Do we really want to change the way the world is? Do we really want to create a world in which not only are all people equal, but in which all people are considered equal too? If the answer to this question is yes, then perhaps we should start with looking at the way we bring up our children, for it is they who will shape the world to come more perhaps than will we.
Young children are provided lots of media during their formative years, media which is intended at helping them to learn how to exist in the world. This surely is the point behind nursery rhymes and fables such as those by Aesop and La Fontaine; learning through fun. Through the provision of stories, images and toys therefore we create a world of imagination for children, a world which they inhabit for years and years – a world which they learn to see as normal, as acceptable. Yet how often do we question the ‘shape’ of that world, how often do we ask ourselves whether or not we are actually creating a framework for our children from which they can grow and improve; as opposed to creating a normality for them based on the mistakes of the past?
A lot of the material that we use to inform and educate children comes from stories – often referred to as fairy stories, and as such are associated with a world of fantasy or an ideal. Ever present in these stories are the characters of princesses, pirates and knights; characters which carry with them a cultural significance which is not always (or indeed at all) positive. Yet in the promotion of these stories and these characters we reinforce the idea that certain concepts and goals are to be valued.
On the side of love and emotion we often find stories about princesses. In recounting inspiring tales about princesses we (perhaps) unintentionally place a positive light on the concept of monarchy as a whole. We unconsciously validate the idea that some people are better or more worthy than others – simply through an accident of birth, we suggest acceptance of the idea that there is inequality in the world. In addition to this, the model of a fairy story princess is habitually one of a young, beautiful girl looking for a husband; a girl who is capable of nothing more than waiting for someone to rescue her from a peril or from solitude: a clear message (from my perspective) that without a man a women has little or no value.
On the opposite side we have stories about adventure and excitement in the form of pirates and knights – boys and men fearlessly facing danger, exploring new lands and finding treasure or rescuing princesses and killing dragons. Tales such as these reinforce the value of war and conflict, they support the idea that might is right and that violence is an appropriate solution to problems. Historically, pirates were thieves and slavers – men who raped, and killed and stole from those who stood in their way; there was never any treasure, there was only loot.
(Interestingly enough, even by using the word treasure as opposed to loot we soften the view towards pirates – a treasure is to be valued, whereas loot is illicit.)
Beyond the evident questions to be raised by the promotion of images of violence and subjugation we also find an inherent imbalance between the representations of men and women. Princesses are women, and pirates are men – it is that simple. It is clear that the period of history in which the stories are set can be considered to be very discriminatory towards women, yet surely then this only provides even more reason as to why these models should not be perpetuated – if indeed we truly wish to see a fair and equal society.
Even the teachings of Aesop maintains the model of masters and servants and of monarchy; and the characterisation of animals in his stories only reinforces our prejudices towards the behaviour of certain beasts – such as the ass and the fox.
The creation of material for children inevitably results in certain figures or characters becoming role models – either to show a viable approach to life or simply to represent a personage which can be inhabited for a short period whilst playing; yet all of these moments help to form the basic understanding of the world and the social rules which we follow.
Without wishing to address the morality of the past, without wishing to judge the tools used by others to arrive where we are today, we should still judge the tools that we use today. Figures such as princesses and pirates are rooted in the history of this world, however the fact that these were the stepping stones we used to arrive at today does not entail that they remain automatically valid for the continuation of our journey.
It seems odd, that we can (as adults) proclaim the need to establish a more equal society, and at the same time continue to push on our children models of behaviour which are outdated at best, and detrimental at worst.