Hateley, Erica (2011) Gender. In Nel, Philip & Paul, Lissa (Eds.) Keywords in Children's Literature. New York University Press, New York, pp. 86-92.
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The OED informs us that “gender” has at its root the Latin genus, meaning “race,
kind,” and emerges as early as the fifth century as a term for differentiating between
types of (especially) people and words. In the following 1500 years, gender appears in
linguistic and biological contexts to distinguish types of words and bodies from one
another, as when words in Indo-European languages were identified as masculine,
feminine, or neuter, and humans were identified as male or female. It is telling that
gender has historically (whether overtly or covertly) been a tool of negotiation
between our understandings of bodies, and meanings derived from and attributed to
Within the field of children’s literature studies, as in other disciplines, gender in
and of itself is rarely the object of critique. Rather, specific constructions of gender
structure understandings of subjectivity; allow or disallow certain behaviors or
experiences on the basis of biological sex; and dictate a specific vision of social
relations and organization. Critical approaches to gender in children’s literature have
included linguistic analysis (Turner-Bowker; Sunderland); analysis of visual
representations (Bradford; Moebius); cultural images of females (Grauerholz and
Pescosolido); consideration of gender and genre (Christian-Smith; Stephens);
ideological (Nodelman and Reimer); psychoanalytic (Coats); discourse analysis
(Stephens); and masculinity studies (Nodelman) among others. In the adjacent fields
of education and literacy studies, gender has been a sustained point of investigation,
often deriving from perceived gendering of pedagogical practices (Lehr) or of reading
preferences and competencies, and in recent years, perceptions of boys as “reluctant
readers” (Moss). The ideology of patriarchy has primarily come under critical scrutiny
because it has been used to locate characters and readers within the specific binary
logic of gender relations that historically subordinated the feminine to the masculine.
Just as feminism might be broadly defined as resistance to existing power structures, a
gendered reading might be broadly defined as a “resistant reading” in that it most
often reveals or contests that which a text assumes to be the norm.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Keywords:||Children's Literature, Gender|
|Subjects:||Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > CULTURAL STUDIES (200200) > Culture Gender Sexuality (200205)|
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LITERARY STUDIES (200500) > Literary Studies not elsewhere classified (200599)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2010 New York University Press|
|Deposited On:||07 Jun 2010 08:36|
|Last Modified:||30 Jun 2011 10:00|
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