PORTRAYAL OF DOMINANCE IN CHILDREN S · Portrayal of Dominance 6 This reemuch is psesenting a viw...

PORTRAYAL OF DOMINANCE IN CHILDREN S

MYTH, STORY AND LEGEND

Implications for Educational Administrators

Joan Huggins O O

Submitted in partial fuifilment

of the requirements for the degree of

Master of Education, Faculty of Education

Lakehead University, Thunder Bay, Ontario

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Thanks to Dr. Dunial Xlisaon bot empovmring

esrative upraision in an aardda. f o ~ . àl io, t h e s

to Dr. Hope renne11 a d Dr. Doug Thom for supportiva

encouragementa rnd litesary leadership.

Bincere apprecirtion is utandad to i y intomil

and u+rrnrl raaders, Dr. Cotey Wamtaall amd Dr. muci&

Salaer .

This raseuch ~ 5 . ~ 8 th-- of domininca f ~ o i the perspective thrt doiinanae roptm8.nta an intogrition of dialeatiaal aupport and aontrol diranaions. Tha dasign of the inqui- appli.8 an adaptation of Hrtaay and Blurohud's lituitional Zeadar8bip model, o i l l e d tbe Darminance Rffect Teqplate, to th. main ahuaoters in children@a iffth, 8tory and legand. Th. re80azoh atories include THE UGLY WCKZîNG, LITTZE RED RIDaJG HmD, CDmQiELLA, THE: S W I N G BEAUTY, Z!UE R W SNaES and THE WIZD SKANÇ.

&alpsing the contukt of ahilbrea'm ipth, storg and lagand effmctively ormate8 a new 8torp highlighting charactrrisation8 of conttolling and supporthg role exprasaions. The rasulting effectivenasa of such sole manifestations upon the aituatadnras of the m i n ohax8at.r prograsming ouririliaauly through Teohnieal, Interdependent, Political, and Rational Dominanor quadraats is uamined with the application of the Dominance Affect T e ~ p l a t e .

Childrenis ip+h, storp and leguid, when aonnidered relationaïly by affect, oraatea in ecology of little narrative through whioh ohilmen i ay ba aonatniatively guided to discover their o m talents fox interacting rith, having an effect upon, and feeling ompoweted within the wotld that they inhabit.

Portraya1 of Dominance

Table of Contents

In-duction . . . . . . . . . . . . . . . . . . . . 5

. . . . . . . . . . . . . . . . . . . Rationale 7

. . . . . . . . . . . . . . . Theoretical Framework 8

. . . . . . . . . R e v i e w of Related Literature 9

. . . . . . . . . . . . . . D e f i n i t i o n o f T e m m 19

. . . . . . . . . . . . . . . ResearchQueetion 24

. . . . . . . . . . . . . . . G e n e r a l D e s i g n - 2 6

. . . . . . . . . . . . . . . . . . . . Methodology 28

. . . . . . . . C o l l e c t i o n and Analysis of D a t a 29

. . . . . . . . . . . . . C o n c e p t u a l Background 30

THE UGLY DUCKLING . . . . . . . 39

Dominance As A Balance of Support and

Control Applied to THE UGLY DUCKLING

Dambance Affect T q L a t e As Research C o n s t r u c t

. . . . . . . . . . . . . . . . . . . . . 44

L I T T L E R E D R I D I N G H û û D . , , , l , , . 4 6

D d n a n c e Affect of Red in LIT- RED

RIDXNG EIOOD

CINDERELIA . œ . o o . . . . . . 4 9

Dominance Affect of Cinder in CZNDERELLA

THE SLEEPING BEAUTY . . , . , . . 5 4

Dominance Affect of Beauty in THE

SLEEPING BEAUTY

T ) f E R E D S H O E S . o . . œ m . . . . 5 7

Dominance Affect of Karen in THE RED

SHOES

THE W I L D SWIWS . . . , . . l . l . 62

Dominance Affect of Eliza in THE WILD

SRANS

Portayal of Dominance 4

0 u t c o m s s ~ o . o . . , 7 1

Elicited from the Stor ie s , , , , , , . , , , , 72

Analysis of Dominance Application to

LITTLE RED RIDING HOOD; Analysis of

Dominance Application to CINDERELLA;

