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Sagor är en av flera texttyper elever ska få ta del av under sin skolgång och sagan kan användas på flera sätt samt för olika syften. Denna kvalitativa studie syftar till att bidra med kunskap om sagans didaktiska potential i svenskundervisningen i förskoleklass och årskurs 3. Studiens syfte avses besvaras med tre frågeställningar: Hur beskriver lärare i förskoleklass och årskurs 3 att de använder sagor i svenskundervisningen? På vilka sätt upplever lärare att elever utvecklas genom att ta del av sagor i svenskundervisningen? Vad finns det för likheter och skillnader mellan hur lärarna förklarar sagans användning i svenskundervisningen? Studiens frågeställningar besvaras genom semistrukturerade kvalitativa intervjuer som transkriberades och analyserades genom en tematisk analys. Den teoretiska utgångspunkt som studien utgår från är sociokulturellt perspektiv på lärande. Resultatet för studien visar att lärare använder sagor för flera olika syften, men högläsning, skrivande och samtalande är det lärarna förklarar att de använder sagan för främst. Genom detta kan elever utveckla läsförståelsen, sitt sagoskrivande och lärarna upplever också att elever kan utveckla sina kompisrelationer när sagan används för att diskutera värdegrundsfrågor. I diskussionen diskuteras de metoder som används för studien. Även det resultat som framkommit i studien diskuteras och kopplas till tidigare forskning. Slutligen skrivs förslag på vidare forskning fram., Fairy tales are one of several text types pupils should be exposed to during their schooling and the fairy tale can be used in several ways and for different purposes. This qualitative study aims to contribute knowledge about the didactic potential of fairy tales in Swedish teaching in preschool class and year 3. The purpose of the study is intended to be answered with three questions: How do teachers in preschool class and year 3 describe that they use fairy tales in Swedish teaching? In what ways do teachers feel that students develop by taking part in fairy tales in Swedish teaching? What are the similarities and differences between how teachers explain the use of fairy tales in Swedish teaching? The study's questions are answered through semi-structured qualitative interviews that were transcribed and analyzed through a thematic analysis. The theoretical starting point from which the study is based is socio-cultural perspective on learning. The results of the study show that teachers use fairy tales for several different purposes, but reading, writing and talking aloud are what the teachers explain that they use the fairy tale for primarily. Through this, students can develop reading comprehension, their story writing and the teachers also experience that students can develop their friendships when the fairy tale is used to discuss basic values. The discussion discusses the methods used for the study. The results of the study are also discussed and linked to previous research. Finally, proposals for further research are presented.

[Abstract] The object of study of this end-of-degree project is the wolf trilogy of Angela Carter’s The Bloody Chamber, written in 1979. The aims that I will pursue are two: to analyse the figure of the wolf in this work, and, by doing this, to demonstrate how the feminist rewriting of fairy tales allows Carter to focus on the aspects which remain hidden in the original versions. I will also examine aspects related to female sexuality, patriarchal conventions, identity, otherness and binary oppositions as male/female or human/animal. All of these concepts are relevant in the fields of Gender and Feminist Studies. The methodology that I followed consisted, first of all, of an in-depth reading of Carter’s The Bloody Chamber. After doing this, the presence of the wolf in three of the stories made me consider the possibility of studying the multiple interpretations that the figure of this animal represents in this work. As a result, before beginning my analysis, I needed to obtain information about basic aspects; therefore, I consulted different books and some articles that I found in JSTOR or Google Scholar. Consequently, I read about wolves’ relevance in culture and literature—e.g. Dundes, Mitts-Smith—, about the poetics of feminist rewriting of fairy tales—e.g. Bacchilega, Sellers, Warner, Zipes—and, lastly, analysis of Carter’s stories—e.g. Al-Kassasbeh, Ekmekçi, Lau. Finally, the use of dictionaries, such as The American Heritage Dictionary of English Language or Cambridge English Dictionary was also useful. The structure of this undergraduate thesis consists of two main parts, whereas the first one includes two sections, the second one contains three. The first part examines the basic elements that need to be explained before the analysis of Carter’s tales: primarily, the relevance of the figure of the wolf in culture, focusing on its presence in “Little Red Riding Hood,” owing to Carter’s interest in this story when writing her wolf trilogy. The second section st

This article analyses the censorship files that were processed during Franco’s dictatorship of the fairy tale Cinderella. In this way, the reader is offered an overview of the editing and censorship process of this work from 1939 to 1975, with the intention of showing the aspects in which the censors noted the greatest incidences: religion and the female model. This temporal perspective of the monographic analysis of the same story seems to be very useful, as it allows to understand the changes in the censorship process throughout its existence, as well as the transformation of censorship legislation from an initial stage to the enactment of specific regulations on children’s and young people’s literature., En este artículo se analizan los expedientes de censura que se tramitaron durante la dictadura franquista del cuento La Cenicienta. De este modo, se ofrece al lector la visión de conjunto del proceso de edición y censura entre 1939 y 1975, con la intención de mostrar los aspectos en los que los censores anotaron mayores incidencias: la religión y el modelo de mujer. Esta perspectiva temporal del análisis monográfico de un mismo relato es muy útil, ya que permite entender los cambios que la censura adopta como propios a lo largo de su existencia, así como la transformación de la legislación censora desde un inicio más general a la promulgación de normas concretas acerca de la literatura infantil y juvenil.

Background:  Reading is part of the four language skills. Reading plays an important role in forming an intelligent, critical and creative generation. Basically, the ability and skill to read is a mandatory requirement. Therefore, the ability to read must be cultivated from an early age. To improve the reading ability of grade III elementary school students, fairy tales can be used Purpose: The purpose of this study was to determine the level of students' ability to read the Ants and Pigeons fable. Design and methods: The research method is a qualitative descriptive research. The subjects of this research were grade III students of SD Negeri CIBEDUG 01. Data analysis techniques using the Miles and Huberman models included data collection, data reduction, data presentation, and drawing conclusions or examination. Results: The results of this study on the Ability to Read Fables at SD Negeri CIBEDUG 01 can be categorized into Very Good (12%), Good (61%), Enough (24%) and Needs Guidance (3%) categories. Based on the findings, motivational factors within students affect the enthusiasm for learning to read fairy tales in elementary schools. In addition, reading fairy tales is considered difficult to understand by students.

