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Read and take notes on the following. Read the two academic journal articles linked in D2L on the Unit 3 Assignments sheetDiscussion 2. Take a look at How Do I know if My Sources Are Credible/Reliable, a brief guide that will help you understand how to determine source credibility. Which strategy did you find most helpful, and why? For GA 6, you are asked to identify several additional sources for Unit 3. Begin searching for these sources, share at least the two of the sources here.Now tell us about these two sources, what makes them credible, and share a link3.Review the following example for Creating an Annotated Bibliography. Then, upload at least three full citations from the new sources assigned or obtained in GA 6, each with a completed annotation. (see Unit 2 Assignments for instructions on what goes into annotations).Please copy and paste your work into the discussion post box so that your peers can easily read your work; don’t upload the document or link to a Google doc.)Then, type a question that you have about the assignment, OR discuss your plans for completing the assignment. If you’ve already drafted the entire assignment, you can include that as well; the purpose of this discussion is for you to give and receive feedback on your work.Groundwork Assignment 6Read the two journal articles related to fairy tales that are linked on the Unit 3 assignments sheet. Create citations and summaries for both of these sources, and add them to the document you created for GA 3. Analyze the credibility of these sources.Find the other FOUR required sources for MA 3. These sources include a credible website and a credible YouTube video related to “LRRH” or “fairy tales” AS WELL AS an academic journal article and an alternate version or work inspired by “LRRH.” The website can be found through a simple Google search while the video can be found through a YouTube search. For the journal article, you will need to use the MTC Library Databases.After finding the FOUR required sources (from #2 above), read and take notes on those sources, and then create MLA citations and write a brief summary for each source. Add these to the document you have been working with (GA 5). You will not submit these notes for GA 5, but you will submit them as part of your weekly notes; see the syllabus.The document submitted for this GA should include a total of 10 source citations and their summaries. Your brief summary and credibility evaluation (one for each source) should appear directly beneath the corresponding citation. Submit this document, which will eventually become MA

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Children’s Literature in Education, Vol. 35, No. 2, June 2004 ( 2004)
Linda T. Parsons is a
Ph.D. candidate in Language, Literacy and Culture at The Ohio State
University and an experienced classroom
teacher. Her research interests include children’s engagement during aesthetic reading
and the impact of gender on literacy. She has
published several other
articles that examine
texts from a feminist
perspective.
Linda T. Parsons
Ella Evolving: Cinderella Stories
and the Construction of GenderAppropriate Behavior
This article considers the cultural messages embedded in the patriarchal canon of fairy tales and their implications for the construction
of gender-appropriate behavior. The characteristics of feminist revisions of fairy tales are discussed, and studies that explore the importance of access to alternative discourses in order for children to
challenge dominant ideology are reviewed. Finally, four versions of
Cinderella are analyzed, considering if and how they provide children with alternative positions to occupy.
KEY WORDS: fairy tales; Cinderella; gender; feminist literary criticism.
M. Tartar, The Classic
Fairy Tales
E. Westland, “Cinderella
in the classroom: Children’s responses to gender roles in fairy-tales”
In today’s high-tech, mass-media culture, considering the importance
of fairy tales may seem passé. Fairy tales are often “deemed of marginal cultural importance and dismissed as unworthy of critical attention” (Tatar, 1999, p. xi). Teachers have reported that fairy tales are
not an integral part of children’s culture, and, therefore, their messages are of little consequence (Westland, 1993). This dismissive attitude underestimates the pervasive power of the tales. Indeed, in our
high-tech, mass-media culture we are surrounded by the vestiges of
fairy tales from the marketing of Disney products to the perpetuation
of romance ideology, the binary positioning of women and men, and
women’s and girls’ obsession to manifest socially defined beauty.
Fairy tales are sites for the construction of appropriate gendered behavior. Although fairy tales are certainly not solely responsible for the
acculturation of children, they are an integral part of the complex
layering of cultural stories and influences that affirm and perpetuate
cultural norms. Fairy tales constitute a kind of “script” (Rice, 2000, p.
135
0045-6713/04/0600-0135/0  2004 Human Sciences Press, Inc.