Analysiu of D d n a n c e Application to THE

SLEEPING BEAUTY; Analysis of Dominance

Application to THE RED SHOES; Anaïysis

of D d n a n c e Application to THE WILD

S W '

O v e r v i e w and Discussion , . , , . . . . . , , , . 84

Assuniptions, Limitations, Delimitations . , , . 90

Conclusion , . . . . . , . , , . l . . , . 92

Implications for Practice . . . . . . 94

Implications for Theory . . , , , . , . 96

Introduction

'men an idea is vanting

a w o r d can alwags be Eound

to take its place. "

-- Joharvl W. von Goethe

Portrayal of Dominance 6

This reemuch i s psesenting a v i w of dolinance froi

the perspectiva that dodnuiar u y be an intogration of +Be

dialectic ideas of support and control. The notion of

dominancm can be viawod through illumtrationa portrayed by

the charaotern in childran@s q t h , atorp and legend. The

focsus o f the rasauch u d n a s thm main chuaotera in

childrenis mytb, story and logend and investigatas the

extent to which role characterisations depict a balance of

the suppor+ and control forms of dominanao. Liplication~

for the adiini8tratorrr of schools, p e i c u l a r l y vith rarpact

to the modelling of a-balance of support and control, are

given .


A world viev vhich look8 only ompirically at

administrative praotic. i i y neglaut th. Lnowlodge hpliaitly

underlying a11 adiiniitrativa bahaviour. What actually

happens Ray not reflect intuitive uader8t.ndinga of

adrinisttative action. Encouragaant to dmrivr kaowlodgo

froi otherr thrn uporianco alone, thrt is froi thmory valued

for its quclitp, u y rccoiplish graater comptuohansion of an

equilibrioua atate of aontrol and aupport, and sip more to

administratots about dominance through the lookinig at q t h ,

story and legend, than caa be understood by tag.tding only

p t h a r y sense data as valid information.

A ïitarary analpsis rasauch yielding interpretation

and conclusions based on logical inforence and evideaca iri

attractivr f o r its interpretative potentir1 of metaphoric

parallela within adiinistrative decision-making processes.

I valuing of well-inforiad literasy viewing may lead to

reduced prosaic procesaual actions on thr part of

educational administrators.

Theoretical

'Where the w o r l d ceases to be the scene

of our personal hopes and m e s ,

where w e face it as free be ings ,

a-ring, asking and obseming,

there re enter the r e a b

of Art and Science.

-- Albert Einstein

Portraya1 of Dominance 9

!l!he notion of dodaamce as portsaymd in ohildrenis

myth, storp and legend is dosived ftoi within th* litetature

of organiaationa~ psycholo~. -y mchoola of thought

rithin the field of bmhrvioural psyahology conaider this

notion froi differont perspaativas.

The

the idea

rasearch o f sorenaon and Savaga (1989) put8 fotth

that opposite relational responmes are initiated by

dominaacm [control] G d aupportivenese. In addition, it is

theit contention that aupportivaness and dominancm [control]

are ~motthogonal dimenaions of relation81 conunicatiozP

(p.327). Uhen a strong iesaage indicating conkt01 is

received, the reply elicited tends to be acceptaince with

limited active role in response. When a rrlationrl message

is supportive, ideas are evoked and partiaipation is

encouraged (p. 32 9 ) ,

Hersey and Blanchard (1977) contend that power

[dominance] is situational. Initiating Btnicture and

Consideration are dimension8 of observable behaviour that

rhen perceived by otheta ou, be plotted on two sepuata u o s

to bescriba bahaviour an a blend of mach dimanmion. The

result of plotting leader behaviour in th i8 mamer caL1ed


the Ohio State quadrants of lmadership ii ahom brlow.

S i i i l u l y t w o thmorrtiaal oonaepts of Blake and Mouton

plottad on the Iluiagrrial Grid, fllu8trrtiag Concua for

Production horiaontally and Concern for Pmople vartically

(al80 nhorn below), amphanise t u k aacompliahment aad

development of personal ralationahipa ro8pectivrly. The

concern-for dimension of Blake and Mouton ia atfftudhal

while the Ohio Btate f r a o r k is a behaviozual mode1

: axaminhg actions of leaders as parcaivod or obsemed by

: others (p.95).

