Unexplained tales: Cinderella and Prince Cinders

Mireia Canals Botines; Ángel Raluy Alonso

doi:10.31637/epsir-2025-2215

Autores

Mireia Canals Botines Universitat de Vic - Universitat Central de Catalunya https://orcid.org/0000-0003-4481-4447
Ángel Raluy Alonso Universitat de Vic - Universitat Central de Catalunya https://orcid.org/0000-0002-9796-0088

DOI:

https://doi.org/10.31637/epsir-2025-2215

Palavras-chave:

children’s literature, narrative structures, gender stereotypes, new masculinities, storytelling

Resumo

Introduction: Storytelling is an age-old human practice, and contemporary children's literature has attempted to reverse old clichés by including alternative characters. However, studies indicate that children, even as young as 4 or 5 years old, show discomfort with gender role reversal. Methodology: This article critically analyses gender roles in children's literature through a comparative textual study between the classic version of Cinderella and its reinterpretation in Prince Cinders. The language and literary devices used in both versions are examined. Results: The analysis reveals a significant evolution in the treatment of the characters, aimed at promoting more inclusive and plural educational models. Discussion: The dominant presence of non-traditional roles in the new narratives is key to positively influencing children's perceptions of gender, although children's initial bewilderment is evidence of the persistence of socially entrenched stereotypes. Conclusions: Children's literature can be a transformative tool for challenging and redefining gender norms, and reinterpretations such as Prince Cinders are an important step towards a more egalitarian education from the earliest ages.

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Biografias Autor

Mireia Canals Botines, Universitat de Vic - Universitat Central de Catalunya

PhD, is a lecturer of English Literature and Creativity, and Deputy Vice-rector for Research and Knowledge Transfer at Uvic-UCC. She is currently leading The International Conference Storytelling Revisited and R&D projects in relation to children’s literature, gender, and inclusion all related to education. She is a member of the Gender Studies Research Group: Translation, Literature, History and Communication (GETLIHC) where she is responsible for the research line entitled: “Gender and historical, literary and social studies”. Her scientific interests lie in the intersections between gender studies, English language learning, children’s literature, and audiovisual communication. She is the author of more than 30 children's books translated into many languages.

Ángel Raluy Alonso, Universitat de Vic - Universitat Central de Catalunya

Has been a lecturer at UVic-UCC for more than 14 years in English Language and Literature. He has participated in many European projects linked to innovative cultural learning scenarios and the role of EFL to enhance inclusion in primary and secondary education. His main interests are related to providing educators with strategies and resources to favour inclusion in the classrooms and promoting an effective use of literature to leave gender stereotypes behind. Currently, he is participating in an Erasmus+ Strategic Partnership about digital reading in the EFL classroom, named DILECTINGS.

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