136
P. S. Rice, “Gendered
readings of a traditional
‘feminist’ folktale by
sixth-grade boys and
girls”
V. Walkerdine, “Some
day my prince will
come: Young girls and
the preparation for adolescent sexuality”
P. Gilbert, “’And they
lived happily ever
after’: Cultural storylines and the construction of gender”
Children’s Literature in Education
215) for acceptable forms of feminine and masculine behavior, and
they facilitate the production of such behavior by “creating positions
to occupy” (Walkerdine, 1984, p. 182). Fairy tales contribute to the
formation of the boundaries of agency, subjectivity, and anticipated
rewards. They are powerful cultural agents that tell us how to be. Yet
it is impossible to know the exact role stories play in shaping the
unconscious and in creating positions for us to take up. While we
cannot know precisely how and to what extent fairy tales affect the
unconscious, we do know that fairy tale storylines are specific to historical and cultural contexts, and because we ourselves are products
of those contexts, we tend to accept the gendered discourse embedded in them as natural, essential, and conclusive.
The embeddedness of appropriate gendered behaviors masks the fact
that fairy tales are created and reproduced through the dominant discourse. A primary goal of gender construction in patriarchal culture
is to prepare young girls for romantic love and heterosexual practices.
Girls come to know that their value lies in men’s desire for them, and
the characteristics and qualities that will assure their desirability are
revealed in cultural storylines (Gilbert, 1994). Girls do not adopt these
positions passively, however, but actively construct their subjectivities
in response to the power of discourse and ideology.
Fairy tales establish appropriate desire as well as appropriate behavior.
As the reader’s or listener’s attention is drawn to desires, values, and
sanctioned behaviors, young girls and boys appropriate them as their
own. Taking up sanctioned patterns of desire and conventional subject positions in the patriarchal order are concomitant processes. As
children recognize themselves and their friends as well as their desires, struggles, and fears in fairy tales, they identify with the characters, especially when those characters reaffirm what they already
know through cultural discourse. Thus, young girls appropriate the
position and subjectivities of the heroine. What is possible and acceptable for the protagonist becomes possible and acceptable for the
reader.
Fairy tales and their influence are alive and well and with us today,
and it is indeed important that we examine the messages embedded
in them: messages that help define the subject positions available to
our children. It is with this in mind that I examine the messages in
the traditional canon, the characteristics of feminist re-visions of fairy
tales, and the importance of access to alternative discourses to challenge dominant ideology. Finally, I analyze four versions of Cinderella
and the messages they convey.
Cinderella Stories and Gender-Appropriate Behavior
137
The Traditional Canon
R. Darnton, “Peasants
tell tales: The meaning
of Mother Goose”
L. Paul, Reading Otherways
P. Gilbert, “The story
so far: Gender, literacy
and social regulation”
A. Lurie, Don’t Tell the
Grown-Ups: Subversive
Children’s Literature
J. Yolen, “America’s
Cinderella”
A. M. Trousdale, “I’d
rather be normal: A
young girl’s responses
to ‘feminist’ fairy tales”
M. Tartar, The Hard
Facts of the Grimms’
Fairy Tales
M. K. Lieberman,
“‘Some day my prince
will come’: Female acculturation through the
fairy tale”
Fairy tales have been called historical documents (Darnton, 1999), cultural barometers (Paul, 1998), and cultural artifacts (Gilbert, 1992).
Each term alludes to the fact that fairy tales are culturally specific and
evolve according to the shifting values of a society. The tales that
form our popular canon have been edited and selected to reflect and
reproduce patriarchal values. The tales best known today are not representative of the genre but are a result of “the skewed selection and
silent revision of subversive texts” (Lurie, 1990, p. 20). Jane Yolen has
stated that “the magic of the old tales has been falsified, the true meaning lost, perhaps forever” (1977, p. 29). Fairy tales in the patriarchal
tradition portray women as weak, submissive, dependent, and selfsacrificing, while men are powerful, active, and dominant. Feminist
criticism of fairy tales underscores the fact that the traditional canon
reflects sanctioned patriarchal values and norms, while tales that portray heroes and heroines who stretch the boundaries of gender-appropriate behavior have, for the most part, been “lost.”
