Le postféminisme en jeu: les jeux imaginaires avec la narration transmédia des princesses Disney dans l’éducation préscolaire
DOI :
https://doi.org/10.26443/mje/rsem.v58i3.10092Mots-clés :
faire semblant de jouer, éducation de la petite enfance, ece, transmédia, culture populaire, médias, genre, féminisme, postféminismeRésumé
Cet article examine la manière dont les jeunes enfants s'approprient les discours sur le genre et la sexualité enracinés dans la narration transmédia et les produits de la marque Disney Princess. Une étude ethnographique féministe menée dans deux classes d’éducation à la petite enfance canadienne a déterminé que les jeunes enfants incarnent les rôles stéréotypés liés au genre et hétéronormatifs que l'on retrouve dans le transmédia des princesses pendant leurs jeux imaginaires. L’auteur soutient que les jeux de princesse comprennent des thèmes postféministes problématiques, mais qu'ils offrent également des rôles autonomisantes. L'esthétique hyperféminine du transmédia princesse de Disney est parfois utilisée par les filles pour renverser les hiérarchies inéquitables. Cependant, la femmephobie peut entraîner un renforcement des discours hégémoniques.
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