firstname.lastname@example.org, dokuz eylül üniversitesi
Fairy tales have always been a part of the curriculum especially in language classes. They are used in language classes because they are enjoyable for students from all ages. In addition, they can be used as a tool to improve grammar, vocabulary, reading comprehension skills, etc. At first sight, they seem to be harmless tools for students, however, with a deeper analysis, it can be assumed that fairy tales unconsciously transform the perspective of students through shaping their societal gender role norms. In relation with this, this study attempted to help pre-service English language teachers at a big state university in Turkey to improve their awareness of societal gender roles through comparative analysis of fairy tales. Participants for this study consisted 80 senior pre-service English language teachers who were assigned to analyze classic fairy tales comparatively during the 2016-2017 spring semester within the framework of the course entitled Selections from British Literature. Semi-structured interviews were conducted with 20 students and 80 students were assigned to write down their comments, at the end of their final examination papers, about how this course changed their perspectives of fairy tale teaching in language classes and how comparative analysis empower their interpretation of societal gender roles. The findings indicate the reality that how we interpret the role of women and men in society is hidden in the very roots of fairy tale discourse. In order to develop awareness of this issue, comparative analysis of fairy tales can be a powerful tool for pre-service teachers.
Comparative Literature, Fairy Tale Teaching, Societal Gender Roles, Pre-service English Language Teachers.