Who's Wicked Now?: The Stepmother as Fairy-Tale Heroine

Williams, Christy

doi:10.1353/mat.2010.a402475

Cited by 10 publications

(1 citation statement)

References 14 publications

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“…The tasks that the protagonists need to fulfil are extreme and often include the defeat of various monsters. The story invariably ends with the victory of the good and defeat of the evil who is punished (Williams, J., 2010).…”

Section: Statedmentioning

confidence: 99%

Folklore-based value profile of the Slovak culture: use of folktales in cultural studies

Hrivíková¹

2023

Porta Lingua

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The article describes the use of folktales in courses on intercultural communication. It is based on the idea that globalisation has made intercultural competence a highly needed competence. Students can benefit from studying in courses focused on theories about culture and their application in practice. Folktales are an excellent source of texts originally transmitted in oral tradition through history. They reflect the values and practices of the cultural community. The heroes/heroines represent the ideal patterns of behaviour while the villains are their opposites. Analysing these stories, the students can learn a lot not only about their own culture but others as well. We provide a list of possible tasks that help them understand the various layers of cultures and implement their knowledge of theory in a practical way. Whether practising in seminars, doing home assignments, or proving their understanding in tests, folktales provide an enjoyable and effective mode of learning.

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Section: Statedmentioning

confidence: 99%

Folklore-based value profile of the Slovak culture: use of folktales in cultural studies

Hrivíková¹

2023

Porta Lingua

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Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people

Saxby

2022

AJLL

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Fairy tales are ubiquitous in Australian primary schools. Drawing on a review of key literature, this paper aims to determine the implications of teaching fairy tales in the twenty-first-century primary classroom. Research points to the benefits of including fairy tales as a tool to improve all subject areas of the curriculum. Fairy tales present opportunities to positively engage students through the teaching of social justice and the development of emotional intelligence. The review of literature found that teachers need to be cautious and critical when teaching traditional fairy tales which often perpetrate an outdated, gender-ignorant representation of society, and allow students an opportunity to confront these ideas. The book form of Disney fairy tales can be problematic, particularly the earlier versions, which are criticised for being domesticated, sentimental and overly simplistic. The review has also found that multicultural fairy tales have enormous potential to increase cultural equity in the contemporary classroom, but unfortunately, they do not appear to be easily accessible in Australia. The fairy tale is constantly being reinvented and reimagined to fit into modern society, which has led to the emergence of the fractured fairy tale genre, where a traditional fairy tale is subverted. This review found that when used in a critical and inclusive manner, fairy tales have the potential to be an effective resource to teach primary school students in the contemporary classroom.

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Following Foucault: Tall stories of mapping and inhabiting Pierre Rivière's landscapes as a 21st century inquiry

Speedy

Porter

Bridges

2012

Emotion, Space and Society

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Who's Wicked Now?: The Stepmother as Fairy-Tale Heroine

Cited by 10 publications

References 14 publications

Folklore-based value profile of the Slovak culture: use of folktales in cultural studies

Folklore-based value profile of the Slovak culture: use of folktales in cultural studies

Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people

Following Foucault: Tall stories of mapping and inhabiting Pierre Rivière's landscapes as a 21st century inquiry

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