Systematic review of studies about the use of language with sexist connotations in fairytales and nursery rhymes of Early Childhood

Virginia Villegas José; Belén Rubio-Machuca; Katia Álvarez Díaz; José Ramón Márquez Díaz

doi:10.33776/linguodidactica.v4.8257

Virginia Villegas José Universidad de Huelva https://orcid.org/0009-0008-2299-7557
Belén Rubio-Machuca University of Huelva https://orcid.org/0009-0000-4467-9930
Katia Álvarez Díaz University of Huelva https://orcid.org/0000-0002-6886-2921
José Ramón Márquez Díaz University of Huelva https://orcid.org/0000-0001-9255-629X

DOI: https://doi.org/10.33776/linguodidactica.v4.8257

Keywords:

Children tales, Children songs, Childhood education, Language, Sexism

Abstract

The use of language through popular children's fairytales and nursery rhymes expresses ideas about what is expected of girls and boys based on the gender. These literary studies are consequences of the oral poetic tradition and cultural aspects of different contexts and times. Likewise, it is possible to demonstrate how such productions come to show traditional beliefs and customs related to the feminine and masculine ideal that, at the same time, stand as a social value. This is why the aim of this study is to identify the use of language with sexist connotations, such as gender roles and gender stereotypes, in nursery rhymes and fairytales. For this purpose, a systematic review has been carried out following the methodology PRISMA 2020 Statement, using high impact databases such as Eric, Scopus and Google Scholar. Also, Artificial Intelligences were included in the systematic review: Consensus IA, Elicit.org and Copilot. The analysis of the scientific production based on the use of language with sexist connotations in nursery rhymes and fairytales in Early Childhood education has been identified a total of 22 documents. The results show that the gender relations represented in children's fairytales and nursery rhymes from a perspective of inequality that favours the figure of traditional male dominance, as opposed to the submission of women, reiterated in the oral and written tradition. This is clear evidence of the social separation of male and female roles, which constitutes a challenge for current education, that of influencing children's nursery rhymes and fairytales to overcome these traditional gender stereotypes.

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Author Biographies

Virginia Villegas José, Universidad de Huelva

Substitute lecturer at the University of Huelva in the Department of Pedagogy, in the area of Research and Diagnostic Methods in Education (MIDE). She is currently completing her doctoral studies in Social Sciences and Education at the University of Huelva. She graduated as a Primary Education Teacher with a specialisation in First Foreign Language. In addition, she has completed two master's degrees on Sexuality and Sex Education and Psychopedagogy, both with a mention in Educational Guidance. Her lines of research work on Sexuality, Sex Education and Gender.

Belén Rubio-Machuca, University of Huelva

PhD student at the University of Huelva in the Department of Pedagogy. She studied a degree in Primary Education and later a master's degree in Pedagogical Innovation and Educational Leadership at the University of Huelva. She has an official English level of B2. Her lines of research work on bereavement, educational accompaniment of bereavement and emotional education.

Katia Álvarez Díaz, University of Huelva

She is currently Lecturer in the area of Didactics and School Organisation (DOE) in the Department of Pedagogy at the University of Huelva. PhD in Social Sciences and Education with International Doctorate Mention from the University of Huelva. Her research interests are: childhood culture, school organisation, educational leadership, early care and co-participation processes in research with children. She has published several communications in national and international conferences, books and book chapters in prestigious publishing houses, and articles in indexed and non-indexed journals. Finally, she has carried out a research stay at the Università degli Studi di Milano-Bicocca (Italy).

José Ramón Márquez Díaz, University of Huelva

Currently, he is Lecturer in the area of Didactics and School Organization (DOE) of the Department of Pedagogy at the University of Huelva. He holds a PhD in Social Sciences and Education with International Doctorate Mention from the University of Huelva. His research interests are: educational innovation, teacher training, attention to diversity, affective-sexual diversity, gender violence and bullying. He has published several communications in national and international conferences, books and book chapters in prestigious publishing houses, and articles in indexed and non-indexed journals. Finally, he has carried out a research stay at the University of Eastern Finland (Finland).

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