Background: A language translator of literary texts for children is not an easy task, translators of literary works face obstacles in translating the author's moral messages, idiolects, SL cultural boundaries and SL writing styles. Purpose: The purpose of this study is to describe the translation of fairy tale genre children's literature, the translation method used and the quality of the translation of the fairy tale into Indonesian. Design and methods: The research method used is a descriptive qualitative research method. Brothers Grimm's fairy tale, The Seven Crows, became the topic of research. Results: The results of the study show that the Seven Crows fable has more figurative language. Several translation methods used in fables include paraphrasing, adaptation, idiomatic, literal, free, and semantic methods. The method used can maintain the language style of fairy tales in the original language and produce translations that are accurate and easy to read, even though the reception is low.

Language development for early childhood is important to make it easier for children to interact with people around them. The purpose of this research is to identify the development of language skills in early childhood through learning fairy tales. This research was conducted at RA Diponegoro Adisara, Jatilawang District, Banyumas Regency. Subjects in the study amounted to 30 children consisting of 15 boys and 15 girls. The type of research used is descriptive qualitative. Data collection techniques by way of observation, interviews and documentation. Data analysis techniques used by collecting data, reducing data, presenting data and concluding. Based on the results of the research and discussion, it can be concluded that learning fairy tales in Indonesian literature is an effective way to develop early childhood language skills. Storytelling learning has great benefits in language development in early childhood. In this lesson, children can learn through interesting stories that come from the nation's traditions and culture. Some of the benefits of learning storytelling for language development in early childhood include: increasing language intelligence, training memory sharpness, honing speaking skills, adding new vocabulary, and teaching emotional and social intelligence. Therefore, teaching storytelling can support communication and language development in early childhood in a fun and effective way.

The following study is interested in questions of diversity and inclusiveness in Marissa Meyer's Lunar Chronicles, a tetralogy of best-selling young adult fairy tale revisions comprised of Cinder (2012), Scarlet (2013), Cress (2014), and Winter (2015). Scholars have expended significant energy defining the fairy tale, tracing its history and development, and analyzing 20th-century adult fairy tale revisions informed by second-wave feminism. However, little scholarly attention has been paid to young adult fairy tale revisions of the 21st Century and less still on The Lunar Chronicles. This study begins the work of filling that gap. Through a close reading of The Lunar Chronicles, I argue that Meyer's tetralogy is an influential, complex, and thematically comprehensive example of an ongoing shift away from feminist fairy tale revisions for adults toward young adult fairy tale revisions that focus on diversity and inclusiveness. My project begins with a chapter situating Meyer's work in the context of existing fairy tale scholarship and the burgeoning emphasis on diversity in contemporary American culture and young adult publishing. The following three chapters provide, respectively, a close reading of The Lunar Chronicles focused on racial identity, gender and sexuality, and disabilities. In showcasing more recent YA fairy tale retellings, the final chapter seeks to draw some tentative conclusions about the continuing importance of diversity and inclusiveness in an evolving genre of reimagined fairy tales for a young adult audience.

Background:  Reading is part of the four language skills. Reading plays an important role in forming an intelligent, critical and creative generation. Basically, the ability and skill to read is a mandatory requirement. Therefore, the ability to read must be cultivated from an early age. To improve the reading ability of grade III elementary school students, fairy tales can be used Purpose: The purpose of this study was to determine the level of students' ability to read the Ants and Pigeons fable. Design and methods: The research method is a qualitative descriptive research. The subjects of this research were grade III students of SD Negeri CIBEDUG 01. Data analysis techniques using the Miles and Huberman models included data collection, data reduction, data presentation, and drawing conclusions or examination. Results: The results of this study on the Ability to Read Fables at SD Negeri CIBEDUG 01 can be categorized into Very Good (12%), Good (61%), Enough (24%) and Needs Guidance (3%) categories. Based on the findings, motivational factors within students affect the enthusiasm for learning to read fairy tales in elementary schools. In addition, reading fairy tales is considered difficult to understand by students.

Background: A language translator of literary texts for children is not an easy task, translators of literary works face obstacles in translating the author's moral messages, idiolects, SL cultural boundaries and SL writing styles. Purpose: The purpose of this study is to describe the translation of fairy tale genre children's literature, the translation method used and the quality of the translation of the fairy tale into Indonesian. Design and methods: The research method used is a descriptive qualitative research method. Brothers Grimm's fairy tale, The Seven Crows, became the topic of research. Results: The results of the study show that the Seven Crows fable has more figurative language. Several translation methods used in fables include paraphrasing, adaptation, idiomatic, literal, free, and semantic methods. The method used can maintain the language style of fairy tales in the original language and produce translations that are accurate and easy to read, even though the reception is low.

Sagor är en av flera texttyper elever ska få ta del av under sin skolgång och sagan kan användas på flera sätt samt för olika syften. Denna kvalitativa studie syftar till att bidra med kunskap om sagans didaktiska potential i svenskundervisningen i förskoleklass och årskurs 3. Studiens syfte avses besvaras med tre frågeställningar: Hur beskriver lärare i förskoleklass och årskurs 3 att de använder sagor i svenskundervisningen? På vilka sätt upplever lärare att elever utvecklas genom att ta del av sagor i svenskundervisningen? Vad finns det för likheter och skillnader mellan hur lärarna förklarar sagans användning i svenskundervisningen? Studiens frågeställningar besvaras genom semistrukturerade kvalitativa intervjuer som transkriberades och analyserades genom en tematisk analys. Den teoretiska utgångspunkt som studien utgår från är sociokulturellt perspektiv på lärande. Resultatet för studien visar att lärare använder sagor för flera olika syften, men högläsning, skrivande och samtalande är det lärarna förklarar att de använder sagan för främst. Genom detta kan elever utveckla läsförståelsen, sitt sagoskrivande och lärarna upplever också att elever kan utveckla sina kompisrelationer när sagan används för att diskutera värdegrundsfrågor. I diskussionen diskuteras de metoder som används för studien. Även det resultat som framkommit i studien diskuteras och kopplas till tidigare forskning. Slutligen skrivs förslag på vidare forskning fram., Fairy tales are one of several text types pupils should be exposed to during their schooling and the fairy tale can be used in several ways and for different purposes. This qualitative study aims to contribute knowledge about the didactic potential of fairy tales in Swedish teaching in preschool class and year 3. The purpose of the study is intended to be answered with three questions: How do teachers in preschool class and year 3 describe that they use fairy tales in Swedish teaching? In what ways do teachers feel that students develop by taking part in fairy tales in Swedish teaching? What are the similarities and differences between how teachers explain the use of fairy tales in Swedish teaching? The study's questions are answered through semi-structured qualitative interviews that were transcribed and analyzed through a thematic analysis. The theoretical starting point from which the study is based is socio-cultural perspective on learning. The results of the study show that teachers use fairy tales for several different purposes, but reading, writing and talking aloud are what the teachers explain that they use the fairy tale for primarily. Through this, students can develop reading comprehension, their story writing and the teachers also experience that students can develop their friendships when the fairy tale is used to discuss basic values. The discussion discusses the methods used for the study. The results of the study are also discussed and linked to previous research. Finally, proposals for further research are presented.

