CASTLES, GENDER, AND CHILD CULTURE: A CRITICAL EXAMINATION OF MEDIA AND PLAY

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Montgomery, S. (2018). CASTLES, GENDER, AND CHILD CULTURE: A CRITICAL EXAMINATION OF MEDIA AND PLAY. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This dissertation revealed two distinct types of castles which are marketed to boys and girls: Fortresses for boys are embedded with the masculine stereotypes of violence and active agents, and Palaces for girls imply domesticity, passivity, and a need for protection. Applying a feminist poststructuralist lens, this qualitative study aimed to examine how children accepted or transformed these gender norms transmitted in popular media symbols of castles, while socially constructing culture through play. Two families, with two to four siblings between the ages three and nine, were audio-recorded playing with different castles, and discourse analysis was used to understand the role of media and gender norms during play. A key finding was how children incorporated media into gender segregated types of play, masculine action-adventure play with fortresses and feminine dollhouse and storytelling play with palaces, which reinforced traditional gender binaries and limits children’s imagined roles. This study adds to the growing literature on critical media pedagogy with elementary aged children. It also provides insights into how gender norms are constructed and challenged in the relationship between child culture and popular media.

Details
Author

Montgomery, Shannon

Title

CASTLES, GENDER, AND CHILD CULTURE: A CRITICAL EXAMINATION OF MEDIA AND PLAY

Physical Description

1 online resource (181 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This dissertation revealed two distinct types of castles which are marketed to boys and girls: Fortresses for boys are embedded with the masculine stereotypes of violence and active agents, and Palaces for girls imply domesticity, passivity, and a need for protection. Applying a feminist poststructuralist lens, this qualitative study aimed to examine how children accepted or transformed these gender norms transmitted in popular media symbols of castles, while socially constructing culture through play. Two families, with two to four siblings between the ages three and nine, were audio-recorded playing with different castles, and discourse analysis was used to understand the role of media and gender norms during play. A key finding was how children incorporated media into gender segregated types of play, masculine action-adventure play with fortresses and feminine dollhouse and storytelling play with palaces, which reinforced traditional gender binaries and limits children’s imagined roles. This study adds to the growing literature on critical media pedagogy with elementary aged children. It also provides insights into how gender norms are constructed and challenged in the relationship between child culture and popular media.

Genre

doctoral dissertations

Subjects--Topics

Education
Social sciences--Study and teaching

Degree

Ph.D.

Keywords

Critical Media
Elementary Education
Gender
Hegemony
Play
Popular Culture

Subject Area

Curriculum & Instruction

Advisor(s)

Miller, Erin
Putman, Michael

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Montgomery_uncc_0694D_11824

Permalink

http://hdl.handle.net/20.500.13093/etd:29