A high premium is placed on feminine beauty, and beauty is equated
with virtue in the majority of tales in the canon. Women are positioned as the object of men’s gaze, and beauty determines a woman’s
value (Trousdale, 1995). In stories with a male protagonist, the helper
often gives him strength, knowledge, or courage, while female protagonists are most frequently given beauty (Tatar, 1987). When the heroine is beautiful she need not do anything to merit being chosen by
the prince; she is chosen simply because she is beautiful. As this message is repeated story after story, we come to accept as natural the
notion that passive, beautiful females are rewarded.
Fairy tales also convey the message that women must suffer, if not be
humiliated, before they are rewarded. “The child who dreams of being
a Cinderella dreams perforce not only of being chosen and elevated
by a prince, but also of being a glamorous sufferer or victim” (Lieberman, 1986, p. 194). In many traditional tales, being rewarded with
the prince and the security of marriage is the result of the heroine’s
submission and suffering, along with her beauty, rather than her
agency. The embedded messages of suffering in silence, attaining
beauty, being chosen, and living happily ever after encourage young
girls to adopt these desires, which are deemed appropriate within
patriarchy. The subjectivities promoted in fairy tales limit positioning
for women and men, and their acceptance as natural and irrefutable
is of concern to a feminist reader.
Women are divided with the designation “good” or “evil.” There is
controversy among feminist readers about the portrayal of feminine
138
K. S. Evans, “A closer
look at literature discussion groups: The influence of gender on student response and
discourse”
M. Mendelson, “Forever
acting alone: The absence of female collaboration in Grimms’
Fairy Tales”
Children’s Literature in Education
power and agency in fairy tales. Karen Evans (1996) notes that in the
traditional canon, a powerful female is most often ugly if not evil.
Marcia Lieberman agrees that “women who are powerful and good
are never human; those women who are human, and who have power
or seek it, are nearly always portrayed as repulsive” (1986, p. 197).
Another view, however, is that when real help comes to the female
protagonist, it is usually from a fairy godmother or other wise woman,
and when real trouble is created, it is usually by a witch or wicked
stepmother (Lurie, 1990). Feminists reclaim the powerful women in
fairy tale, yet the traditional tales do equate feminine power with being unwomanly if not inhuman. They tell us that it is not natural for
a woman to be active or powerful.
Rather than being empowered through sisterhood and community,
the heroines in traditional tales are most often isolated: intensifying
their submission and lack of power. They are disassociated as good or
evil and also as women who must vie for the one prince. Furthermore,
women suffer at the hands of other women. Michael Mendelson recognized “evil women’s groups” (1997, p. 115), typically older sisters
and/or stepmothers who collaborate to victimize the protagonist, as
the sole instance of women working together in the Grimms’ tales.
He observed that even the wise women and fairy godmothers in stories did not work with the protagonist but merely bestowed rewards
upon them. The lack of feminine collaboration perpetuates patriarchal
values by separating women from men and from other women as well.
Feminist Re-Visions
J. Zipes, Sticks and
Stones: The Troublesome Success of Children’s Literature from
Slovenly Peter to Harry
Potter
Grimms’ or Perrault’s versions of fairy tales are customarily thought
of as original tales because of their widespread popularity in Western
culture. This tendency disguises the fact that fairy tales were told and
retold in many cultures before they were written down and that they
have subsequently been written and rewritten by many authors for
many reasons. Quite simply, there is no genuine or authentic version
of a fairy tale. Jack Zipes (2001) discusses contamination: a term used
by folklorists to describe foreign augmentation to what appears to be
a pure narrative tradition. Contamination has traditionally had a negative connotation, but Zipes opens up the possibility that it has positive
aspects as well. “Contamination can be an enrichment process; it can
lead to the birth of something unique and genuine in its own right”
(p.102). In essence, therefore, for better and for worse, all fairy tales
are contaminated. Re-visions are one form of contamination. The term
re-vision is grounded in feminist poststructuralist thought and indicates the author’s agency in creating a new vision of possibility and
sharing that vision with the reader. It indicates the author’s conscious
and unconscious decisions about which elements to retain and which
Cinderella Stories and Gender-Appropriate Behavior
139
to remove or refute and what constructions to make visible. It also
implies that the reader will extend the author’s re-vision.