This diploma thesis deals with the depiction of gender, gender roles, and gender stereotypes in fairy tales, namely their movie adaptations by Walt Disney Productions. The first chapter is dedicated to the history of the genre and its development. The diploma thesis introduces literary criticism, namely feminist literary criticism, which is fundamental for the analytical part of the thesis. Furthermore, the thesis elaborates on gender, gender roles, and gender stereotypes with respect to the primary source, fairy tales. The thesis provides an analysis of two fairy tales and their live-action remakes released by Walt Disney Productions. The diploma thesis aims to analyse what shift, if any, was accomplished in terms of the stereotypical depiction of gender roles in the live-action remakes of the animated versions of fairy tales., Tato diplomová práce se věnuje otázce zobrazení genderu v tradičních pohádkách a jejich filmových adaptacích. Pro účely analýzy byly vybrány animované verze Popelky a Krásky a zvíře, včetně jejich nových filmových zpracování od Walt Disney Productions. První část práce je věnována žánru pohádky a jejímu vývoji. Diplomová práce poté nastíní vybranou literární kritiku, konkrétně feministickou literární kritiku. Právě tato literární kritika je využita jakožto optika pro následnou analýzu výše zmíněných pohádek. Diplomová práce dále představí problematiku genderu, genderových rolí a genderových stereotypů s ohledem na primární zdroj. Cílem této závěrečné diplomové práce je analyzovat k jakému posunu došlo z hlediska zobrazení genderu a genderových stereotypů právě ve výše zmíněných animovaných pohádkách a jejich nových filmových zpracováních., Fakulta filozofická, Student nejprve představil strukturu své obhajoby. Následně se věnoval zaměření a zjištěním, ke kterým ve svém výzkumu dospěl. Poté přistoupil k otázkám v posudcích vedoucí a oponentky práce. Závěrem proběhla podnětná diskuze týkající se dalších otázek, které vzešly z obhajoby. Projev diplomanta byl kultivovaný a přesvědčivý., Dokončená práce s úspěšnou obhajobou

This study examines the social value of the main character's fairy tales of early childhood. The purpose of this study is to find, analyze, and describe the social values ​​contained in the Tale of the Main Characters of Early Childhood: Gotong Royong. This research uses a descriptive analysis method where the focus of the research is library research. This study uses data collection documentation with the method of reading and note-taking. The data analysis technique of this research was carried out by reducing data, presenting data, verifying and drawing conclusions. The results showed that the social value of early childhood in the Tale of the Main Character of Early Childhood: Gotong Royong consists of the social value of helping, the social value of cooperation, the social value of being loyal to friends, and the social value of motivating. The social value of helping to help is related to helping people who are in trouble, whereas in this fairy tale the social value of helping is found in the stories "Dry in the Debt" and "The Pangolin Hero;" the social value of cooperation is related to working together in achieving a common goal, where in this fairy tale, the social value of cooperation is contained in the stories "Help Kudaponi", "Tamasya" and "Sharing Tasks;" the social value of loyal friends is related to maintaining a friendship with friends regardless of the situation, where in this fairy tale the social value of loyal friends is contained in the story "Star from Heaven", and the social value of motivating is related to encouraging friends in carrying out activities, where in this fairy tale the value of Social motivation is found in the story "Visit the Little Pig". From here, the fairy tale book Main Characters for Early Childhood: Gotong Royong is the right fairy tale to be read in early childhood in building children's social values.

Ce mémoire en études littéraires et culturelles, profil recherche-création, est composé de deux parties complémentaires. La première partie est un projet de création de réécritures de contes merveilleux. Il était un futur prend la forme d’un recueil-ensemble de douze textes brefs appartenant aux littératures de l’imaginaire. Au fil des pages, les destins d’une pluralité de personnages s’entrecroisent, le cadre post-apocalyptique se transforme, alors que le merveilleux et la magie réenchantent peu à peu le monde. La seconde partie du mémoire se décline en deux chapitres qui offrent un panorama des réécritures féministes de contes merveilleux, autant la production savante en fairy-tale studies (notamment les travaux de Jack Zipes, Vanessa Joosen, Donald Haase, Cristina Bacchilega et Marina Warner) que la production créative récente nord-américaine et européenne. Le premier chapitre se concentre sur les années 1970 à 2010, tandis que le deuxième chapitre s’attache aux années 2010 à 2022. Un corpus d’œuvres, en des genres et des médiums variés, écrits pour différents publics cibles, est abordé afin d’identifier les tendances et les stratégies hypertextuelles (Gérard Genette) et transfictionelles (Richard Saint-Gelais) de chaque décennie. La conclusion propose un retour réflexif sur Il était un futur en relation avec les théories et les réécritures convoquées dans la partie recherche., This master’s thesis is composed of two complementary parts. The first part consists of creative rewritings of wonder tales. Il était un futur is a short story cycle of twelve speculative fiction stories. Throughout the pages, the destinies of several of characters intersect, the post-apocalyptic setting is transformed, while the wonder and the magic progressively reenchant the world. The second part of the thesis is divided into two chapters presenting an extensive overview of feminist rewritings of wonder tales, both in scholarly works in fairy-tale studies (notably those of Jack Zipes, Vanessa Joosen, Donald Haase, Cristina Bacchilega and Marina Warner) and recent North American and European creative works. The first chapter focuses on the years 1970 to 2010, while the second chapter focuses on the years 2010 to 2022. A body of works, in various genres and mediums, written for different target audiences, is approached to identify the hypertextual (Gérard Genette) and transfictional (Richard Saint-Gelais) trends and strategies of each decade. The conclusion offers a reflective return on Il était un futur in relation to the theories and the rewritings discussed in the research part.