Ohio State Quadrants and Managerial G r i d

BIGE CO2JSXDBRATXO# BIGE CO~SIDERATIO~ m W BTRUCTURE HIGH STRUCTURE

f

Conside$ation and Concern MIDDLE RQRD fox P e o p l e

Initiating Structure and

Concera for Pro&ction

Hersay and Blaachaxd~s ri-Dimenaional Mode1 based on

Reddinis 3-D Hanagement Style Thmory (relationship


orientation and task orientation) desariboa basic style8 of

leader bahaviour with an added ieasure o f effectiveaess.

This inérgrates thœ concept of trak-concarn and

relationship-conaem with situational duanda of the

envi~oment. An appropriate iir of t u k rnd ralrtion8hfp in

a p a r t i a a l u clituation i c r deued effactiva: an inapptopriate

mir of relationship aad task ia termed ineffective. The

interaction of style (a mixture of rolatiormhip and taak)

with the environment creates a degrae of effectioeness as

: the eavironmant reaponda to the stimulus or style, Harsey

and Blanchudws mffectivtrnara dimenrrion is seproarntod bp

quaxtiles ruiging positively froi +1 to +4 and negativelp

f r o m -1 to -4.

Thus, effrotive use of the High Task/ïev Ralationship

Btyle is the careful defining of methobs to help followers

with goal accomplislm~nt. Inaffactively, HT/LR-8 is aron as

unplrasant by iiposing methods and uphraiaiag ahort-te-

production.

Effective use of the High Taak/High Relationship Style

eufisfies group goal-setting and worlt-osganising needs along

with the ptovision of high socio-emotional levela of

cnipport. Ineffectively, HT/HII-B u y be saen as the

provision of a greater amount of initiating atructutm than

necessuy and interpersonal telationship iay be interpreted

Portayal of Dominance 12

Effoctivm rue of the High Relitionship/ïaw T u k Style

is iran u proviiion of iiplioit truat and froilitation of

goal accomplishunt b d n g p r w oonamrns. Ineffactively,

~ L T - s u y ba viawad aa hrving r p t i i r r y interest in

harmoap charactmriaod by unwillingbsa for t u k

accoipliahment at the r i s k of loaing a aigood g u p image.

Bffective use of 5ow ~elationshipflow Task Stylo ii

seen as appropriate delagatioa of dacinion-making to

subordinatm8 of how w o r k is to br donr, and provision of

little amounts of aoaio-uotioaal support rhrn little is

needed. ~neffectively, LR/LT-8 is seen as a provision of

little socio-emotional auppott or itnicture when gsoup

members need support and itructurr (p.107).

It is important to note that the Ohio etatm Hodel

showiag dimensions of Consideration and mffating Structure

and al80 the Tri-Direnaion -adex Effectivmna88 Modal

(p. 106) shoring diaansions of relationsbip &dzaoiour and

task behavior ase delinarthg abselpable behaviour

dimensions. On the othor hand, +hm Hanagorial Osid ahowing

Conce- for People and Concern for Production on it8 u r 8

uid also Raddiaai 3-D Management Style 2ha0r]l about


relationship orientation and task orientation u e

delinerting dirmsions of attitude. Ttm iodals of observeci

behavfour rassure the rhat of behrviour; the iodmls of

attituntinal dimendona mersure uotion or foeling toward

!Che mader J5ffoctiveneas Itodal with its effectiveness

dimenaion ia no+ necesaarilp incompatible rith attitudinal

models, An LnHB/HR-8 leader when facid rith vrrying

contingencies and diffasent situations iay engage in vatping

and differmat bahaviourr appropriate to the mnvironmant.

The mief f ectiveness depends upon the 1 eader, the follower (s) ,

and other situational orriables that make up the envitonmant

-- E = f, (l ,f ,s ,)" (p.108) .

Bersep and Blanchard recogniae a measure of the

variables used to Uetedne effectiveneos that can be

de8crib.d by force field aaalpiia devalope6 by X u r t L e w i n to

diagnose situation^. The technique assumai that affecting

any situation there u e dtiving forces and resttainiag

force8 that push or -ive ohaage, or decrease or reutrain

change. Equilibsium or balance is present when the driving

forces equal the restraining forces (p.123).

