Damsels in discourse: Girls consuming and producing identity texts through disney princess play

Reading Research Quarterly

Volumn 44, Issue 1, 2009, Pages 57-83

  Wohlwend, Karen E ^a,b  

^a INDIANA UNIVERSITY   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 59049087777     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.44.1.3     Document Type: Article

References (123)

1. Baker-Sperry, L., & Grauerholz, L. (2003). The pervasiveness and persistence of the feminine beauty ideal in children's fairy tales. Gender & Society, 17(5), 711-726. doi: 10.1177/0891243203255605
2. Bakhtin, M.M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
3. Barnes, D., & Todd, F. (1995). Communication and learning revisited: Making meaning through talk. Portsmouth, NH: Boynton/Cook.
4. Bateson, G. (1972). A theory of play and fantasy. In G. Bateson (Ed.), Steps to an ecology of mind (pp. 177-193). San Francisco: Chandler. (Original work published 1955)
5. Bauman, R., & Briggs, C.L. (1990). Poetics and performance as critical perspective on language and social life. Annual Review of Anthropology, 19, 59-88.
6. Bell, E. (1995). Somatexts at the Disney shop: Constructing the pentimentos of women's animated bodies. In E. Bell, L. Haas, & L. Sell (Eds.), From mouse to mermaid: The politics of film, gender, and culture (pp. 107-124). Bloomington: Indiana University Press.
7. Blaise, M. (2005a). A feminist poststructuralist study of children "doing" gender in an urban kindergarten classroom. Early Childhood Research Quarterly, 20(1), 85-108. doi:10.1016/j.ecresq.2005.01.002
8. Blaise, M. (2005b). Playing it straight: Uncovering gender discourses in the early childhood classroom. New York: Routledge.
9. Bloome, D., Carter, S.P., Christian, B.M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, NJ: Erlbaum.
10. Boldt, G.M. (2002). Toward a reconceptualization of gender and power in an elementary classroom. Current Issues in Comparative Education, 5(1), 7-23.
11. Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge, England: Cambridge University Press.
12. Bourdieu, P. (1986). The forms of capital. In J.G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
13. Brougère, G. (2006). Toy houses: A socio-anthropological approach to analysing objects. Visual Communication, 5(1), 5-24. doi:10.1177/1470357206060916
14. Buckingham, D. (1996). Movingimages: Understanding children's emotional responses to television. Manchester, England: Manchester University Press.
15. Butler, J. (1993). Bodies that matter. On the discursive limits of "sex." London: Routledge.
16. Calkins, L. M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
17. Carrington, V. (2003). "I'm in a bad mood. Let's go shopping": Interactive dolls, consumer culture and a "glocalized" model of literacy. Journal of Early Childhood Literacy, 3(1), 83-98.
18. Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Milwaukee, WI: Rethinking Schools.
19. Connell, R.W. (1987). Gender and power. Stanford, CA: Stanford University Press.
20. Connell, R.W., & Messerschmidt, J.W. (2005). Hegemonic masculinity. Gender & Society, 19(6), 829-859. doi: 10.1177/0891243205278639
21. Corsaro, W. A. (1985). Friendship and peer culture in the early years. Norwood, NJ: Ablex.
22. Corsaro, W.A. (2003). We're friends right? Inside kids' culture. Washington, DC: Joseph Henry.
23. Davies, B. (1989). Frogs and snails and feminist tales: Preschool children and gender. Boston: Allen & Unwin.
24. de Certeau, M. (1984). The practice of everyday life (S. Rendall, Trans.). Berkeley: University of California Press.
25. Disney Consumer Products. (2007). Toys. Retrieved May 5, 2008, from licensing.disney.com/Home/display.jsp?contentId=dcp-home-ourbusinesses- toys&forPrint=false&language=en&previ ew=false®ion=0
26. Do Rozario, R.A.C. (2004). The princess and the magic kingdom: Beyond nostalgia, the function of the Disney Princess. Women's Studies in Communications, 27(1), 34-59.
27. Dyson, A.H. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
28. Dyson, A.H. (1997). Writing superheroes: Comtemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
29. Dyson, A.H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
30. Dyson, A.H., & Genishi, C. (2005). On the case: Approaches to language and literacy research. New York: Teachers College Press.
31. Elgas, P.M., Klein, E., Kantor, R., & Fernie, D. (1988). Play and the peer culture: Play styles and object use. Journal of Research in Childhood Education, 3(2), 142-153.
32. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
33. Fernie, D.E., Kantor, R., & Whaley, K.L. (1995). Learning from classroom ethnographies: Same places, different times. In J.A. Hatch (Ed.), Qualitative research in early childhood settings (pp. 155-172). Westport, CT: Praeger.
34. Finders, M.J. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
35. Foucault, M. (1978). The history of sexuality: Vol. 1. An introduction. New York: Pantheon.
36. Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
37. Giroux, H.A. (1997). Are Disney movies good for your kids? In S.R. Steinberg & J.L. Kincheloe (Eds.), Kinderculture: The corporate construction of childhood (pp. 53-67). Boulder, CO: Westview Press.
38. Giroux, H.A. (1999). The mouse that roared. Lanham, MD: Rowman & Littlefield.
39. Goodman, K.S. (1994). Reading, writing, and written texts: A transactional sociopsycholinguistic view. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 1093-1130). Newark, DE: International Reading Association.
40. Graves, D.H. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann.
41. Haas, L. (1995). "Eighty-six the mother": Murder, matricide, and good mothers. In E. Bell, L. Haas, & L. Sell (Eds.), From mouse to mermaid: The politics of film, gender, and culture (pp. 193-211). Bloomington: Indiana University Press.
42. Hartshorne, C., Weiss, P., & Burks, A.W. (Eds.). (1998). Collected papers of Charles Sanders Peirce: Elements of logic (Vol. 2). Cambridge, MA: Harvard University Press.
43. Hemphill, C (2006, July 26). In kindergarten playtime, a new meaning for "play." The New York Times, p. B8.
44. Henig, R. M. (2008, February 17). Taking play seriously. The New York Times Magazine. Retrieved October 1, 2008, from www.nytimes.com/2008/02/17/ magazine/17play.html
45. Hilton, M. (1996). Manufacturing make-believe: Notes on the toy and media industry for children. In M. Hilton (Ed.), Potent fictions: Children's literacy and the challenge of popular culture (pp. 19-46). London: Routledge.
46. Hodge, R., & Kress, G. (1988). Social semiotics. Ithaca, NY: Cornell University Press.
47. Holland, D., Lachicotte, W., Skinner, D., & Cain, C (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
48. Iger, B. (2006). Walt Disney Company annual meeting of shareholders 2006. Retrieved December 9, 2007, from media.disney.go.com/ investorrelations/presentations/060310-transcript.pdf
49. Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220-245.
50. Jenkins, H. (Ed.). (1998). The children's culture reader. New York: New York University Press.
51. Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. New York: Peter Lang.
52. Jewitt, C., & Oyama, R. (2001). Visual meaning: A social semiotic approach. In T. van Leeuwen & C Jewitt (Eds.), Handbook of visual analysis (pp. 134-156). London: Sage.
53. Kamler, B. (1994). Gender and genre in early writing. Linguistics and Education, 6(2), 153-182. doi:10.1016/0898-5898(94)90010-8
54. Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
55. Kress, G. (2003a). Literacy in the new media age. London: Routledge.
56. Kress, G. (2003b). Perspectives on making meaning: The differential principles and means of adults and children. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 154-166). London: Sage.
57. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
58. Lacroix, C. (2004). Images of animated Others: The orientalization of Disney's cartoon heroines from The Little Mermaid to The Hunchback of Notre Dame. Popular Communication, 2(4), 213-229.
59. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
60. Leander, K.M. (2002a). Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37(2), 198-250.
61. Leander, K.M. (2002b). Polycontextual construction zones: Mapping the expansion of schooled space and identity. Mind, Culture, and Activity, 9(3), 211-237. doi:10.1207/S15327884MCA0903-04
62. Leland, C.H., & Harste, J.C. (1994). Multiple ways of knowing: Curriculum in a new key. Language Arts, 71(5), 337-345.
63. Lensmire, T.J. (1994). When children write: Critical re-visions of the writing workshop. New York: Teachers College Press.
64. Leont'ev, A.N. (1978). Activity, consciousness, and personality (M.J. Hall, Trans.). Englewood Cliffs, NJ: Prentice Hall.
65. Lewis, C., Enciso, P.E., & Moje, E.B. (Eds.). (2007). Identity, agency, and power: Reframing sociocultural research on literacy. Mahwah, NJ: Erlbaum.
66. Loughlin, C.E., & Martin, M.D. (1987). Supportingliteracy: Developing effective learning environments. New York: Teachers College Press.