This article deals with the use of superstitions in fairy tales, the reason, the topicality of their use in folklore. The present article is devoted to an actual theme of linguaculturology - the use of superstitions and their influence on people. More attention is paid to the comparative pragmatic analysis of superstitions in two literary works.

This work is the result of a didactic project developed in the discipline of Supervised Curricular Internship in Portuguese III at the Federal University of Pernambuco (UFPE), which aims to awaken, in sixth year students of the regular modality of a state school of Igarassu-PE, besides the interest and curiosity for reading the literary text, a creative sense for building rereadings of the timeless stories of fairy tales. The project meets a regency of 20 hours-class and was held following the period of observation of the school and class, held in the same duration. Thus, for its planning, issues of daily life and school culture, classroom relations and the teacher’s (a) supervisor(a) pedagogical practice were analyzed. Therefore, from the provocations generated by the reading/listening of fairy tales and the tension of the elements that make up its multi-semiotic materiality, moments of research, reconversion and production of rereadings were conducted, in which it was possible to deepen (and even introduce) students into the magical universe of these stories as well as recreate them ludically through alternative ways of imagining and conceiving their characters., Este trabalho é resultante de um projeto didático desenvolvido na disciplina de Estágio Curricular Supervisionado em Português III, na Universidade Federal de Pernambuco (UFPE), que objetiva despertar, em alunos do sexto ano da modalidade regular de uma escola estadual de Igarassu-PE, além do interesse e curiosidade pela leitura do texto literário, um senso criativo para construção de releituras das histórias atemporais dos contos de fadas. O projeto atende a uma regência de 20 horas-aula e foi realizado em sequência ao período de observação da escola e da turma, realizado no mesmo tempo de duração. Sendo assim, para o seu planejamento, foram analisadas questões do cotidiano e cultura escolar, das relações em sala de aula e da prática pedagógica da professora supervisora do estágio. Portanto, a partir das provocações geradas pela leitura/escuta dos contos de fadas e do tensionamento dos elementos que compõem a sua materialidade multissemiótica, foram conduzidos momentos de pesquisa, reconto e produção de releituras, nos quais foi possível aprofundar (e mesmo introduzir) os alunos no universo mágico dessas histórias bem como recriá-las ludicamente através de modos alternativos de imaginar e conceber seus personagens.

This work is the result of a didactic project developed in the discipline of Supervised Curricular Internship in Portuguese III at the Federal University of Pernambuco (UFPE), which aims to awaken, in sixth year students of the regular modality of a state school of Igarassu-PE, besides the interest and curiosity for reading the literary text, a creative sense for building rereadings of the timeless stories of fairy tales. The project meets a regency of 20 hours-class and was held following the period of observation of the school and class, held in the same duration. Thus, for its planning, issues of daily life and school culture, classroom relations and the teacher’s (a) supervisor(a) pedagogical practice were analyzed. Therefore, from the provocations generated by the reading/listening of fairy tales and the tension of the elements that make up its multi-semiotic materiality, moments of research, reconversion and production of rereadings were conducted, in which it was possible to deepen (and even introduce) students into the magical universe of these stories as well as recreate them ludically through alternative ways of imagining and conceiving their characters., Este trabalho é resultante de um projeto didático desenvolvido na disciplina de Estágio Curricular Supervisionado em Português III, na Universidade Federal de Pernambuco (UFPE), que objetiva despertar, em alunos do sexto ano da modalidade regular de uma escola estadual de Igarassu-PE, além do interesse e curiosidade pela leitura do texto literário, um senso criativo para construção de releituras das histórias atemporais dos contos de fadas. O projeto atende a uma regência de 20 horas-aula e foi realizado em sequência ao período de observação da escola e da turma, realizado no mesmo tempo de duração. Sendo assim, para o seu planejamento, foram analisadas questões do cotidiano e cultura escolar, das relações em sala de aula e da prática pedagógica da professora supervisora do estágio. Portanto, a partir das provocações geradas pela leitura/escuta dos contos de fadas e do tensionamento dos elementos que compõem a sua materialidade multissemiótica, foram conduzidos momentos de pesquisa, reconto e produção de releituras, nos quais foi possível aprofundar (e mesmo introduzir) os alunos no universo mágico dessas histórias bem como recriá-las ludicamente através de modos alternativos de imaginar e conceber seus personagens.

This article examines an episode in the transmission of the folktale, as the genre moved into the mainstream of polite literature in the late eighteenth and early nineteenth centuries. Today, the best-known collection of folktales is the Brothers Grimm’s Kinder- und Hausmärchen (first edn 1812-1815) [Children’s and Household Tales], stories from which are regularly republished and translated. Predating the Grimm’s publication by three decades was Johann Karl August Musäus’ collection Volksmärchen der Deutschen [Folktales of the Germans], published in five volumes between 1782 and 1786. Among the folk tales Musäus included in the collection is ‘Richilde’, the earliest written version of ‘Snow White’ that we have. For this article, I have chosen to focus on the tale entitled ‘Stumme Liebe’ [Silent love], which is printed in the fourth volume of Volksmärchen, as a case study. This story became a popular piece, not least because of the memorable section in which a spectral barber shaves the protagonist Franz to complete baldness and Franz in return gives the ghost the same treatment.

This thesis investigates the interactions between human and nonhuman characters that express a particular concern regarding nature and the environment in Oscar Wilde's four fairy tales in A House of Pomegranates. The author utilizes a significant number of nonhuman characters to communicate with humans, which is a fairy-tale convention in which truth wins over falsehood, kindness is rewarded, and virtue triumphs over evil. However, Wilde's stories move beyond the fairy tale convention based on their ecocritical and political viewpoints. Based on a close reading of the four tales in Wilde's book, the thesis argues that the involvement of nonhuman characters, and their participation in events with human figures, raises several ecocritical matters. It also contends that nonhuman characters display interest in guiding human characters in their transformational journeys to support them in understanding that they all share one Earth and must be concerned about all species, nature, and the environment. Finally, this study argues that nonhuman characters communicate and talk mostly for their and nature’s rights, but sometimes they represent Victorians’ society. The analysis highlights the depth of the ecocritical approaches and how they are expressed in the texts. In addition, the discussions shed light on Victorian ecocriticism, including some theories and ideas of Anthropomorphism and Anthropocentrism within animal studies and transformation, which complete the analysis.