As well, Hersey amd Blanchud aclrnowledge that


behaviout is chuactrrisod by threm .go aeates saferrad to

by Berne a8 ehild, puant uid adult (p.76) . Uh8n people opetate from an emotional bu., the behaviour that can bo

obsemed is thrt of a child ego state that containi natural

attitude. and iipulars 1oara.d in ahildhood upmrionom. Two

kinds u e destructive Eaild and h a . child. Conditionhg

taceivad from puonta, tamh8ss and parsons ptoviding value

upesiencea in formative p.ri produees a puent ego atate,

or the part of us that is evaluative. Two kind8 are

critical parent and nurrturing parent, The strte that

e~rpreases behaviour de8cSibeâ 8s pxoblem-aolving, decision-

making or rational ir the adult .go itatr. Hare thr peraon

uamines values, probabilities, and altetnativas before

acting. The healthy state ia one where a balance aiong al1

three ego citates exista (p.78). tlsing an aaalpsia of

transactions consisting o f one stinilua and one responae,

the strongths of mach of the thrre ego states caa be

determinad suggeating individually selected l i f8 poaitiona

which iay predict futur. pattern8 of bohrviour. Am XA

character describes the critical pmeat ego statu of which

the l i f o position @@I@m OA, youare not OF@ .voles a

childlike, dependent, passive, reaponae-effmct set os

pattern o f feelings 1ike: I W m not OX, you're mot ORam or

HIir not O& you@re Olt.@' A YB chuacter rith a balanced

child-adult-parent set of feeling8 @aI@i Of, youmro ORaB


fosters similu ronponae-effoat foalingm and evokom problu-

solviag adult behaviouta (p.80).

The constmct of dominanao fa muah broader tban the

reseuoher is chooiing to explore. Tâe whole ider of

dominance being soae forr of control or structure couplmd

rith #uppor+ or relrtionship ia no+ osiginrl. Hamy struggle

with the idea.

Fernandes (1991) suggonts that .respect [support] is

inherant in ralationship not in peraonality. In an ecologia

clhate of participation, the ~~benefita of inforul

relations in tems of respect .re diminished in the preaence

of forma1 relationam (p.50). In a ptofeasional clhate,

respect is onhrnced by coibining repoxting and friendnhip

relations. Individual. who pursua and achieve

organiaational effectivenass in hiaruahical org.ni%ations

pay a pria. in te- of 10.8 of rmcognition of their

potentiality for leadership within an organization (p.51).

According to Bluhi, Widiger, uid Hie10 (1990),

Wituational (complameatarity) factors iight be i o a t

important for interpetsonal behaviour along the dimenaion of

affiliation [support], ~herea8 individual diffmrences ifght

be iost important for interpersonal behaviour along the

control dimension (p. 4 69 ) . Intmrpersonal coipluentazf ty


is prasont when a ohuactar@u bahrviour is a funetion of

rnothu@s behaviour. Ralationship or aoiplaontuity

accounts for rare raspon8ivitp in psadicting affiliation

than dors aa individual' i par8onality style. The

aituational or interparional deterrinuits u a lem widant

in psadicting control hhaviour, rithmr individu81

differmncra in pesaonalitp affœct oontsol bmhaviopr m o r e

œvidentlp. Tha thaorotiaal fruawosk for undorstanding

relative personality and behaviour influuicas on

ilifespersonal behaviour (in rhich aituational or

coipl-entrtity factor8 are mont important for affiliativa

interpersonal behaviouk and individual differences are roat

important for detedning control diiension) ia the

Interprraonal Circumplu, r iatwo-dii.nsiona1 iode1 of trait

descriptive t e r i i l a a (Beajafirld & mckenhaim, 1989).

Benjafield and Muckenhah@s historiaodrvelopi~nta~ iode1 ii

ueed to study interpersona1 behaviour. Zn this modal, the

emergence over t h e of a positive/negrtivo distination that

is central in language is succeeded by an affiliation

dimension, followed by a dominance dimension differentiated

from affiliation, genesating two oon8istant octant8 followed

by two inconsistent octants, finallp reaulting in

prototypicality. It is alao auggeatad by Benjafield that

wordr that appeu early in the hiatory of languaga u a th.

f i r a t w o r d s accnrired bv childrrn as wall.


