The influence of Frozen: Young children, performative gender, and popular culture

Kelly-Ware, Janette

doi:10.18296/ecf.0052

Cited by 2 publications

(4 citation statements)

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“…Additionally, while most of the teachers in the survey stated that texts and illustrations are equally important in picture books, for some teachers the importance of illustrations surpassed that of the text. This is in accordance with the argument of [28] that illustrations, rather than simply adding to the verbal aspects, are a language in their own right, and sometimes provide a visual narrative that tells a story complementary to or even different from the text.…”

Section: Illustrations As the Most Important Selection Criterionsupporting

confidence: 86%

“…In the interviews, the teachers called illustrations the most important selection criteria because they show students themselves as well as those from other cultural backgrounds, and because the background scenery conveys rich cultural messages that give students a deeper understanding of the cultural groups depicted. This reasoning is substantiated by research finding that high-quality illustrations are effective in ensuring that multiple cultural perspectives are made explicit [28]. What's more, inauthentic representations of cultural groups generate opportunities to debunk stereotypical and tokenistic understandings of cultural diversity.…”

Section: Illustrations As the Most Important Selection Criterionmentioning

confidence: 99%

“…According to [9,28], teachers tend to choose picture books with strong personal resonance, since this models personal engagement with and attachment to books, and conveys how important they can be in people's lives. Similarly, in the interviews, teachers considered their personal interests significant in choosing cultural-diversity-themed picture books.…”

Section: Teacher Interestmentioning

confidence: 99%

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How do Preschool Teachers Teach Cultural Diversity Using Picture Books?

Zhang

2023

LNEP

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Cultural diversity is endorsed by many educators as a major teaching concept due to its significance for the achievement of social equity in education. Recently, the use of picture books to promote cultural diversity has become a trend in early-childhood education. This study examines the attitudes of Chinese preschool teachers toward using picture books to teach topics related to cultural diversity, and their reported practices. Seven preschool teachers from four institutions in Shanghai, China, were surveyed, with three key findings. 1) Teachers interpret cultural diversity in a narrow way, and are usually unaware that they are teaching the concept; 2) Teachers adopt a multifaceted approach to selecting the picture books used for teaching cultural diversity, and see the illustrations as the most important criteria; 3) Teachers often supplement the reading of picture books with their experiences. These results have important implications for preschool teachers, curriculum designers, and organizations that provide training to pre- and in-service early-childhood educators.

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Section: Illustrations As the Most Important Selection Criterionsupporting

confidence: 86%

Section: Illustrations As the Most Important Selection Criterionmentioning

confidence: 99%

Section: Teacher Interestmentioning

confidence: 99%

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How do Preschool Teachers Teach Cultural Diversity Using Picture Books?

Zhang

2023

LNEP

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“…Social media's influence was embedded within Momo's information on YouTube. Some researchers (Hedges, 2011;Kelly-Ware, 2018) have identified the impact of customs and media on children's ordinary narratives. These authors assess that culture serves children as a knowledge resource (Hedges, 2011), and children can use this resource in their identity-making.…”

Section: Indonesian Journal Of Early Childhood Education Studies (Ije...mentioning

confidence: 99%

Understanding The Vietnamese Child’s Authoring of The Self Through Multimodal Stories

Pham,

Pham

2023

ijeces

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Guided by Bakhtin's theory of dialogism, we understand that children's identities emerge from an open-ended process in which they articulate external resources and integrate them into their ideas to author themselves. This qualitative study draws on Bakhtin's theory of dialogism and a semiotic lens of multimodality to discuss how Linh, a Vietnamese four-year-and-half girl, authored herself in her multimodal stories across home and preschool. Linh's stories were gathered through close observation and were analyzed in connection with her parents’ and teachers’ narratives. Two narrative chains of her stories were chosen to describe how the child articulated adults’ utterances and cultural resources via her multimodal language to express her emergent identities. Findings initiate early childhood education (ECE) teachers and researchers to see children’s stories and identities in ongoingness and attend to the fluidity within children’s ECE settings, homes, and cultures.

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The influence of Frozen: Young children, performative gender, and popular culture

Cited by 2 publications

References 0 publications

How do Preschool Teachers Teach Cultural Diversity Using Picture Books?

How do Preschool Teachers Teach Cultural Diversity Using Picture Books?

Understanding The Vietnamese Child’s Authoring of The Self Through Multimodal Stories

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