This thesis investigates the interactions between human and nonhuman characters that express a particular concern regarding nature and the environment in Oscar Wilde's four fairy tales in A House of Pomegranates. The author utilizes a significant number of nonhuman characters to communicate with humans, which is a fairy-tale convention in which truth wins over falsehood, kindness is rewarded, and virtue triumphs over evil. However, Wilde's stories move beyond the fairy tale convention based on their ecocritical and political viewpoints. Based on a close reading of the four tales in Wilde's book, the thesis argues that the involvement of nonhuman characters, and their participation in events with human figures, raises several ecocritical matters. It also contends that nonhuman characters display interest in guiding human characters in their transformational journeys to support them in understanding that they all share one Earth and must be concerned about all species, nature, and the environment. Finally, this study argues that nonhuman characters communicate and talk mostly for their and nature’s rights, but sometimes they represent Victorians’ society. The analysis highlights the depth of the ecocritical approaches and how they are expressed in the texts. In addition, the discussions shed light on Victorian ecocriticism, including some theories and ideas of Anthropomorphism and Anthropocentrism within animal studies and transformation, which complete the analysis.

Feminist scholars have criticized the misogyny of folk/fairy tales that recount how "willful" princesses who refuse to marry are reformed or punished. As a result, contemporary authors of fairy-tale picturebooks tend to alter or not incorporate the forced marriage theme when engaging with these tales. Yet, the trope of the "willful" princess whose will is "straightened" is still operative in recent fairy tales. Through a multimodal analysis of La bella Griselda (Beautiful Griselda, 2010) and De gouden kooi (The Golden Cage, 2014), I show how these fairy-tale picturebooks reiterate the harmful dynamic of reforming or penalizing a "willfully" agentic princess.

In diesem Beitrag geht es um die Märchenelemente in Zehs Bestseller-Roman, insbesondere in der zentralen “Geschichte in der Geschichte”, nämlich der Erinnerung des Protagonisten Henning an seine frühe Kindheit, als er und seine jüngere Schwester von ihren Eltern allein im Sommerhaus auf Lanzarote zurückgelassen wurden. Der Sommerurlaub des mittlerweile Erwachsenen am selben Ort wird so zu einer Reise ins Unterbewusste, welche bis zu einem gewissen Grad seine psychologischen Probleme löst. Die zahlreichen Parallelen zum Märchen “Hänsel und Gretel” der Gebrüder Grimm, die so von der Autorin nicht intendiert sind, werden aufgedeckt und ihre Funktion im Kontext des Romans dargestellt, um so zu einer psychologischen Interpretation des Romans zu gelangen., This paper is about the fairy-tale elements in Zeh’s best-selling novel, especially in the central embedded story, this is, the main character’s early childhood memory when he and his younger sister were abandoned by their parents in a summer house on canary island Lanzarote. The summer holidays of the now adult on the same place are thus transformed in a journey into the subconscious which, to a certain point, resolves his psychological problems. The numerous parallels with Grimm’s fairy-tale Hansel and Gretel, not consciously intended by the author, are unveiled and their function explained in the context of the novel in order to get a psychological interpretation., En esta aportación se tratan los elementos de los cuentos de hadas en la exitosa novela Neujahr, de Juli Zeh, especialmente en la historia central, es decir, los recuerdos de niñez del protagonista cuando él y su hermana fueron abandonados por sus padres en una casa de vacaciones en la isla de Lanzarote. Así, las vacaciones de verano del ahora adulto en el mismo lugar se convierten en un viaje al subconsciente que, hasta cierto punto, resuelve sus problemas psicológicos. Se revelan los numerosos paralelismos con el cuento de los hermanos Grimm Hänsel y Gretel, que la autora no usa de forma intencionada, y se explica su función en el contexto de la novela para así llegar a una interpretación psicológica.

This article deals with the use of superstitions in fairy tales, the reason, the topicality of their use in folklore. The present article is devoted to an actual theme of linguaculturology - the use of superstitions and their influence on people. More attention is paid to the comparative pragmatic analysis of superstitions in two literary works.

This article deals with the use of superstitions in fairy tales, the reason, the topicality of their use in folklore. The present article is devoted to an actual theme of linguaculturology - the use of superstitions and their influence on people. More attention is paid to the comparative pragmatic analysis of superstitions in two literary works.

By using individual psychology approach, this research paper intends to demonstrate the visible embodiment of Paulo Coelho's novel that has been analyzed. I intend to use the structural elements of the novel as a basis for analyzing the novel, followed by comparing the novel with the individual psychology methodology created by Alfred Adler. Qualitative research is the methodology that is used in this research. There are two types of data used in this research, primary data and secondary data. In this research, the primary data source is The Alchemist novel, and the secondary data source is the biography of the author, and websites which provide additional information about the author's individual psychology approach to consider. We analyzed the data in a descriptive manner, using descriptive statistics. Upon analysis of the data, the following conclusions were made. The psychological phenomenon in Paulo Coelho's book relates to the fact that an individual experiences a spiritual journey in accordance with an individual psychology approach analysis. Study results show that the story of Paulo Coelho illustrates psychological phenomena that individuals encounter during the travel to find treasures when they are seeking treasures. The hunt for treasure leads him to something more valuable than the treasure itself which is something that has a high spiritual level.

By using individual psychology approach, this research paper intends to demonstrate the visible embodiment of Paulo Coelho's novel that has been analyzed. I intend to use the structural elements of the novel as a basis for analyzing the novel, followed by comparing the novel with the individual psychology methodology created by Alfred Adler. Qualitative research is the methodology that is used in this research. There are two types of data used in this research, primary data and secondary data. In this research, the primary data source is The Alchemist novel, and the secondary data source is the biography of the author, and websites which provide additional information about the author's individual psychology approach to consider. We analyzed the data in a descriptive manner, using descriptive statistics. Upon analysis of the data, the following conclusions were made. The psychological phenomenon in Paulo Coelho's book relates to the fact that an individual experiences a spiritual journey in accordance with an individual psychology approach analysis. Study results show that the story of Paulo Coelho illustrates psychological phenomena that individuals encounter during the travel to find treasures when they are seeking treasures. The hunt for treasure leads him to something more valuable than the treasure itself which is something that has a high spiritual level.

