Cartoons as Educational Tools and the Presentation of Cultural Differences Via Cartoons

Abstract

The childhood of a person is shaped as per the conditions of his/her community. However, the childhood in our technology-based era is highly overwhelmed by the ubiquitous communication devices. As a pioneering type, television achieves in grabbing children's attention by using its multi-coloured and animated world. What is more, cartoons provide the children a great load of new ideas, allowing them to enrich their dream world as well as to improve their vocabulary and learn new games. These developments are then turned to permanent behaviours. This being the case, it becomes inevitable that these habits reflect the cultural and moral values of the countries depicted in cartoons. This, in turn, makes the children absorb the linguistic and behavioural traditions of those cultures. The present study delves into two well-known cartoons, one being Turkish, called "Pepee" and the other Canadian, called "Caillou", with a view to investigating the ways they present their cultural values. The ways of presentation were assessed using content analysis, and also the differentiating cultural elements were identified.

Habilidad narrativa e identificación de valores y contravalores en dibujos animados por alumnado de Educación Primaria

“…The results found help to blur the line between formal and informal settings, and as different studies point out (Abuzahra et al, 2016;Alonso, 2016;Russo et al, 2007;Fabbro & Sánchez-Labella, 2016;Gladkova, 2013;Hadley & Nenga, 2004;Özer & Avci, 2015;Šramová & Pavelka, 2017), the increasing development of Information and Communica-tion Technologies (ICT) in society today, and schools' contribution to media literacy in younger generations, has led them to increasingly use audio-visual media as a teachinglearning tool. Notwithstanding, and as shown by this research, when selecting appropriate audio-visual resources to develop narrative skills and educate in values or countervalues in formal and non-formal settings, not only potential value and countervalue content must be considered; rather, the non-narrative or narrative structure must also be taken into consideration, so as to contribute to developing media skills, such as proposal that Oregui, Aierbe, Bermejo & Bartau (2017) make for Primary Education.…”

“…Some works indicate the prominent role of television in forming positive attitudes toward cultural and ethnic groups, and to inculcate an adequate perception of social reality, as well as a tolerant and multicultural awareness, such as Gladkova (2013), for example, who emphasises the development of values of pluralism and cultural diversity in minors. Additionally, Özer & Avci (2015) study two cartoons in depth, a Turkish one called Pepee and a Canadian one, Caillou, in order to research how their cultural values are presented. Other studies, such as by Russo, Crescentini, Castelli, Missaglia & Jabes (2007) focus on shaping values and social representations related to childhood abandonment.…”

Rafadan Tayfa 2: Göbekli̇tepe Ani̇masyon Fi̇lmi̇ni̇n Yerel Kültürel Ögeler Ve Göbekli̇tepe Arkeoloji̇k Alanina İli̇şki̇n Unsurlar Bağlaminda Değerlendi̇ri̇lmesi̇

“…Çizgi filmler aracılığıyla çocuklar, pek çok davranışı ve bilgiyi farkında olmaksızın öğrenebilmektedir (Yağlı, 2013). Çocukların yeni fikirler oluşturmasına, hayal dünyalarının zenginleşmesine, kelime dağarcıklarının gelişmesine olanak tanıyan çizgi filmler, bu unsurların ileride kalıcı davranışlara dönüşmesini mümkün kılmaktadır (Özer ve Avcı, 2015).…”

Perception of Axiological and Semantic Code of Characters in Animated Discourse

“…An important group of studies of children's media content was presented by its analysis from topological standpoint, which assumed that the transmitted images and narratives corresponded to the values of national culture or a certain stage of civilizational development of society. Academic sources presented a study of animated films as vehicles for behavioral patterns adopted in a given national culture (Liu, 2017;Ozer, 2015;Wang, 2020). The distortion of traditional cultural symbols and narratives by Disney films that claim axiological universalism was emphasized, with a negative effect on the formation of children's personality (Giunta, 2018;Nielsen, 2013).…”