K. E. Rowe, “To spin a
yarn: The female voice
in folklore and fairy
tale”
S. Cashdan, The Witch
Must Die: The Hidden
Meaning of Fairy Tales
H. S. Crew, “Spinning
new tales from traditional texts: Donna Jo
Napoli and the rewriting of fairy tale”
B. Davies, Shards of
Glass: Children Reading and Writing Beyond Gendered Identities
R. B. Bottigheimer,
Grimms’ Bad Girls &
Bold Boys: The Moral
and Social Vision of
the Tales
Given the oral tradition of fairy tales and its connection with women,
it is apt that women now reclaim fairy tales in an attempt to disrupt
binary gender construction and to re-vision possibilities for women
and men. Although they have been appropriated and subverted to
promote patriarchy, it can be argued that fairy tales are women’s literature. Historically, there has been an intimate connection between
spinning, weaving, and telling stories, as women have used tapestries
and tales to tell of “the silent matter of their lives, which is culture
itself” (Rowe, 1999, p. 300). Sheldon Cashdan contends that psychologically fairy tales are maternal documents “about women and the
important role they play in the child’s emerging sense of self” (1999,
p. 29). Fairy tales may even be the remnants of “an older, matriarchal
culture and faith” (Lurie, 1990, p. 19), for it is women who are the
central figures of the tales, and it is women who most often wield the
supernatural powers.
Fairy tales and other cultural texts influence children’s subject positions, but simply reformulating traditional fairy tales cannot change
the sanctioned gender binary and power hierarchy. Feminist re-visions
of fairy tales, however, can be one forum through which patriarchal
structures are critiqued and alternatives to gendered subject positions
are envisioned. Literary fairy tales written during the second wave of
feminism often relied on a simple reversal of gender roles, but this
practice did not necessarily result in a feminist text (Crew, 2002; Davies, 1993; Walkerdine, 1984). Simplistic role reversals often present
a comedic rather than an empowering, realistic view of possibility and
lack the subtlety that is most effective in challenging stereotypes.
While these texts may disrupt gender construction by calling attention
to what seems essential, they are not feminist texts.
Creating a feminist text is a symbolic act within a social context, and
the author’s ideological viewpoint is necessarily embedded in the text.
A feminist text deals with issues of freedom, choice, and expanding
the subject positions available to women and men, and it makes visible the fact that the tales have functioned historically to reproduce
social values. The meaning of fairy tales has been understood to be
“wholly natural and unpremeditated” (Bottigheimer, 1987, p. 17), and
feminist re-visions illuminate other possibilities. They expose the text
as a construction within discourse, an expression of the author’s ideology, and a negotiation based on the reader’s positioning. Issues of
subjectivity, agency, voice, autonomy, and power are focal issues in
feminist re-visions of fairy tales.
140
Children’s Literature in Education
A concern in feminist texts is who is positioned to exercise power
and with what consequence. Lissa Paul (1998) contends that sanctioned power structures have been implicitly reproduced as the natural order within traditional patriarchal fairy tales, and concomitantly,
as the natural order in the existing social structure. In traditional tales,
the male hero is in a position of power, and that power is often exercised to dominate and rule others. In feminist fairy tales, the heroine
assumes a position of power to attain independence and to forge mutual respect. In most feminist fairy tales the use of power raises moral
questions.
A. S. Wyile, “Expanding
the view of first-person
narration”
R. S. Trites, Waking
Sleeping Beauty: Feminist Voices in Children’s Novels
Hilary Crew (2002) created guidelines for identifying and analyzing
feminist texts. The guidelines include asking how power relations are
subverted or questioned, how males and females are represented as
gendered subjects, how they are empowered, how relations are revisioned, and how feminist ideology is embedded in the text. An ethic
of caring that values family and community and promotes equality and
interdependence figures prominently in them. Crew cites what Andrea Schwenke Wyile has termed “immediate-engaging-first-person
narration” (1999, p. 185) as a frequent narrative convention in feminist texts. Here, the female protagonist displays agency and voice by
narrating her own story: controlling what is revealed and what is concealed.
Roberta Seelinger Trites (1997) defines a feminist text as one in which
the protagonist is empowered regardless of gender, and she discusses
several characteristics that distinguish feminist texts. The protagonist
assumes a subject position in which she is an active agent. A frequent
theme is that women must achieve autonomy in order to determine
their own destiny, and the protagonist’s self-determination drives the
plot. Another characteristic is that the protagonist often employs
imagination, creativity, or trickery to transcend gender roles. This indicates the character’s ability to employ agency, which involves making
choices about and accepting responsibility for what one does.
