Diverging from Traditional Paths: Reconstructing Fairy Tales in the EFL Classroom

Abstract

Framed by transactional and critical literacy theories, this teacher-research introduces practical examples of implementing antisexist pedagogy in an EFL Middle Eastern classroom. After a short preview of the gender-biased educational messages abundant in literature and pop culture, the article focuses on students’ transaction with Cinder Edna, an emancipatory picture book that provides students with an alternative way of being and acting. A content analysis of sample reader responses reveals how adolescent female Arab students start to challenge the status quo and take action for changing their gender-biased reality.

Additional information

Notes on contributors

Rawia Hayik

Rawia Hayik (PhD in Literacy, Culture, and Language Education from Indiana University, USA) is a lecturer and pedagogical advisor at Sakhnin Academic College for Teacher Education in Israel. Her doctoral research focused on using children’s literature on gender, religious diversity, and minority issues with Israeli-Arab EFL students as a springboard for critical reader responses. Her current post-doctorate research interests are studying the linguistic landscape in the Galilee area as well as exploring the use of participatory documentary photography with her college students to address social justice issues.