Brrdlao@s (1991) lPuai88imtia Parsoarlity Invaatorg

(-1) repraaents naxai88irn aa a @Welitivrly healthy line of

agentic developmentg@ (p.821). In r d.v.lopi.nta1 .anse,

naraissiam describos a l in* of peraonality drv.lopient

reflecting auuaasmful peraonality htegrr t ion uuah th&+

norciilaiin i r y bu deacsibed as 8 normal perionality

vuiablm. The BIPI as i mamure of n a s c i a s i n may bo loeated

within the fntmrporsonal C i r a a m p l u on whioh coiprahrnsive

t u o a o i y the lDPI ia overlaid to cldify the concept of

nucissism in relationmhip to the HPI*s orthogonal ares of

space. The axes or paks of descriptors have bmen callad

u@doPfnance and nu~tura~ce,n ~~control and affiliationp

u@status anâ love,@@ @@aganoy and corrunion@@ and baeiicrally

rapteclent pairs o f iodrlities vithin the u a n r of

interpetsonal behaviour. Clasiically, the iodalitiaa or

axial dimensions o f the faterpersonal Cixcumplu axes hava

been described as a dualitp (p.830).

Birtchnell (1987) looks at a two-dimensional iodel of

aktitude and relationahip that poluizes dismctiveness and

rmceptiveneai on one u i m , r i t h rttaahment aad dataahmant on

the othet axis. Birtchnellm8 s p i t u olascrifiea principal

positions, each reprecieriting a set of khuvioural

oharacteristics and attitudes as defined i n relation to

others. A distinguiahing featurm of hi8 iodel ii the

v i r i n g propor+ionrlly of the dimplry of aucissi.i in

attitudes and bahaviour to detedne the utant of aontrol

and support.

Bach author or set of authors viewn the aonstruat of

doiinancm fsoi the viergoint of a 8yst.a and arch s]lstu i r y

be differentirted in terus of descriptive laquage. What i a

signifiaan+, howevar, ia th&+ the i y n t w prasrnt poluisad

viewpoints 80 that it may ba said that al1 these ideas vier

the construct of the notion o f dominance, although

nondichotoious aad noaaategorical, as able to be orderad a+

soi. point upon continuum# that u e p o l u i m d . los

instance, the concept of control c m ba conaeptualised by a

continuum of directivenesi and receptivenesa, uid support

can be viawed from the utrem8 concepts of attachmaat aad

detachment in language according to Birtchnell, and theae

dualities Ray be representad in the followiag ~aztesian

marinez:

The rofercmces in the aection Raviow of Rœlrtmd

Literature tgpify the litarataare surrounding th. notion of

doiinrnco. Though thosa is no daasth of utorial about the

notion of doahance, an overviow of the literrturr shows the

concept inconclusive and not necessarfly clearly drlineatad,

Because of the confusion surrounding the conceptualiration

of dominaace, the rosmuahor i8 ah68ing to rvolvo a

definition that incorporate8 the concept of supportivenesa

and brings nev light to the notion of dominance. Childranms

myth, storp and legend is being aeasched to disoovor if,

how, and to what actent the concept of doiinmce in concert

with supportivenees is illuatrated with and through the

characters in iyth, storp and logend.

Support is obsemable in the viewing o f procoss;

control, is observable in the virwing of content.

Worinanoeii is erpressed by the charactese in some blond of

the two concepts in v h t they do and how they do it, In

situation^ of mythical .tory and in the f o a of logendary

setting, Hersey and Blurchud r8y soe thm control form of

doiinanco ruling whon person8 contra1 to the .tory alionate

themselves froi th. psocess and believe that content is the

entire storp. Uhen a chuacter thinks the support forr of


dodarnco is a11 eacoipaa~ing than nothing 8.- to happa

becauae no agemâa is appuont. The upect of dominance that

in about aontrat rith task-aoatrolling ru la i aaâ ragulrtion

is the iwhatia; the aspmet of dominume that ia of auppott is

in iahov relationship ia developed and the proceas of action

(if aay) is performod.