67. Luke, A., Carrington, V., & Kapitzke, C (2003). Textbooks and early childhood literacy. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 249-257). London: Sage.
68. MacGillivray, L., & Martinez, A.M. (1998). Princesses who commit suicide: Primary children writing within and against gender stereotypes. Journal of Literacy Research, 30(1), 53-84.
69. Maclean, R. (1999). Constructing gendered subjectivities: Peer interactions in the first weeks of school. In B. Kamler & J. Green (Eds.), Constructing gender and difference: Critical research perspectives on early childhood (pp. 71-96). Cresskill, NJ: Hampton.
70. Marsh, J. (1999). Batman and Batwoman go to school: Popular culture in the literacy curriculum. International Journal of Early Years Education, 7(2), 117-131.
71. Marsh, J. (2005). Ritual, performance and identity construction: Young children's engagement with popular cultural and media texts. InJ. Marsh (Ed.), Popular culture, new media and digital literacy in early childhood (pp. 28-50). New York: RoutledgeFalmer.
72. Marsh, J. (2006). Popular culture in the literacy curriculum: A Bourdieuan analysis. Reading Research Quarterly, 41(2), 160-174. doi:10.1598/RRQ.41.2.1
73. Martens, P. (1996). I already know how to read: A child's view of literacy. Portsmouth, NH: Heinemann.
74. Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
75. Millard, E. (2003). Gender and early childhood literacy. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 22-33). London: Sage.
76. Mitchell, J.C. (1984). Typicality and the case study. In R.F. Ellen (Ed.), Ethnographic research: A guide to general conduct (pp. 238-241). London: Academic.
77. Munsch, R. (1980). The paper bag princess. Toronto, ON: Annick.
78. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
79. Newkirk, T. (1989). More than stories: The range in children's writing. Portsmouth, NH: Heinemann.
80. Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.
81. Newkirk, T. (2007). Popular culture and writing development. Language Arts, 84(6), 539-548.
82. Newkirk, T., & McClure, P. (1992). Listening in: Children talk about books (and other things). Portsmouth, NH: Heinemann.
83. Nichols, S. (2002). Parents' construction of their children as gendered, literate subjects: A critical discourse analysis. Journal of Early Childhood Literacy, 2(2), 123-144.
84. Noon, C. (2005, October 4). iger's Disney courts princesses in huge campaign. Retrieved October 3, 2006, from www.forbes.com/facesinthenews/ 2005/10/03/disney-princesses-dvds-cxcn-1003autofacescan04.html
85. Norris, S., & Jones, R.H. (2005). Discourse in action: Introducing mediated discourse analysis. London: Routledge.
86. Ohanian, S. (2002). What happened to recess and why are our children struggling in kindergarten? New York: McGraw-Hill.
87. Owocki, G., & Goodman, Y.M. (2002). Kidwatching: Documenting children's literacy development. Portsmouth, NH: Heinemann.
88. Pompe, C (1996). "But they're pink!"-"Who cares!": Popular culture in the primary years. In M. Hilton (Ed.), Potent fictions: Children's literacy and the challenge of popular culture (pp. 92-125). London: Routledge.
89. Ray, K.W. (with Cleaveland, L.B.). (2004). About the authors: Writing workshop with our youngest writers. Portsmouth, NH: Heinemann.
90. Reid, J. (1999). Little women/little men: Gender, violence and embodiment in an early childhood classroom. In B. Kamler & J. Green (Eds.), Constructing gender and difference: Critical research perspectives on early childhood (pp. 167-190). Cresskill, NJ: Hampton.
91. Richards, T., & Richards, L. (2002). NUDHST 6. Doncaster, VIC, Australia: QSR International.
92. Richtel, M., & Stone, B. (2007, June 6). Doll web sites drive girls to stay home and play. New York Times. Retrieved October 1, 2008, from www.nytimes.com/2007/06/06/technology/06doll.html?-r=1&roref= slogin&rpagewanted=all.
93. Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
94. Rowe, D.W. (2008). Social contracts for writing: Negotiating shared understandings about text in the preschool years. Reading Research Quarterly, 43(1), 66-95. doi:10.1598/RRQ.43.1.5
95. Rowsell, J., & Pahl, K. (2007). Sedimented identities in texts: Instances of practice. Reading Research Quarterly, 42(3), 388-404. doi:10.1598/RRQ.42.3.3
96. Sawyer, R.K. (1997). Pretend play as improvisation: Conversation in the preschool classroom. Norwood, NJ: Erlbaum.
97. Scollon, R. (2001a). Action and text: Towards an integrated understanding of the place of text in social (interaction, mediated discourse analysis and the problem of social action. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 139-183). London: Sage.
