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Winx Club Çizgi Filminin Toplumsal Cinsiyet Bağlamında İncelenmesi

Year 2023, , 114 - 127, 30.12.2023
https://doi.org/10.22596/hej.1307210

Abstract

Bu çalışmada uzun yıllar popülaritesini sürdürmüş öte yandan çocuk kıyafetleri, çanta ve çarşaf gibi tekstil ürünlerinden, kırtasiye malzemeleri ve oyuncaklara kadar pek çok alanda karşımıza yaygın olarak çıkan Winx Club adlı çizgi filmin toplumsal cinsiyet bağlamında değerlendirilmesi amaçlanmıştır. Bu amaç doğrultusunda farklı sezonlardan tesadüfi örnekleme yöntemiyle seçilmiş on bölüm, döküman incelemesi yapılarak içerik analizi yöntemiyle analiz edilmiştir. Bulgular çizgi filmde yer alan karakterlerin fiziksel özelliklerine sıklıkla vurgu yapıldığı, ev içi sorumlulukların yalnızca kadın ile ilişkilendirildiği, pek çok doğaüstü varlığa karşı galip gelebilen kadın karakterlerin erkek ler tarafından korunması gerektiği gibi mesajlara yer verildiğini ortaya koymaktadır. Bahsi geçen mesajların kadının ve kadın emeğinin değersizleştirilmesine ve toplumsal cinsiyet eşitsizliğinin yeniden üretilmesine hizmet ettiği düşünülmektedir. Çünkü çocuklar hayranlıkla izledikleri çizgi film karakterleri ile de sıklıkla özdeşim kurmaktadır. Bu nedenle toplumsal cinsiyet eşitliğinin geliştirilebilmesi için, çocukların kolayca ulaşabildikleri çizgi filmlerin içeriklerinin ayrıntılı bir biçimde incelenmesi ve uygun içeriklere sahip olmayan bu tür çizgi filmlerin yayınlanmaması önerilmektedir.

