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Critical Multicultural Analysis of Reconstructed Folk Tales : Rumpelstiltskin Is My Name, Power Is My Game

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Critical Multicultural Analysis of Reconstructed Folk Tales : Rumpelstiltskin Is My Name, Power Is My Game University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2004 Critical multicultural analysis of reconstructed folk tales : Rumpelstiltskin is my name, power is my game. Jane Elizabeth Kelley University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Kelley, Jane Elizabeth, "Critical multicultural analysis of reconstructed folk tales : Rumpelstiltskin is my name, power is my game." (2004). Doctoral Dissertations 1896 - February 2014. 5689. https://scholarworks.umass.edu/dissertations_1/5689 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. CRITICAL MULTICULTURAL ANALYSIS OF RECONSTRUCTED FOLK TALES RUMPELSTILTSKIN IS MY NAME, POWER IS MY GAME A Dissertation Presented By JANE ELIZABETH KELLEY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 2004 Education Language, Literacy, and Culture Program © Copyright by Jane Elizabeth Kelley 2004 All Rights Reserved CRITICAL MULTICULTURAL ANALYSIS OF RECONSTRUCTED FOLK TALES: RUMPELSTILTSKIN IS MY NAME, POWER IS MY GAME A Dissertation Presented By JANE ELIZABETH KELLEY Approved as to style and content by: /I // —~ Masha Kabakow Rudman, Chair Patricia Paugh, Memb William Moebius, Member DEDICATION To my patient and loving husband, Douglas Pierce and to my spunky and loving daughter Kayleigh Pierce. ACKNOWLEDGEMENTS My dissertation was created with the concerted effort and time of many. Family, friends, and colleagues have offered support in many ways including emotional support, financial support, philosophical conversations, and editorial guidance and feedback. Although the title page bears my name, this project is realized because of the collective action of the people who hearten my spirit. I would like to thank Dr. Masha Kabakow Rudman, my mentor, advisor, and dissertation chair for her guidance, expertise, patience, and excitement of this research study from the onset to the finished product. She has been my catalyst for looking at children’s literature in a completely new perspective. I am grateful that Masha encouraged me to wonder about literature. She inspired me to ask questions, questions that I continue to ponder and speculate each time I read a new book or reconsider an old favorite. I would like to thank William Moebius and Patricia Paugh, my committee members, for their feedback, comments, and encouragement with each draft of my dissertation. I would like to thank Maria Botelho, Cynthia Rosenberger, and Theresa Abodeeb, my friends and fellow scholars, for their encouragement and enthusiasm. We have shared many wonderful, philosophical discussions. 1 would like to thank Christine Kelley, my sister, and Marcia Pierce, my sister-in- law, for their generosity in both their time and encouragement. v I would like to thank Edward Kelley, my father for being the oak who has stood strong all of my life and whom I attribute for solid my work ethic. I would like to thank Germaine Kelley, my late mother, for instilling in me the practice of always questioning the way things are and for being a role model of accepting others. I would like to thank Douglas Pierce, my husband, for believing in me from the start. He encouraged me to begin doctoral work and never doubted my ability. I greatly appreciate and admire his patience while I worked on my degree. I am truly thankful for his time and effort with various drafts of my dissertation. I would like to thank Kayleigh Pierce, my daughter, for her good cheer and happiness. At a tender young age, she had not yet learned how the world works and she protested when things seemed unfair. Her strong sense of social justice encouraged me to question messages in children’s literature. vi ABSTRACT CRITICAL MULTICULTURAL ANALYSIS OF RECONSTRUCTED FOLK TALES: RUMPELSTILTSKIN IS MY NAME, POWER IS MY GAME FEBRUARY 2004 JANE ELIZABETH KELLEY, B.A., ASSUMPTION COLLEGE M. Ed., UNIVERSITY OF MISSOURI COLUMBIA Ed. D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Masha Kabakow Rudman Many people believe folk and fairy tales convey a set of universal truths and beliefs; however, scholars, researchers, and folklorists have questioned or challenged this supposition. There are many versions of traditional tales and reworked tales that provide different points of view. Tale Type 500: The Name of the Helper, classified by Aame- Thompson, is one tale that has a number of counter perspectives. While there are many variations of this tale, the Grimms’ Rumpelstiltskin is the most well known. There is a lack of scholarly investigation of both the original tale and its manifestations and reconstructions. Reconstructed versions of Tale Type 500 provide more information about characters’ motives with the intent of providing a different ideology. The methodology of this dissertation applies a critical multicultural analysis (Rudman & Botelho, forthcoming) to examine power in adaptations of Tale Type 500 written for children and young adults. Critical multicultural analysis is an approach that helps readers identify and analyze power relations in literature. Specifically, this study examines the fluidity of the power that characters exercise on a continuum: domination, Vll collusion, resistance, and agency. First, this study examines characters’ actions regarding how power is exercised by identifying the power on a continuum of domination through agency. Second, this study examines which characters benefit from the power exercised, and how they benefit. Third, this study identifies which characters are disadvantaged from power and how. Following each analysis is a discussion about the implications for children in America’s society today. The findings of this study indicate that power relationships are a prominent theme in the reconstructed versions of Tale Type 500. Three general themes emerged in this study: 1) readers can look at power relations in children’s literature and see how the texts reflect critical theory about power relations, 2) some authors of children’s literature consciously apply critical literacy practices, and 3) few texts portray characters exercising the power of agency. By identifying social implications of text ideologies and questioning the issues of power in children’s literature, critical readers can consider how texts counteract, maintain, or promote alternative systemic power structures. vm TABLE OF CONTENTS Page ACKNOWLEDGEMENTS. v ABSTRACT. vii 1. INTRODUCTION.1 Purpose of Study. 1 Importance of the Study.1 Statement of Problem and Rationale.2 Questioning Rumpelstiltskin.4 What is it about Rumpelstiltskin that is so mystifying?.5 Stories as ‘Landscapes of Consciousness’.6 The Need to Examine the Socializing Power of Folk Tales.8 Background and Literature Review.10 Feminist Analysis.10 Critical Theory.11 Definitions of Terms.12 Methodology.18 Scope and Delimitations of the Study.19 2. REVIEW OF THE LITERATURE.20 Origins of the folk tale and fairy tale.20 Fairy Tales as Literature for Children.25 Sociopolitical Concerns: Fairy Tales and Children.29 Psychoanalytical Analysis.31 Structuralist Theories.36 Feminist Analysis.39 Scholarship showing sexist stereotypes.40 Scholarship showing strong female protagonists.44 Feminist Poststructuralist Analysis.47 Critical Theory.48 Components of Critical Text Analysis.52 Deconstruction and Reconstruction.54 IX Deconstruction: Ideology.55 Deconstruction: Text Representation.57 Deconstruction: Text Structure......61 Deconstruction: Text Production.65 Deconstruction: Text Readers.66 Deconstruction: Text Beneficiaries.68 Reconstruction: Texts Re-imagined and Social Action.69 Scholarship showing altered fairy tales.70 Critical Multicultural Analysis...72 3. METHODOLOGY. 75 General Research Model.75 Approach.77 Which characters exercise power and how?.78 Domination.78 Collusion.79 Resistance.80 Agency. 80 Which characters benefit and/or are disadvantaged and how?.81 Analytic Strategy. 82 Data Collection.83 Characters.83 Grouping Similar Texts.84 4. DATA PRESENTATION AND ANALYSIS.85 Introduction.85 Part I: Historical Overview.85 “Ricdin-Ricdon” by Mademoiselle Jean-Marie L’Heritier (1696/1991). 86 “Rumpelstiltskin” by the Brothers Grimm (1812/1987). 89 Late 17th Century France & L’Heritier’s “Ricdin-Ricdon” in Historical Perspective.91 Early 18th Century Germany & Grimms’ Rumpelstiltskin in Historical Perspective.92 Conclusion of Historical Overview.94 Part II: Reconstructed Versions of Tale Type 500.96 x A Deal is a Deal & Rumpelstiltskin: A Classic Tale by Alvin Granowsky (1993 a).97 “The Name” by Priscilla Galloway (1995a).100 “Straw into Gold” by Vivian Vande Velde (1995/2000g).104 Rumpelstiltskin’s Daughter by Diane Stanley (1997). 107 Spinners by Donna Jo Napoli and Richard Tchen (1999). 109 “Granny Rumple” by Jane Yolen (2000a).114 The Rumpelstiltskin Problem by Vivian Vande Velde (2000f).118 “A Fairy Tale in Bad Taste” by Vivian Vande Velde (2000c).120 “The Domovoi” by Vivian Vande Velde (2000b).122 “Papa Rumpelstiltskin” by Vivian Vande Velde (2000e).124 “Ms. Rumpelstiltskin” by Vivian Vande Velde (2000d).....125 “As Good as Gold” by Vivian Vande Velde (2000a).127 Straw into
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