As a child I looked forward to watching cartoons every Saturday morning. Although I enjoyed Looney Toons, I absolutely loved Schoolhouse Rock and the Fractured Fairy Tales segment that was a part of Rocky and Bullwinkle. I am not sure if I was drawn to Fractured Fairy Tales because I have such an odd sense of humor or because I had already figured out that fairy tales only existed in books.
While I read this chapter, I considered what shapes our ideas of femininity and life. I realize the power of stories and literature, even for the very youngest of all. I had not considered how much fairy tales and even modern stories for little girls indoctrinate the youngest of women as to what life should be like until my first daughter was born. My husband, who grew up on a steady diet of science fiction and had never read a classic fairy tale before, could not get over the recurring theme of the princess in despair who would be saved by her valiant prince. We have often debated what constitutes a good book for our girls. While I think there is a place for fairy tales and happily ever afters, I do wonder how much of this literature sets young girls up for disappointment and internal struggles when their lives do not measure up to this learned discourse. Hicks mentioned that Laurie’s mother read to her nightly from the packs that were sent home. I am sure those packs contained books with a variety of themes. But I wonder what else was read to Laurie. Yes, reading provides a way of escape from reality but reading also helps shape reality.
Hicks said, “What Laurie seemed to want in school was a sense of belonging that was made more difficult by her academic vulnerability” (p. 95). If home did not live up to fairy tale status and school was a struggle too, what was Laurie to think? Was something wrong with her? Why wouldn’t her prince come to rescue her? In our efforts to meet learning goals and comply with program mandates are we actually leaving the child behind? Although there are some kindergarten students who struggle with separation anxiety, most K5 entrants are excited to become part of this new world. So what happens to those expectations? The harshness of classroom reality may stand in the way of learning for some students. One size does not fit all in education. By failing to provide differentiated instruction, we create an environment that only meets the needs of some of our students. It may be that faulty classroom practices may serve to fracture fragile lives even more. While no child really lives a fairy tale, there are certainly some that seem to have a fairy godmother and others who seem to be banished to the dungeon. I may not be a prince, but I am a teacher. And for some girls, a supportive “in tune” teacher may do more to change a life than any glass slipper.
Lisa Rasey
Comments (5)
Your last paragraph reminded me of when I taught ESL at the primary grades. Those kinder kids would come in so excited and ready to learn and be a part of the school. But for many of them, their excitement got squelched. I can see the sad little face of Alex right now. It does bother me how much pressure we put on kids to be "good." They have to walk silent in the halls with "hips and lips." They have to sit cross-legged on the floor and pay attention to long stories.
I remember school being fun until middle school. We did centers almost every year and had special events. Granted, I was not a struggler, but there didn't seem to be the pressure to fit the mold.
What DOES happen to those expectations? Why does school have to be so serious and stressful?
Ashley Catlett
Posted by Ashley Catlett | April 10, 2009 9:50 PM
Posted on April 10, 2009 21:50
Lisa-
I've got it! We are going to open up our own school! Man, my blog is almost identical to yours in certain parts. I become so fired up when I read about or witness teachers who are more concerned about the content than the kids in the classroom. I have so far to go myself as a teacher, but I want to earn the right to be heard in their life besides just being their assigned teacher for a year. I want to know their interests and ideas to aid in my lesson planning and topic studies. I want to incorporate what they are into in our writing and reading. While I may have a bit more flexibility with no EOG's to think about, I just love the discovery each day brings when it is not all about me and my agenda. So, in this utopian world I have in my head, we will forge a new path and design schools which focus on connecting our histories at home with the cognitive/developmental histories of a school environment. They will not have a tuition, so no one is excluded, it would just involve the parents willing to risk involvement, vulnerability, and investment into the future of their children. I am sure there is already a school like this around, I would love to hear about it. Only teachers with a passion for knowing children and gearing an educational plan for them need apply.
Posted by stefoni shaw | April 12, 2009 5:41 PM
Posted on April 12, 2009 17:41
Not having any girls at home I have never really thought about the world of fairy tales and how it affects girls. The more I have thought about it I do think it sets up a false ideal world, however, I think that we need to teach our kids that it is not a reality. I love that there are so many different versions of the original fairy tales so that kids can look at them from different perspectives. I do believe literature shapes reality but I think just as much as literature shaping it that our social world does too. For Laurie I think she desired the "normal" life where she could be a kid, like (most likely) the majority of her peers, with a mom and dad and fewer struggles.
Posted by Amy Spade | April 13, 2009 12:07 PM
Posted on April 13, 2009 12:07
Your post reminded me of the movie "Enchanted"--have you seen it? I don't have children yet but my husband and I rented it one night just to have some brain fluff to watch. In the movie, there is a young girl who is obsessed with fairy tales and who truly believes that the fairy tale endings happen in real life. Her father tries to convince her otherwise and tries to give her the more realistic run-down of life. Well, what happens in the end? The fairy tale ending, of course! Teaching children again that it can be a reality. You're right that it is setting our children, both girls and boys, for disappointment. Boys feel a high standard is set that is hard to live up to, and girls are disappointed that boys don't actually act like Prince Charming. I think reality is setting in a little more and society is getting better, but we still have a long way to go!
Posted by Christy Rivers | April 13, 2009 4:59 PM
Posted on April 13, 2009 16:59
Lisa,
I loved your thoughts on fairy tales. I think about how when I was growing up, I always wondered when my prince charming would come and save me. I was wrapped up in the fantasy. I think it is important to show female protagonist books to girls. Dr. Pesko has brought a few to class this semester. Whenever I hear of one, I always jump on it! The unit that I do on Cinderella at the end of the year always includes books with a male Cinderella. I never want my girl students thinking they should be saved...and I never want my boy students thinking they cannot be saved.
Posted by Sarah Feinman | April 13, 2009 7:48 PM
Posted on April 13, 2009 19:48