References

  • Ahmed, S., & Wahab, J. A. (2014). Animation and socialization process: Gender role portrayal on cartoon network. Asian Social Science, 10(3), 44–53. http://doi.org/10.5539/ass.v10n3p44
  • Aktaş Arnas, Y., Ördek İnceoğlu, S., Gürgah Oğul, İ. (2016). Gendered hate speech in cartoons: a critical discourse analysis. R., Efe, I. Koleva, E. Atasoy ve İ. Cürebal (Eds.), Developments in Educational Sciences (s. 612- 622) içinde. St. Kliment Ohridski University Press: Sofia.
  • American Academy of Pediatrics (2001). American Academy of Pediatrics: children, adolescents, and television. Pediatrics, 107(2), 423-426.
  • Bandura, A. (193). Aggression: a social learning theory analysis. Prince Hall, Inc: New Jersey.
  • Bandura, A. (1977). Social Learning Theory. Prentice-Hall, Inc: New Jersey.
  • Baydar, V. (2013). Popüler kültürde mizojini. Electronic Turkish Studies, 8(12), 151-165.
  • Bukato, D.& Daehler, M.W. (1992). Child Development: A Topical Approach. Houghton Mifflin Comp: Boston.
  • Crain, W. (2000). Theories of Development: Concepts and applications. (4th Ed.) Prentice Hall, Inc.: New Jersey.
  • Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: selection and implementation. The counseling psychologist, 35(2), 236-264.
  • Eick, K. (1998). Gender stereotypes in children’s television cartoons. http://www.calpoly.edu/~jrubba/495/paper1.html
  • Frueh, T., & McGhee, P. E. (1975). Traditional sex role development and amount of time spent watching television. Developmental Psychology, 11(1), 109.
  • Gentile, D. A., Groves, C. L., & Gentile, J. R. (2014). The general learning model: Unveiling the teaching potential of video games. F. C. Blumberg (Ed.), In Learning by playing: Video gaming in education (pp. 121-142). Oxford University Press.
  • Habib, K., & Soliman, T. (2015). Cartoons’ effect in changing children mental response and behavior. Open Journal of Social Sciences, 3(09), 248. http://doi.org/10.4236/jss.2015.39033 Jensen, E. (1998). Teaching with the brain in mind, Association for Supervision and Curriculum Development. Science Teachers Association, Alexandria, VA.
  • Maier, J. A., & Gentile, D. A. (2012). Learning aggression through the media: Comparing psychological and communication approaches. In The Psychology of Entertainment Media (pp. 271-303). Routledge.
  • Ördek İnceoğlu, S., & Arnas, Y. A. (2017). Reflection of Barbie Culture on the games of children in the context of gender Barbie kültürünün toplumsal cinsiyet bağlamında çocuk oyunlarına yansımaları. Journal of Human Sciences, 14(4), 3239-3249.
  • Suryawanshi, A. (2020). Communication through cartoons in times of crisis. .Journal of Xi’an University of Architecture & Technology, 12(2), 95- 103.
  • Thompson, T. L., & Zerbinos, E. (1995). Gender roles in animated cartoons: Has the picture changed in 20 years? Sex Roles, 32(9-10), 651–673. http://doi.org/10.1007/BF01544217
  • Towbin, M. A., Haddock, S. a., Zimmerman, T. S., Lund, L. K., & Tanner, L. R. (2003). Images of Gender, Race, Age, and Sexual Orientation in Disney Feature-Length AnimatedFilms. Journal of Feminist Family Therapy, 15(4), 19–44. http://doi.org/10.1300/J086v15n04_02
  • Yıldırım, A.; Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık.
  • Williams, T. M. (1981). How and what do children learn from television? Human Communication Research, 7,180–192. doi:1.1111/j.1468-2958.1981.tb00568.x
  • Zhang, Q., Cao, Y., Tian, J., El-Lim, K., & Gentile, D. A. (2020). Effects of prosocial cartoon models on aggressive cognitions and aggressive behaviors. Children and Youth Services Review, 118, 105498. https://doi.org/10.1016/j.childyouth.2020.105498
  • Zor, İ. & Bulut, S. (2020). Toplumsal cinsiyet kavramına animasyon filmleriyle bakmak: Buz Devri, Shrek ve Winx Club: kayıp krallığın sırrı örnekleri. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 11(1), 58-69.

Examination of Winx Club Cartoon in Context of Gender

Year 2023, , 114 - 127, 30.12.2023
https://doi.org/10.22596/hej.1307210

Abstract

In this study, it is aimed to evaluate the cartoon named Winx Club, which is widely seen in many fields from textile products such as children's clothes, bags and sheets to stationery and toys, in the context of gender. For this purpose, ten episodes selected by random sampling method from different seasons were analyzed by content analysis method. The findings showed that the physical features of the characters in the cartoon were emphasized, the responsibilities imposed on women served male-dominated gender roles, the man was glorified by devaluing the woman, and this cartoon supported gender inequality. It is thought that these messages serve to devalue women and women's labor and to reproduce gender inequality. Because children often identify with the cartoon characters they admire. For this reason, in order to promote gender equality, it is recommended that the content of cartoons that children can easily access should be examined in detail and such cartoons that do not have appropriate content should not be broadcast.The results were discussed in the light of the literature and suggestions were presented.