98. Scollon, R. (2001b). Mediated discourse: The nexus of practice. London: Routledge.
99. Scollon, R., & Scollon, S.W. (2004). Nexus analysis: Discourse and the emerging internet. New York: Routledge.
100. Seiter, E. (1993). Sold separately: Children and parents in consumer culture. New Brunswick, NJ: Rutgers University Press.
101. Siegel, M. (1995). More than words: The generative power of transmediation for learning. Canadian Journal of Education, 20(4), 455-475. doi:10.2307/1495082
102. Siegel, M. (2006). Rereading the signs: Multimodal transformations in the field of literacy education. Language Arts, 84(1), 65-77.
103. Smith, P.K. (1988). Children's play and its role in early development: A reevaluation of the "play ethos." In A.D. Pellegrini (Ed.), Psychological bases for early education (pp. 207-226). Chichester, UK: Wiley.
104. Snow, C.E. (2008, May 3). improving literacy outcomes: A time to act. Paper presented at the annual reading research conference of the International Reading Association, Atlanta, GA.
105. Steinberg, S.R., & Kincheloe, J.L. (Eds.). (1997). Kinderculture: The corporate construction of childhood. Boulder, CO: Westview Press.
106. Stewart, T.L. (2005, November 4). For kindergartners, play-time is over: Full-day schedules, emphasis on learning create "new 1st grade." Dallas Morning News, p. 6B. Retrieved October 2, 2008, from infoweb.newsbank.com/iw-search/we/InfoWeb?p-product=AWNBSrp-theme= aggregated5Srp-action=docSrp-docid=10DB4CEEF89D6C68Srdplace=DMNBSrf-subsection= sMETROSrf-issue=2005-11-04Srf-publisher=
107. Street, B.V. (1995). Social literacies: Critical approaches to literacy in development, ethnography, and education. New York: Longman.
108. Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.
109. Tobin, J. (2000). "Good guys don't wear hats": Children's talk about the media. New York: Teachers College Press.
110. Tobin, J. (Ed.). (2004). Pikachu's global adventure: The rise and fall of Pokémon. Durham, NC: Duke University Press.
111. Toohey, K. (2000). Learning English at school: Identity, social relations, and classroom practice. Clevedon, England: Multilingual Matters.
112. van Leeuwen, T., & Jewitt, C. (2001). Handbook of visual analysis. London: Sage.
113. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
114. Walkerdine, V. (1984). Someday my prince will come. In A. McRobbie & M. Nava (Eds.), Gender and generation (pp. 162-184). London: Macmillan.
115. Wertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
116. Whitmore, K.F., & Goodman, Y.M. (1995). Transforming curriculum in language and literacy. In S. Bredekamp & R. Teresa (Eds.), Reaching potentials: Transforming early childhood curriculum and assessment (Vol. 2, pp. 145-166). Washington, DC: National Association for the Education of Young Children.
117. Wohlwend, K.E. (2007a). Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design practices in an early literacy apprenticeship. Unpublished doctoral dissertation, University of Iowa, Iowa City.
118. Wohlwend, K.E. (2007b). "More than a child's work": Framing teacher discourse about play. Interactions: UCLA Journal of Education and Information Studies, 3(1). Retrieved March 8,2007, from http://repositories. cdlib.org/gseis/interactions/vol3/issl/art4
119. Wohlwend, K.E. (2007c). Playing to read and reading to play: A mediated discourse analysis of early literacy apprenticeship. In D.W. Rowe et al. (Eds.), 56th yearbook of the National Reading Conference (pp. 377-393). Chicago: National Reading Conference.
120. Wohlwend, K.E. (2008a). "Are you guys girls?": Boys, Disney Princesses, and gender trouble in the playing/writing nexus. Manuscript submitted for publication.
121. Wohlwend, K.E. (2008b). From "What did I write?" to "Is this right?": Invention, convention, and accountability in early literacy. The New Educator, 4(1), 43-63. doi:10.1080/15476880701829259
122. Wohlwend, K.E. (in press). Dilemmas and discourses of learning to write: Assessment as a contested site. Language Arts.
123. Wolfersberger, M.E., Reutzel, D.R., Sudweeks, R., & Fawson, P.C. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): A tool for examining the "print richness" of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211-272.