By using individual psychology approach, this research paper intends to demonstrate the visible embodiment of Paulo Coelho's novel that has been analyzed. I intend to use the structural elements of the novel as a basis for analyzing the novel, followed by comparing the novel with the individual psychology methodology created by Alfred Adler. Qualitative research is the methodology that is used in this research. There are two types of data used in this research, primary data and secondary data. In this research, the primary data source is The Alchemist novel, and the secondary data source is the biography of the author, and websites which provide additional information about the author's individual psychology approach to consider. We analyzed the data in a descriptive manner, using descriptive statistics. Upon analysis of the data, the following conclusions were made. The psychological phenomenon in Paulo Coelho's book relates to the fact that an individual experiences a spiritual journey in accordance with an individual psychology approach analysis. Study results show that the story of Paulo Coelho illustrates psychological phenomena that individuals encounter during the travel to find treasures when they are seeking treasures. The hunt for treasure leads him to something more valuable than the treasure itself which is something that has a high spiritual level.

The objective of this writing is to present indications that can lead to the resignification of gender stereotypes in reinterpretations of traditional fairy tales through Pumpkin (Corteze, 2021), a LGBTQIAPN+ children’s book. The methodological path followed started from the choice of two narratives -in Portuguese- of the short story Cinderella, with original publication by Grimm (1812), one of them available on web pages, and one of them found in the Tell Me Collection (2020) of the Ministry of Brazilian Education. These narratives were compared to the book Pumpkin, which reread the short story Cinderella in order to welcome LGBTQIAPN+ diversities. Thus, it was noticed how the traditional narratives of fairy tales, often used in educational contexts, perpetuate gender stereotypes, and how the rereading of these tales can help in the resignification of such stereotypes. Bilingual Publication: The original version in Portugues is available in the PDF file.

This article deals with the use of superstitions in fairy tales, the reason, the topicality of their use in folklore. The present article is devoted to an actual theme of linguaculturology - the use of superstitions and their influence on people. More attention is paid to the comparative pragmatic analysis of superstitions in two literary works.

The involvement of magic objects in fairy tales plays an important role in determining the nature of fairy tales. The article discusses the image of magic wand in English folk tales and its specific features.

The article discusses the content and importance of educating children in preschool groups through fairy tales. There are comments on the influence of Uzbek folk tales on the formation of positive qualities in children.

Ethnic, cultural and spiritual views and religious beliefs of people who lived in antroponyms in ancient times have been preserved and reached to us. On the genetic basis of names can be expressed different outlines, concepts related to nouns. In the center of this imagination is also a person, pictures and habits characteristic of the historical period in which he or she lived, dreams and hopes are expressed. A name is one of the phenomena that occupy a special place in a person's life. In artistic works, too, the choice of a name for the heroes requires a little reflection. The name of some heroes is considered an important tool in revealing the idea expressed in the artistic works. The article covers some anthroponyms used in oral epic and fairy tales, classical literature and examples of modern literature and their meaning, the connection of the hero with the fate of his or her name, the events described the lingvoculturological aspects of anthroponyms in the artistic work.

This article aims to arouse children's interest and interest in fiction, to teach them to feel the charm of fiction, to develop children's interest and love for fiction, to give them a sense of beauty and beauty in art.

The existence of magical objects in fairy tales makes them more impressive. There are different types of magical items in both English and Uzbek fairy tales. The article discusses the similarities and divergencies concerning magical objects in the English and Uzbek fairy tales, existence of magical jewellery and ornaments and their functions in the fairy tales of two different nations. The author also mentions about the genesis of magical items and their connection with the culture, traditions and religious beliefs of the nations.

The main aim of this study is to explore if, and if so, how Rabih Alameddine, Kim Addonizio, and Kellie Wells have managed to sustain, replicate, disregard, or redefine the patriarchal ideology customarily associated to gender issues within the fairy-tale tradition. What is really striking is that, several decades after the revisionist project undertaken by the "Angela Carter generation", these new voices experimenting with the field of fairy tales still feel the need to revisit the same mythemes and fight against the same ideology and values that pervaded twentieth century retellings of fairy tales. The subversive potential of the fairy tale retellings seems to have been surpassed by the powerful agenda of a patriarchal social system, which, despite the social, psychological and political changes, still retains its status quo., El objetivo principal de este estudio consiste en explorar si y, de ser así, cómo Rabih Alameddine, Kim Addonizio y Kellie Wells han conseguido mantener, reproducir, olvidar o redefinir la ideología patriarcal tradicionalmente asociada a las cuestiones de género dentro de la tradición de los cuentos de hadas. Lo que resulta sorprendente es que varias décadas después del proyecto revisionista acometido por la "generación de Angela Carter", estas nuevas voces que experimentan en este ámbito sientan aún la necesidad de revisitar los mismos mitos y luchar contra la misma ideología y valores que impregnaron las reescrituras de los cuentos de hadas durante el siglo XX. El potencial carácter subversivo de las reescrituras de los cuentos de hadas parece haber sido superado por la poderosa agenda de un sistema social patriarcal que, a pesar de los cambios políticos y psicológicos, aún mantiene su posición.

A fairy tale in English lessons can be used as a linguistic and cultural material in order to present the process of mastering a language as comprehension of a living foreign language reality. This article discusses the effective use of fairy tales in English lessons.

A fairy tale in English lessons can be used as a linguistic and cultural material in order to present the process of mastering a language as comprehension of a living foreign language reality. This article discusses the effective use of fairy tales in English lessons.

The main aim of this study is to explore if, and if so, how Rabih Alameddine, Kim Addonizio, and Kellie Wells have managed to sustain, replicate, disregard, or redefine the patriarchal ideology customarily associated to gender issues within the fairy-tale tradition. What is really striking is that, several decades after the revisionist project undertaken by the "Angela Carter generation", these new voices experimenting with the field of fairy tales still feel the need to revisit the same mythemes and fight against the same ideology and values that pervaded twentieth century retellings of fairy tales. The subversive potential of the fairy tale retellings seems to have been surpassed by the powerful agenda of a patriarchal social system, which, despite the social, psychological and political changes, still retains its status quo., El objetivo principal de este estudio consiste en explorar si y, de ser así, cómo Rabih Alameddine, Kim Addonizio y Kellie Wells han conseguido mantener, reproducir, olvidar o redefinir la ideología patriarcal tradicionalmente asociada a las cuestiones de género dentro de la tradición de los cuentos de hadas. Lo que resulta sorprendente es que varias décadas después del proyecto revisionista acometido por la "generación de Angela Carter", estas nuevas voces que experimentan en este ámbito sientan aún la necesidad de revisitar los mismos mitos y luchar contra la misma ideología y valores que impregnaron las reescrituras de los cuentos de hadas durante el siglo XX. El potencial carácter subversivo de las reescrituras de los cuentos de hadas parece haber sido superado por la poderosa agenda de un sistema social patriarcal que, a pesar de los cambios políticos y psicológicos, aún mantiene su posición.