A charaetet with a foous on control would uprmus

onesmlf in a stut-nt lik8: aaTo conc8atrate on the psoduct

i s mough: it ia no+ nmcassuy to aonsidar propla.al a

character rith a consciousnems of support would have a self-

statuent like: @@To eonsidet relatioaahip is eaough: I do

not need to focus on the tasLeai

Reeearching dominaace in childreni8 iyth, story and

legend is looking at: the balancinq of support and control

and to what -rat the charaeters aze coatrolliag or

coatsolled uith or without aupport, and supporting or

supported with or rithout control. Bimilarly, instzuctional

strategiee and styles of administrative leadership hava

varying blends of the tue rluents of dominance.

Use o f te- ~~supporti~ and ~aontsol@@ is according to

Hersey and Blanchardis set of languago davoloprd vithin

situational leadership theory. Herrrey and Blanchud

recogniae a paradorical description betwaen behaviour and


attitude that behavioxu patterns rapreaanting interper8onril

behaviour can ba identified uith Thaory X and Y attitudea.

Bor inmtaner, A Patterning rapsesont8 a art of group

dywica, intrtperaonal noru, and acceptaaca of

organisational n o r u associated with Throry X; therofore, A

Patterning depicta person8 or churotars uho are not open,

do not aoknouledgr oz oni feolinga, rajaet .rperh.ntrtion,

and refuse to help 0th.~~ mngaging in these desoribed

i interpetsonal noru, and aacaptuiar of orgrnisational n o r u

with Theosy Y and describes individucila 8s orning and

ackmowledging their femliags, uperimenting and baing open,

and helping othess who ate engaging in like bebavioura.

These facilitating and suppottive behaviours reault in n o m

characteti%ed by conoern, individuality and trust (p.56).

H o r i a l l y X attitudes u e usoaiated rith A behaviour

and Y attitudes are associrtad with B bahaviour. Bowever

acaording to Argyris, in certain situations due to

conditions in the environment, an XB or a XA combination may

occur. ZLn .B chaxacter may very ver1 beliere that people

are unreliable and larg but engage in facilitating and

supportive behviours becausa thay hava laamed by

srperience, or been told, that thi8 typa of behaviour &a

likely to increaie productivity; or paople around th- hava


orartad a supportive atmonphare uid to ruain in that

setting the upactation i a that their Mhaviour bo according

to that nom. S h i l u l y , r Yn chuactœr rould balieva that

people are mature and generally aelf-iotivated, yet closrly

supernise or oontrol bacauae thrfr ambience demandr that

like behavioux; os, aontrolling diseetive behaviour might be

an attompt to help othera to devolop the abilitieu and

skills necrssary for self-direction. In that situation, a

lessening of uternal control allowi for am i~csoaile in

salf-oontrol (p-57)- Azgyri.8 continuum of rirlturity +O

Maturity furthes illugtrates general tendenciam of human

gr0-h (p 62 ) 0


Passive

: t Dependent

; Behave in only a fer ways

Short t h e perspective

Subosdinate position

Lack of awareness of salf

Capable of behaving in iany ways

Deapar and strongar interests

Long-the perspective (past and future)

Bqual or supetordinate position

Awarmnman of and oontrol over self


Re88Uch Quantion

Maay old traditional and classic chfldrenms talm are

fsom an obsoure origin. The faamimile editioa of +ha

original publication of the wosks of H a n a Chtintian

Andetaon, 8ad additional aononly kaoun faim tales, u e

perused with a vinr to discerning:

+ what is the nature of the manifentatien of dominance in

childrento iyth, .tory and legend;

what is the essenam of dominance in childrengs iyth,

story an4 legond; and,

how the presence of dorinmce is recogniaad and

urpresied in individual ditferences in childrenis myth,

story and legend.

The extension to knowledge that this thesis dmvelops is a

repreaentation of how the role of dominancm as rn ocologic

balance in the whola of th. .tory i a effected by aontrol and

support. 1% live in a culture uhereb dominuice rith optimal

suppott and optimal control may b. saen in a mature teachor,

leadet or munagez. The question is whether iyth, story and

legend that our society is raading, showing and telling to

chi1ds.n portrays a mat\irity that reprmsontm dominince a8 a

balanca b e t v m u k support .ad control, or is the e h , story

and legend of childrenii litarature portraying dominance

froi a differmnt point o f viar?

The design of this inqairy appli.8 Harnry ind

Blaachud@8 situational Iaadership modal to the situ~t~da~ss

of m i n ehuaatars in rell-Laown childson's ipth, .tory rnd

legend to ascertain thm manifestation and uprmsrion of

control and support. The content and proces8 are analysad

based on the appearancm of situationrl variables defined by

the theories of Hersey aad Blamhrtd. The significanca of

the apperrance of the afturtional vuiablos as viwed is

diseuasrd according to the theorios of Horsry and B l ~ k ~ h ~ d ,

and alao fsoi further invrstigation fnto th. Piterature to

asoertrin the dagrme and datexmino the irlionce of the

appearance of such manifmstations of dominance.

Anrlysis of content progresses in the following ianner:

+ retelling of a partiaulrr iyfh, atory or logend to

refresh the readeris reiorfl:

+ appliaation of the notion of dodnaace a8 r balance of

support and control to r ohuaotar in m y t h , stosy or

legend ;

content analy8in of the disaovmrp of the mingliag of

dorinume factors, nualy aontsol and mppo*, with

rogud t o the roaognition and uprmssion of

ianifastation of ddnaace , and the extant and

significuice of this frwwork of dorinrnce within mach

iyth, story or lagond. According to Langrabrah at al.

( ~ 9 9 4 , p. 365) , content analysin ir, mithe uamiaation of

qualitative &ta by quantitative or qualitative moaas . . . and de ter i inhg what impact they d g h t havon . . .;

+ analysis by viewing the affect of the main chuactar

resulting fsoi the interpersonal psoceasea deicribed

within the storp, rnb th* hpl iaat ions of aaalynin with

reapeat ta the evolvuent of a perspective rhich

regarda dominance i n l ight of inclusiveness of support

w i t h control.

' ,For in imagination I had gone into a shop;

it was l a id t r i t h bhck and w h i t e pavhg;

i t a s hung, astonishingly beautifully,

ri th coloured ri_kihr,ns. "

-- Virg3nia Woolf

P o r t r a y a l of Dominance 29

In raferenoe to uthodologp Sartre h u auaoinctly

defined rriting itaelf ui the mathoâ (oited in Vaa mm8

1992). Accotding to Van Hanen, the &et of d t i n g and

thaotising is bringing sigmifying smlrtiona to languagœ WB

a portic tutual . . . psaatiamn (p.125). Doaatiptively

t h i s reaearch lets ri8 8.0 vhat is shining through the t u t

of iyth, story aaU laguid that ha8 a propensity for hiding

itself.

Attentivenoss to the ierning in, through ind bohind

worda m y ba of iota ~ i ~ i f i o m a . tham the words thuumîvaa.

Content iay be visibla oaly in form, by that concmaling

itseXf as contant.

Collection and 1Lnalpii8 of Data

A display of the role expressions manifestad within

each story in the reseuchar@s studp is v i m d through the

application of a barninance Rffect Template. The Daminance

Affect Tauplate, Ueveloped through u d n i n g the individual

behaviour exhibited bp the main character in the story THE

UGLY DUCXTrI#G, ia appliad to the pessonalitiei involvmd in

and evolving within each 81abs.quent storg examined in this

reaearch.


Fairy tales an sapsaseatativa of chil&en~s nyth, .tory

and lagend have historically h a n interpretad fsoi the

protagonist@s viorpoint (Waxaer, 1994, p.214). Pet e v n

though protaganist ii r traditionil n u a for atoryteller

(Warnex, p.231), g@faiq t.l*a u e mot to ld in the fitst

pmrson of thr psotrgonist~@ (p.215). In liitening to

itoriecl, a fusion of storptellar, protagoniit and listuner

ocorus. The ~~simultineous occupation of diffarent positions

i n relation to the tale, which a listeaer (or raader) can

experiencemm (p.225) through the medium of faiq tales, lands

the genre to viaing through th. rindoued qurdsints. Usiag

the concept of dominrnae a8 a balaaae of control and auppo~t

based on Hetsey and Blanchudms theories, a description of

what happens and how it progreaseo inteznally for the main

charaster is analysad rithin the language s y s t u of the

researcher@a concaptual framewosk. The main aharacter i8

viewed to deteriine the extent of demonstratien of a mature

form of dominanor portrayed by the aharacter@s situatmdnass

in each atory.

