Abstract
Drawing from critical sociocultural perspectives that view play, literacy, and gender as social practices, boys’ Disney Princess play is examined as a site of identity construction and contestation situated within overlapping communities of femininity and masculinity practice where children learn expected practices for ‘doing gender’. The article presents critical discourse analysis of two instances of five- and six-year-old children’s doll play excerpted from data collected during a year of weekly visits to one focal kindergarten in a US Midwest public school, which is part of a larger three-year study of literacy play as mediated discourse. Through princess play, children enacted femininities and masculinities and negotiated character roles with peers in ways that enforced and contested gender expectations circulated in media marketing and enacted in play groups. Findings indicate that doll play is a productive pedagogy for mediating gendered identity texts circulating through global media and for creating spaces for diverse gender performances in early childhood settings.
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