABSTRACT This paper sets out to investigate how children make sense of and negotiate non-traditional 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 2 Athenian primary schools. The data were 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… 
5 Citations
Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education
The study presented investigates the understanding of feminist literature by preschool children in a Spanish school. To carry out the research, semi-structured interviews with 65 students were
Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives
ABSTRACT Gender-normative discursive representations in textbooks could have deleterious impacts on pupils’ gender identity development. This study sets out to explore the discursive construction of
‘Real’ boys, sissies and tomboys: exploring the material-discursive intra-actions of football, bodies, and heteronormative discourses
  • Marios Kostas
  • Sociology
    British Journal of Sociology of Education
  • 2021
Abstract School playgrounds are critical arenas wherein children’s gender performances unfold, and ‘games’ of gender subordination or domination transpire. Theoretically predicated on Butlerian and
Social Values and Good Living


Gender discourses and identities in the curriculumand classrooms of Hellenic primary schools
Gender equality issues in the Hellenic primary school system have not received adequate attention from government policy makers and educators. Although gender equality is mandated in the official
Cinderella in the Classroom. Children's Responses to Gender Roles in Fairy‐tales
ABSTRACT The project described in this paper was designed to test the feminist hypothesis that the Cinderella‐style fairy‐tales promoted by Anglo‐American society harmfully reinforce restrictive
Ella Evolving: Cinderella Stories and the Construction of Gender-Appropriate Behavior
This article considers the cultural messages embedded in the patriarchal canon of fairy tales and their implications for the construction of gender-appropriate behavior. The characteristics of
Bodies, identities and performances: reconfiguring the language of gender and schooling
In this paper I seek to address a series of tensions in the ways we think, write and speak about gender in classrooms and playgrounds, and in the language we use to describe children and their
'How Does It Get into my Imagination?': Elementary school children's intertextual knowledge and gendered storylines
This article draws on a case study of children's response to stories and uses post-structuralist theory to examine how the children who participated in the study used their intertextual knowledge to
Responding to a 'Conquistadora': Readers talk about gender in Mexican secondary schools
Mexican classroom practices (reinforced by social convention) prescribe approved responses to historical and fictional characters in literature, mobilizing powerful preconceptions of gender. Although
The gender trap: a feminist poststructuralist analysis of primary school children's talk about gender
This study of primary school children and gender was inspired by an earlier study of preschool children published as Frogs and Snails and Feminist Tales: Preschool Children and Gender (Davies 1989
“Cinderella Was a Wuss”: A Young Girl's Responses to Feminist and Patriarchal Folktales
In this longitudinal study we examine a young girl's responses to “feminist” and “patriarchal” folktales. Data were collected during five informal interviews with the participant at 8 and at 12 years
Young Masculinities: Understanding Boys in Contemporary Society
How do boys see themselves? Their peers? The adult world? What are their aspirations and fears? 'Young masculinities' centres on a study in which boys talked openly about these questions and many
The Production of Meaning through Peer Interaction: Children and Walt Disney’s Cinderella
For many years researchers have understood that gender roles in children’s literature have the capacity to create and reinforce “meanings” of femininity and masculinity (Currie, Gend. Soc., 11: