크리티컬 리터러시를 활용한“백설공주”읽기교육 —원작과 영화, 패러디 작품을 중심으로Reading and Teaching “Snow White” from a Critical Literacy Stance: the Original, the Animated Version, and Parodies
- Other Titles
- Reading and Teaching “Snow White” from a Critical Literacy Stance: the Original, the Animated Version, and Parodies
- Authors
- 최석무
- Issue Date
- 2009
- Publisher
- 한국영어영문학회
- Keywords
- 크리티컬 리터러시; 크리티컬 페더고지; 백설공주; 계층; 인종; 젠더; critical literacy; critical pedagogy; Snow White; class; race; gender
- Citation
- 영어영문학, v.55, no.5, pp.885 - 906
- Indexed
- KCI
- Journal Title
- 영어영문학
- Volume
- 55
- Number
- 5
- Start Page
- 885
- End Page
- 906
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/121048
- DOI
- 10.15794/jell.2009.55.5.006
- ISSN
- 1016-2283
- Abstract
- In terms of class, race, or gender, critical literacy takes seriously the problem
of inequality and injustice embedded in texts. Texts are considered as
tools that are used for maintaining the status quo by constructing and communicating
our identities, particularly in relation to others. While reading texts
and identifying our roles in society, some feel empowered, and others, marginalized.
Thus we need to challenge the characterization and the message
included in those texts by asking problem-posing questions.
In this paper I have demonstrated how to read and teach four versions of
“Snow White” from a critical literacy stance. By the use of problem-posing
questions, students are led to discover that one of Grimms’ fairy tales, the
original version of “Snow White,” was written from the perspective of men
with power, thus marginalizing women in general, as well as the seven
dwarfs. Through a critical analysis of Snow White’s personality, the typical
theme of fairy tales — good is rewarded while evil is punished — should be
challenged.
In the animation, Snow White and the Seven Dwarfs, power is given to the
marginalized people in the original, the seven dwarfs and women in general.
In “Snow Night,”a feminist short story, women in general are empowered
while men, who should be judged by their looks, are powerless.“ Snow-
Drop”reminds us of the original, but challenges stereotypes, prejudices, and
the theme inherent in the story. In those three stories many parts from the
original are rewritten from the perspectives of the marginalized, but still some
people are described prejudicially. So students should be guided to write
another story from a new perspective.
When those four works were taught with problem-posing questions in a
university, this approach proved to be quite successful: most students
acknowledged the effectiveness of critical literacy in teaching literary works.
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