The issue of agency is often evident in the strong voice of the protagonist. The goal of agency is self-discovery and personal development
rather than domination over others, and human interdependency,
rather than competition, is stressed. The protagonists in feminist texts
often embrace and celebrate traditional feminine characteristics as a
counterbalance to the hegemonic order, which has devalued most
things feminine. Thus, writers of feminist texts seek to empower
women, conceive a new vision of the world, value what has been
devalued, and give voice to the silenced.
Cinderella Stories and Gender-Appropriate Behavior
141
The Importance of Discourse
We are situated in and constructed by the discourses to which we
have access, and these discourses allow us to organize, understand,
and explain our experience. In any culture, at any given time, we are
positioned within competing discourses as we constantly form and
reform our subjectivities. In re-visions of fairy tales, the author takes
up a “particular speaking position in a discourse, and . . . then [brings]
certain subject positions into existence” (Gilbert, 1992, p. 194). In
order for the text to be believable, the author must work “within the
bounds of the belief system and gender ideologies of her settings
while showing how her protagonists—male and female—push at the
boundaries that constrain them” (Crew, 2002, p. 84). It is extremely
difficult to write completely outside the familiar and recognizable patterns of the discourses that shape how we think, how we view the
world, and how we come to know ourselves. Thus, the writer must
work simultaneously within and against dominant discourse.
L. Galda & R. Beach,
“Response to literature
as a cultural activity”
P. Enciso, “Good/bad
girls read together: Preadolescent girls’ co-authorship of feminine
subject positions during
a shared reading event”
It is also difficult to read texts if they cannot be readily identified as
belonging within a familiar discourse. When a discourse has been
taken up as one’s own it seems transparent, and any text situated
within that discourse is comprehensible; the world it describes is recognizable. Narrative relies on a set of progressive transformations
where certain events conventionally transform into subsequent
events, and we find it difficult to accept those events that fall outside
the parameters of what we anticipate as probable. Unexpected transformations cause us to step outside the created world of the story to
adopt an analytic stance as we consciously check the validity of the
transformation against the discourses with which we are familiar.
Readers expect characters to behave in what they consider to be culturally appropriate ways (Galda & Beach, 2001) and will resist texts
in which characters do not do so (Enciso, 1998). The heterosexual,
romantic storyline incorporated in most fairy tales is so much a part
of our being-in-the-world that it is extremely difficult to read and write
outside it.
Readers take up a position in relation to the text based on the narrative conventions of the story. When we position ourselves within the
discourse of the text, we accept the narrative conventions the author
has employed and recognize anticipated transformations while dismissing gaps and silences. We can only take up reading positions that
exist within our discursive histories. Therefore, we must know the
discourse within which the text is written if we are to recognize and
understand the text, and we can only challenge the text based on
discourses to which we have access.
142
L. Wason-Ellam, “‘If
only I was like Barbie’”
B. Davies, Frogs and
Snails and Feminist Tales. Preschool Children
and Gender
E. Yeoman, “How does
it get into my imagination? Elementary school
children’s intertextual
knowledge and gendered storylines”
Children’s Literature in Education
There are several studies that illuminate the necessity of access to
discourse in order to challenge storylines and to envision alternative
positioning. Ann Trousdale (1995) found that her 7-year-old female
participant relied on patriarchal discourse to judge strong female protagonists. While it was enticing to push gender boundaries, the child’s
positioning within the dominant discourse made it a difficult position
for her to sustain. The girls in Linda Wason-Ellam’s study located themselves in the discourse of feminine beauty rather than explore other
possible positions. Wason-Ellam reported that “although feminist stories provided an alternative to the sexist world, they were not powerful enough to disrupt it” (1997, p. 436). Bronwyn Davies (1989) discovered that the preschool children with whom she worked struggled
to understand fairy tales in terms of storylines that were familiar to
them. Davies concluded that preschool children did not have the discursive histories necessary to accept a storyline that challenged the
patriarchal order.
Other studies confirm that children can begin to resist the dominant
discourse once they have the discursive history to do so. Ann Rice
read feminist fairy tales with sixth-grade boys and girls and determined
that while the boys in the study had taken up traditional gendered
positions “a small shift from stereotypical positioning was signified by
the girls, suggesting that the discourses available to the girls [had]
enabled them to broaden their cultural definitions of gender” (2000,
p. 230). Working with children in a 4/5 classroom, Elizabeth Yeoman
(1999) found that the students were able to understand disruptive
texts and were also able to write their own. She attributed their ability
to their age and the fact that they had been exposed to similar texts
in popular culture and in their classroom.