The main aim of this study is to explore if, and if so, how Rabih Alameddine, Kim Addonizio, and Kellie Wells have managed to sustain, replicate, disregard, or redefine the patriarchal ideology customarily associated to gender issues within the fairy-tale tradition. What is really striking is that, several decades after the revisionist project undertaken by the "Angela Carter generation", these new voices experimenting with the field of fairy tales still feel the need to revisit the same mythemes and fight against the same ideology and values that pervaded twentieth century retellings of fairy tales. The subversive potential of the fairy tale retellings seems to have been surpassed by the powerful agenda of a patriarchal social system, which, despite the social, psychological and political changes, still retains its status quo., El objetivo principal de este estudio consiste en explorar si y, de ser así, cómo Rabih Alameddine, Kim Addonizio y Kellie Wells han conseguido mantener, reproducir, olvidar o redefinir la ideología patriarcal tradicionalmente asociada a las cuestiones de género dentro de la tradición de los cuentos de hadas. Lo que resulta sorprendente es que varias décadas después del proyecto revisionista acometido por la "generación de Angela Carter", estas nuevas voces que experimentan en este ámbito sientan aún la necesidad de revisitar los mismos mitos y luchar contra la misma ideología y valores que impregnaron las reescrituras de los cuentos de hadas durante el siglo XX. El potencial carácter subversivo de las reescrituras de los cuentos de hadas parece haber sido superado por la poderosa agenda de un sistema social patriarcal que, a pesar de los cambios políticos y psicológicos, aún mantiene su posición.

The main aim of this study is to explore if, and if so, how Rabih Alameddine, Kim Addonizio, and Kellie Wells have managed to sustain, replicate, disregard, or redefine the patriarchal ideology customarily associated to gender issues within the fairy-tale tradition. What is really striking is that, several decades after the revisionist project undertaken by the "Angela Carter generation", these new voices experimenting with the field of fairy tales still feel the need to revisit the same mythemes and fight against the same ideology and values that pervaded twentieth century retellings of fairy tales. The subversive potential of the fairy tale retellings seems to have been surpassed by the powerful agenda of a patriarchal social system, which, despite the social, psychological and political changes, still retains its status quo., El objetivo principal de este estudio consiste en explorar si y, de ser así, cómo Rabih Alameddine, Kim Addonizio y Kellie Wells han conseguido mantener, reproducir, olvidar o redefinir la ideología patriarcal tradicionalmente asociada a las cuestiones de género dentro de la tradición de los cuentos de hadas. Lo que resulta sorprendente es que varias décadas después del proyecto revisionista acometido por la "generación de Angela Carter", estas nuevas voces que experimentan en este ámbito sientan aún la necesidad de revisitar los mismos mitos y luchar contra la misma ideología y valores que impregnaron las reescrituras de los cuentos de hadas durante el siglo XX. El potencial carácter subversivo de las reescrituras de los cuentos de hadas parece haber sido superado por la poderosa agenda de un sistema social patriarcal que, a pesar de los cambios políticos y psicológicos, aún mantiene su posición.

The main aim of this study is to explore if and, if so, how Rabih Alameddine, Kim Addonizio, and Kellie Wells have managed to sustain, replicate, disregard, or redefine the patriarchal ideology customarily associated to gender issues within the fairy-tale tradition. What is really striking is that, several decades after the revisionist project undertaken by the "Angela Carter generation", these new voices experimenting with the field of fairy tales still feel the need to revisit the same mythemes and fight against the same ideology and values that pervaded twentieth-century retellings of fairy tales. The subversive potential of the fairy tale retellings seems to have been surpassed by the powerful agenda of a patriarchal social system, which, despite the social, psychological, and political changes, still retains its status quo., El objetivo principal de este estudio consiste en explorar si y, de ser así, cómo Rabih Alameddine, Kim Addonizio y Kellie Wells han conseguido mantener, reproducir, olvidar o redefinir la ideología patriarcal normalmente asociada a las cuestiones de género dentro de la tradición de los cuentos de hadas. Lo que resulta sorprendente es que, varias décadas después del proyecto revisionista acometido por la "generación de Angela Carter", estas nuevas voces que experimentan en este ámbito sientan aún la necesidad de revisitar los mismos mitos y luchar contra la misma ideología y valores que impregnaron las reescrituras de los cuentos de hadas durante el siglo xx. El potencial carácter subversivo de las reescrituras de los cuentos de hadas parece haber sido superado por la poderosa agenda de un sistema social patriarcal que, a pesar de los cambios políticos y psicológicos, aún mantiene su posición dominante.

Angela Carter and Ghazaleh Alizadeh as the prophetesses of postmodern fairy tales in British and Persian literature re-narrativize these tales as a loophole from socio-political stagnation and cultural paralysis. Evading direct contact with the political jargons of their eras, they seek gender generativity via the fairy tale machine. Alizadeh finds refuge in modernizing Persian fairy tales. Carter chants her frustration at Thatcherism through gender subversion. Carter’s and Alizadeh’s revulsion at the politics of gender in their eras can be read via the duet between the abject and the chora in Kristeva’s thought. It is through the encounter with the external abject that the internal abject is activated culminating in the efflorescence of the chora. The liminality of the chora becomes the battleground on which poetics of gender beats off politics of logos through subversion and syncretism. While Carter obtains abjection through overt sexualization of fairy tales, Alizadeh resorts to indirection due to the political climate of her time. Unlike Carter who is quite outspoken about her fairy tale project, Alizadeh is reticent, allusive, and somber trying to remind her readers of the gloomy reality that being a woman in the Middle Eastern countries is always already punctuated with docility.

