A new model for literature education in upper secondary school : Gender, power and social relations in picturebooks from different times in a combined model of core content and fundamental values

This study explores how multimodal texts from different time periods, specifically Cinderella (Grimm 1979), Cinderella (Disney Enterprises 2024), The Snow Queen (Andersen 1875) and Frozen (Disney Enterprises 2014), can be used in high school teaching based on the Swedish school curriculum’s values. The focus of the study is on how gender, power, social norms and values are portrayed through visual and textual elements, reflecting values of each era. The study uses a combined narrative analysis and a systemic-functional linguistic method with a social semiotic approach included. The analysis reveals that Cinderella (Grimm 1979) and Cinderella (Disney Enterprises 2024) show power imbalances through text and images, with Disney’s version emphasizing them more. Gender roles are evident in both. In The Snow Queen and Frozen, characters challenge traditional norms and power structures through their actions. Furthermore the study proposes a five step analysis model for literature education that aligns with Swedish curriculum values.