Ella Westland found that 10- and 11-year-old girls were able to disrupt
the “Cinderella” storyline. She believes that children at this age have
developed a greater awareness of gender roles and restrictions and
are able to understand the concept of stereotypes. While the girls in
her study almost unanimously denied wanting to be a “princess” because they aspired to greater agency, the boys were content with the
traditional storyline and viewed the position of prince favorably. Westland concluded:
We can speculate that [the boys] had little incentive to alter the standard fairy-tale structure . . . because they had more to lose than gain
from the changes. Independent princesses might be a risk, even a
threat, and get in the way of the hero continuing to do as he liked.
(1993, p. 244)
From this brief review of research it seems that children are able to
resist positioning and challenge stereotypes if the discourses through
which to do so are available to them. Upper elementary age children
Cinderella Stories and Gender-Appropriate Behavior
143
have reached an adequate level of maturity and have sufficient discursive histories to begin to critique stereotype and to envision alternative positioning. Research indicates that girls, more than boys, may be
willing to engage in this disruption of discourse.
Considering Cinderella
B. Bettelheim, The Uses
of Enchantment: The
Meaning and Importance of Fairy Tales
U. C. Knoepflmacher,
“Repudiating ‘Sleeping
Beauty’”
G. C. Levine, Ella Enchanted
M. P. Haddix, Just Ella
M. F. Orellana, “Literacy as a gendered social practice: Tasks,
texts, talk, and take-up”
Bruno Bettelheim (1976/1989) contends that “Cinderella” is the bestknown and most-loved fairy tale with over 700 documented versions,
the earliest in AD 850–860 in China. A very narrow brush is used,
however, when the messages embedded in “Cinderella” are considered. In contemporary Western culture, “Cinderella” has become synonymous with Perrault’s “Cendrillon,” in large part because it is the
version on which the Disney (1950) animated movie was based. There
are significant differences between the Perrault and the Grimm versions of “Cinderella.” Although the storylines are similar, “each implies
a radically different pattern of female behavior” (Bottigheimer, 1987,
p. 36). The Grimm version is based on female empowerment enabling
its reclamation by women, while the Perrault version embodies a patriarchal point of view rendering it all but impossible to reclaim (Knoepflemacher, 1999). It is important to note the very different tales these
two original versions tell and the very different subject positions they
create for the reader. It is with this in mind that I briefly examine
these two versions.
I also consider some of the feminist elements and messages in Ella
Enchanted (Levine, 1997) and Just Ella (Haddix, 1999). These too
will necessarily be brief analyses, as a complete interpretation would
be beyond the scope of this article. These particular texts were chosen from among the many quality re-visions of “Cinderella” for several
reasons. First, they are novels that allow for more complete character
and plot development than do picture books, and they are targeted
to the age when, according to the research reviewed, children are
able to recognize disruptive texts and question patriarchal stereotypes. Second, I believe that Ella Enchanted is a feminist text. Although Just Ella appears to be, and includes many elements characteristic of feminist texts, the male character development and the
resolution of the storyline disrupt a feminist reading. Marjorie Orellana
cautions that “dominant gendered discourses may appear in new ways
even in spaces that look like they are challenging traditional approaches to gender” (1995, p. 703). Just Ella seems to be an example
of this phenomenon. I also chose novels based on my belief that one
of the reasons younger children do not position themselves with the
independent princesses in many picture books has to do with the
comedic presentation of the characters. While the heroines in Ella
Enchanted (Levine, 1997) and Just Ella (Haddix, 1999) may be hu-
144
Children’s Literature in Education
morous at times, they are not comedic caricatures but “princesses”
who construct viable subjectivities and help us explore our own possible positioning.