This work deals with gender stereotypes expressed through female and male characters in children's books. The first chapter outlines the development of the genre, explaining how it established itself as the normalised canon of children's literature. Furthermore, two approaches to the critical theory of literature are discussed, namely structuralism and feminism, as both play an important role in the research. Last but not least, a large part focuses on the introduction to the field of gender studies, the importance of this problem in literature and particularly in fairy tales. In order to find out how this depiction changed during the evolution of fairy tales, four tales from different periods are analysed here, from the oldest to the modern., Práce je věnována genderovým stereotypům vyobrazených na ženských a mužských postavách, a to v knihách pro děti. První kapitola se zabývá vývojem daného žánru z hlediska toho, jak se ustálil v normalizovaný kánon dětské literatury. Dále jsou zde rozebírány dva přístupy kritické teorie literatury, konkrétně strukturalismus a feminismus, jelikož oba hrají v daném zkoumání významnou roli. V neposlední řadě se značná část soustředí na uvedení do oblasti genderových studií, důležitost tohoto problému v literatuře a zejména pak v pohádkách. Za účelem zjištění, jak se toto vyobrazování v průběhu vývoje pohádek měnilo, jsou zde zanalyzována čtyři díla z různých období vývoje, od těch nejstarších až po moderní., Fakulta filozofická, Diplomantka představila téma, strukturu, teoret.rámec a závěry své práce. Reagovala na podněty a otázky z posudků. Její vystoupení bylo trochu váhavé a vágní. Komise potvrdila hodnocení z posudků., Dokončená práce s úspěšnou obhajobou

Fairy tales are usually described as short narratives that end with happily-ever-afters, imposing patriarchal ideologies. The Grimm’s fairy tales serve as the foundation of many other stories which promote stereotypes like woman passiveness, submissive beauty, while men are put on a pedestal for being active and violent at the same time. Angela Carter’s collection The Bloody Chamber depicts patriarchal oppression in classic fairy tales by challenging what can be identified as patriarchal binary oppositions with a strategic subversion of gender roles. Through problematizing and critiquing the patriarchal fairy tales, Carter’s texts can be read through the lens of écriture féminine. Following Hélène Cixous’s notion of écriture féminine, outlined in “The Laugh of the Medusa”, this essay explores how Carter’s “The Lady of the House of Love'' can be read as a narrative that has strong echoes of the kind of female writing Cixous advocates. Moreover, this essay argues that “The Lady of the House of Love” contradicts the Western myth of femininity by resisting, exploring, even undermining the patriarchal representation of woman as “heroine”-the fairy tale princess who needs a man to save her -and “femme fatale.”

Den här studien syftar till att analysera hur genus görs i sagor som blir lästa i förskolan. I min studie analyserar jag folksagor och konstsagor från 1800-talet samt moderna sagor. Metoden jag använder är kvalitativ litteraturanalys med ett poststrukturalistiskt perspektiv på genus. Resultatet visar att de äldre sagorna förstärker de traditionella könsrollerna medan de nyare sagorna försöker utmana dem. Det manliga är norm i sagor och kvinnan ses på som det andra könet. Forskning visar att litteratur påverkar barnens identitetsskapande och hur barnen uppfattar omvärlden. Min analys kan användas för att uppmärksamma förskollärare på vikten av att vara normkritisk i valet av sagor. För att kunna uppnå läroplanens mål om jämlikhet och lika rättigheter oavsett könstillhörighet, måste förskollärare vara medvetna om vilka normer sagorna de läses speglar., This study aims to analyze representations of gender in fairy tales read in preschool. I have analyzed folk tales and literary fairy tales from the 19th century and contemporary tales. The method I have used is qualitative literature analysis with a poststructuralist perspective on gender. The results show that older fairy tales maintain the traditional gender roles more than newer fairy tales. The male is norm and women are considered the other sex. My analysis can be used to draw the attention of preschool teachers to the importance of norm criticism in storytelling. Research shows that literature affects how children perceive the world and children's identity formation. In order to achieve the curriculum's goals of gender equality and equal conditions regardless of gender, preschool teachers need to be aware of the norms the fairy tales they read to children contain.

Fairy tales and folktales have been influential in children’s literature over a long period of time during which they have often been subjected to adaptation and remediation. This chapter examines the ways in which postmodernism impulses, evident throughout the latter part of the twentieth century, influenced the retelling of a number of these familiar stories. The discussion examines the ways in which this disruption has largely been achieved through the utilisation of a range of metafictive strategies to challenge the storyworlds of various fairy tales and folktales and interrogate their inherent ideologies around class, race and gender. A number of core postmodern picturebooks carry the discussion while others are referred to more briefly.

Ethnic, cultural and spiritual views and religious beliefs of people who lived in antroponyms in ancient times have been preserved and reached to us. On the genetic basis of names can be expressed different outlines, concepts related to nouns. In the center of this imagination is also a person, pictures and habits characteristic of the historical period in which he or she lived, dreams and hopes are expressed. A name is one of the phenomena that occupy a special place in a person's life. In artistic works, too, the choice of a name for the heroes requires a little reflection. The name of some heroes is considered an important tool in revealing the idea expressed in the artistic works. The article covers some anthroponyms used in oral epic and fairy tales, classical literature and examples of modern literature and their meaning, the connection of the hero with the fate of his or her name, the events described the lingvoculturological aspects of anthroponyms in the artistic work.

The involvement of magic objects in fairy tales plays an important role in determining the nature of fairy tales. The article discusses the image of magic wand in English folk tales and its specific features.

Ethnic, cultural and spiritual views and religious beliefs of people who lived in antroponyms in ancient times have been preserved and reached to us. On the genetic basis of names can be expressed different outlines, concepts related to nouns. In the center of this imagination is also a person, pictures and habits characteristic of the historical period in which he or she lived, dreams and hopes are expressed. A name is one of the phenomena that occupy a special place in a person's life. In artistic works, too, the choice of a name for the heroes requires a little reflection. The name of some heroes is considered an important tool in revealing the idea expressed in the artistic works. The article covers some anthroponyms used in oral epic and fairy tales, classical literature and examples of modern literature and their meaning, the connection of the hero with the fate of his or her name, the events described the lingvoculturological aspects of anthroponyms in the artistic work.

The article discusses the content and importance of educating children in preschool groups through fairy tales. There are comments on the influence of Uzbek folk tales on the formation of positive qualities in children.

This article aims to arouse children's interest and interest in fiction, to teach them to feel the charm of fiction, to develop children's interest and love for fiction, to give them a sense of beauty and beauty in art.