Boy, Girl: Conceptualizations of Masculinity and the Deconstruction of Gender Order in the Picturebook

Abstract

The formation of our individual identity is a complex and evolving process that involves our social environment and depends on prevailing social constructs. According to scholars of masculinity studies, as well as feminist, sociological, queer, and postmodernist theories,

gender is also a social construct that categorizes members of a society as male or female, prescribing gendered behaviors. These behaviors often become oppressive for individuals, as they are compelled to adopt or reject “feminine” or “masculine” traits, while also reinforcing rigid gender identities. However, contemporary children's literature, keeping pace with social developments, increasingly seeks to deconstruct the gendered definitions that underpin gender identities. Its aim is to encourage young readers, as well as the adults who read alongside them, to critically reflect on what truly defines a "girl" as a girl and a "boy" as a boy. The ultimate goal of such an approach—embraced by authors, illustrators, and publishers who support these initiatives—is to inspire children to understand and accept themselves and others, embracing their multifaceted personalities while shedding unrealistic gender definitions and stereotypes. In this context, the analysis will focus on how the book Boy, Girl by Hélène Druvert (2024, published in Greek by Kapon, originally Fille garçon) encourages children to perceive masculinity not as an opposing concept to femininity, but as a fluid notion in relation to it. Furthermore, it invites them to question dominant gendered cultural constructs.