References

  • Ahmed, S., & Wahab, J. A. (2014). Animation and socialization process: Gender role portrayal on cartoon network. Asian Social Science, 10(3), 44–53. http://doi.org/10.5539/ass.v10n3p44
  • Aktaş Arnas, Y., Ördek İnceoğlu, S., Gürgah Oğul, İ. (2016). Gendered hate speech in cartoons: a critical discourse analysis. R., Efe, I. Koleva, E. Atasoy ve İ. Cürebal (Eds.), Developments in Educational Sciences (s. 612- 622) içinde. St. Kliment Ohridski University Press: Sofia.
  • American Academy of Pediatrics (2001). American Academy of Pediatrics: children, adolescents, and television. Pediatrics, 107(2), 423-426.
  • Bandura, A. (193). Aggression: a social learning theory analysis. Prince Hall, Inc: New Jersey.
  • Bandura, A. (1977). Social Learning Theory. Prentice-Hall, Inc: New Jersey.
  • Baydar, V. (2013). Popüler kültürde mizojini. Electronic Turkish Studies, 8(12), 151-165.
  • Bukato, D.& Daehler, M.W. (1992). Child Development: A Topical Approach. Houghton Mifflin Comp: Boston.
  • Crain, W. (2000). Theories of Development: Concepts and applications. (4th Ed.) Prentice Hall, Inc.: New Jersey.
  • Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: selection and implementation. The counseling psychologist, 35(2), 236-264.
  • Eick, K. (1998). Gender stereotypes in children’s television cartoons. http://www.calpoly.edu/~jrubba/495/paper1.html
  • Frueh, T., & McGhee, P. E. (1975). Traditional sex role development and amount of time spent watching television. Developmental Psychology, 11(1), 109.
  • Gentile, D. A., Groves, C. L., & Gentile, J. R. (2014). The general learning model: Unveiling the teaching potential of video games. F. C. Blumberg (Ed.), In Learning by playing: Video gaming in education (pp. 121-142). Oxford University Press.
  • Habib, K., & Soliman, T. (2015). Cartoons’ effect in changing children mental response and behavior. Open Journal of Social Sciences, 3(09), 248. http://doi.org/10.4236/jss.2015.39033 Jensen, E. (1998). Teaching with the brain in mind, Association for Supervision and Curriculum Development. Science Teachers Association, Alexandria, VA.
  • Maier, J. A., & Gentile, D. A. (2012). Learning aggression through the media: Comparing psychological and communication approaches. In The Psychology of Entertainment Media (pp. 271-303). Routledge.
  • Ördek İnceoğlu, S., & Arnas, Y. A. (2017). Reflection of Barbie Culture on the games of children in the context of gender Barbie kültürünün toplumsal cinsiyet bağlamında çocuk oyunlarına yansımaları. Journal of Human Sciences, 14(4), 3239-3249.
  • Suryawanshi, A. (2020). Communication through cartoons in times of crisis. .Journal of Xi’an University of Architecture & Technology, 12(2), 95- 103.
  • Thompson, T. L., & Zerbinos, E. (1995). Gender roles in animated cartoons: Has the picture changed in 20 years? Sex Roles, 32(9-10), 651–673. http://doi.org/10.1007/BF01544217
  • Towbin, M. A., Haddock, S. a., Zimmerman, T. S., Lund, L. K., & Tanner, L. R. (2003). Images of Gender, Race, Age, and Sexual Orientation in Disney Feature-Length AnimatedFilms. Journal of Feminist Family Therapy, 15(4), 19–44. http://doi.org/10.1300/J086v15n04_02
  • Yıldırım, A.; Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin yayıncılık.
  • Williams, T. M. (1981). How and what do children learn from television? Human Communication Research, 7,180–192. doi:1.1111/j.1468-2958.1981.tb00568.x
  • Zhang, Q., Cao, Y., Tian, J., El-Lim, K., & Gentile, D. A. (2020). Effects of prosocial cartoon models on aggressive cognitions and aggressive behaviors. Children and Youth Services Review, 118, 105498. https://doi.org/10.1016/j.childyouth.2020.105498
  • Zor, İ. & Bulut, S. (2020). Toplumsal cinsiyet kavramına animasyon filmleriyle bakmak: Buz Devri, Shrek ve Winx Club: kayıp krallığın sırrı örnekleri. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 11(1), 58-69.
There are 22 citations in total.

Details

Primary Language Turkish
Subjects Sociology (Other)
Journal Section Articles
Authors

Seval Ördek İnceoğlu 0000-0003-1516-713X

Early Pub Date October 2, 2023
Publication Date December 30, 2023
Published in Issue Year 2023

Cite

APA Ördek İnceoğlu, S. (2023). Winx Club Çizgi Filminin Toplumsal Cinsiyet Bağlamında İncelenmesi. Harran Maarif Dergisi, 8(2), 114-127. https://doi.org/10.22596/hej.1307210