Abstract
This study is a critical examination of the ways power is depicted in six illustrated versions of the "Little Red Riding Hood" story. Anchored in the notions that children's texts are neither ideologically neutral nor inherently benign, a kindergarten teacher analyzed "Little Red Riding Hood" tales for the ways the main character acts and/or is acted upon. Traditional versions of the story are often read as didactic tales that remind young readers to obey their parents in order to stay safe. However, the findings of this study suggest that reimagined versions of the classic tale can open important conversations about courage in the face of danger, living up to (or down to) parents' expectations, reimagining focus and distraction, and positioning oneself as an agent of positive change.
Degree
MA
College and Department
David O. McKay School of Education; Teacher Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Galtieri, Adrianna Catherine, "Power in Picturebooks: A Teacher's Critical Multicultural Analysis of Illustrated Versions of Little Red Riding Hood" (2024). Theses and Dissertations. 10548.
https://scholarsarchive.byu.edu/etd/10548
Date Submitted
2024-08-09
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13386
Keywords
folk literature, critical multicultural analysis, picturebooks, power, Little Red Riding Hood
Language
english