“Cendrillon” (Charles Perrault, 1697)
Perrault, Cinderella: A
Folklore Casebook
It is apparent that the Perrault version of “Cinderella” was written
from a position in patriarchal discourse “to please an aristocratic audience” (Tatar, 1987, p. 189). Perrault’s (1982) version of “Cinderella”
begins when Cinderella’s father marries a proud and haughty woman
who has two equally proud and haughty daughters. This beginning
severs the link between Cinderella and her mother. It masks the fact
that the helper (in this case fairy godmother) is representative of the
dead mother, and it minimizes Cinderella’s grief, which would serve
as a driving force for personal agency. Perrault focuses on descriptions
of the setting and wardrobe more than on Cinderella’s overwhelming
loss or even the stepsister’s envy (Cashdan, 1999). Relationships and
maternal power take second place to parquetry and diamond stomachers.
Messages about women and submissiveness, dependence, and beauty
are embedded in this version of the tale. Cinderella submits meekly
to her servitude. When her work is done, she voluntarily takes up a
position in the cinders. When the upcoming ball is announced, the
stepsisters consult Cinderella because of her good taste, and she willingly gives them excellent advice and offers to help style their hair.
She toils away happily and selflessly. She is so self-sacrificing that at
the end of the tale she not only forgives her stepsisters’ cruelty but
arranges advantageous marriages for them.
Cinderella exhibits neither agency nor voice. As the stepsisters leave
for the ball, she follows them only with her eyes and begins to cry.
She is disconsolate and incapable of action. When her fairy godmother
appears and asks what is wrong, Cinderella is unable to speak; she
cannot even voice her desire to go to the ball. Her godmother directs
her to get a pumpkin, six mice, a rat, and six lizards that she turns
into the coach, horses, coachman, and footmen. She also clothes Cinderella and tells her when she must leave the ball. Cinderella is an
object acted upon. The fact that a messenger of the prince discovers
Cinderella and she is transformed once again by magic and beautiful
clothes before meeting the prince indicates that in her humble state
she would not be worthy of the match. She must be beautiful to be
worthy.
This Cinderella cannot speak for herself, she cannot act on her own
behalf, and she cannot function autonomously: yet she is rewarded
Cinderella Stories and Gender-Appropriate Behavior
145
with the ultimate prize. After meek submission, humble acceptance
of her fate, being good to those who abused her, and becoming beautiful, she is rewarded with the prince, yet she did nothing.
“Aschenputtel” (Jacob & Wilhelm Grimm, 1812)
The Complete Fairy Tales of the Brothers
Grimm
In the Grimm’s version of “Cinderella” (Zipes, 1987) we see the effect
of a different intent. The Grimms “sought to capture the authentic
voice of the common people” (Tatar, 1987, p. 189), and the result is
a Cinderella who takes destiny into her own hands, uses speech in
powerful ways, and overcomes the abuse heaped upon her by cruel
stepsisters. The Grimms’ version of Cinderella is rooted in a matriarchal tradition and begins with the death of Cinderella’s mother. On
her deathbed, she admonishes Cinderella to be good and pious, and
she vows to watch Cinderella from heaven and to take care of her.
Many elements of the story support the fact that Cinderella’s power
comes from her dead mother and that the mother does, indeed, continue to look after her.
Upon the father’s remarriage, Cinderella is banished to the kitchen
and forced to complete the domestic work alone while “her sisters
did everything imaginable to cause her grief and make her look ridiculous” (Zipes, 1987, p. 87). These stepsisters are not merely envious;
they are cruel and abusive. Unlike Perrault’s Cinderella, who endures
all with a smile, this Cinderella goes daily to her mother’s grave to
weep and pray and rage against her situation. The bitterness she feels
is palpable. This Cinderella gives us permission to experience a full
range of emotions.
B. G. Walker. The Woman’s Dictionary of Symbols and Sacred Objects
Once, when her father was going to the fair, he asked his daughters
what they would like. The stepsisters asked for dresses and jewels,
but Cinderella asked for the first twig that brushed her father’s hat.
Her father brought her a hazel twig, which she planted on her mother’s grave and watered daily with her tears. The twig grew into a tree,
and whenever Cinderella requested something of it, a white bird came
and gave it to her. The tree and the bird are strong maternal symbols.
The tree is a common motif in Cinderella stories as an essential life
force with connections to the earth and to the mother (Cashdan,
1999, p. 89). Furthermore, the hazel tree is symbolic of female wisdom (Walker, 1988). The tree grows out of the mother’s grave and
represents her body, while the white bird that helps Cinderella is symbolic of the mother’s spirit. T