Conceptual Baokground

Because of theorfes expressad by Hersey and Blanchard,

it is possible to look at dorinano. as a dimension of

control OS structure on a horirontal ar ia , a dimension of


support or salationship on a vmrtioil uis, with 8 third

dimension of effectiveness to rccouat for a charr&ar~s

affect in the environubt. This would rasult in r view of a

charaatar through four quadtrnts or windowa to datermina the

style or bl-d of aoatrol uid isuppo*, and the effaativmnois

of this blend in a givon situation.

Eeraey and Blrnchasd (1977, p. 1 4 5 ) racogaise thrt,

according to Stinson and Johnson a highlp controlling ntyle,

referred to by the researchsr as ---:CAL

DmzlsmucE (shom belor in diagru), iap ba effective when

attmpting to influence others with atroag neads for

independmncs ind aahievameat who hao. high u p a t i a n t i i l and

educational levels, and the ta8k duand is highlp

structured; or when ottupting to influence othera rhea a

task demand is unstructursd, and others have low

independence and achievuont neads, and al80 low task-

relevant erperiemtial and aduaation levels. A lor

controlling style, refersed to by the rasearcher as

POLITICRL-RATIOBUU -CE (8180 8h0m in d i i g r r i -Io-),

iay be effective rhen the task daand is highly strrictutad,

others hava lou needa for indopendence and achiovoment, and

alao adequate expetiential and educational levels; or when

attempting to influence otheri with strong indepondence and

achievuent needo .nd i l 8 0 high uperhnt ia l and educational


l e v l s and the tank duanâs u e selatively uaatructured.

Technfcal Damiaance i r i therafore invitad in situations

where unitructured task rmquiruents u a to b. p8sforr.d by

p.oplm with low desirms for indepandance and achievamuit and

al80 lor aduartion and uprrienae lovoln.

In te rdepena t aoarinance is invitad in situations by

highlp stmctured task taquiramant8 to be p8rfori.d by

people r i th high desiras for independenae and aohievamant

and al80 high educatioh and experiance levela.

P o l i ti cal Danbance is invitad in aituationn where high

requirueata o f task mtructurc are to b. coiplmted by people

with low derrirus for independence and achiev.i.nt and al80

admate levela of education and .xperience.

Rational Daminance is invitad in situations of low

requirements of tamk st~cture and to be coiplrted by people

with high nead8 for independence and achievuent and al80

high levela of education and experiance.

ha represented by eumilineu progression, the aaount

of relationahip iequised is affected by the m a t u t i t y 1.vel


of thosa Ming influonamd 88 relrtad to the drirads of the

task to be aoiplotod. Am uaatniet=md t8.k rmquires high

oontrol, or ~ochniorl Stylo, to bo effootivo v h a the

capacitp of those bring influanoad is lov, but doas not

necessuily tequite socio-uotionaï mpport. TO achi.v.

effectivenoai rith r stniotusad task vhen th. capaaity of

those Ming influenced ia high sequite8 high aontrol as rall

as bigh S O C ~ O - U O ~ ~ O ~ ~ ~ auppott, ot faterdepandont 8tpla.

m o n th080 bmiag influenaad hava adequato capaaity but the

taak structura ia high, than high socio-uotional support

with leas control, or Political Btyle, is necessrry. If

those being influenaad-havm high capacity and i t e tequirad

ta perform an uazstruotured taak, than littls aontrol and

socio-uotional support, or Rational Style, in tequitad.

To fu l ly understand the baaia aoncept arisiag froi

situatedneas in Hersey and Blanchardus leadership theory,

the -portance of task-televant maturity needs to bu

highlighted. Yaturity involves two factors: pirpchological

maturity, or feeling of self-respect aaâ self-confidence;

and performance matutfty, whiah ii ability or coipetenco as

well as willingneas or motivation. ability and Lnovledge

need to be coupled with self-esteu to motivate the

attainment of high levals of task-relevant matauity.

situational leadatahip thaory propoaea that a8 maturity

levels increarpe, control dominance behaviourr aeads to


decrease, aad f acilitrting or support doiinanee behaviour

needs to increase uid f inr l ly decrease 88 wmll.

Efféctiveness S t y l e s

Perfomed by Those by Those w i t h

Low ~ttong~~ndapend~nco Ilordi and Eigh ah Ralevant Sducation os ~lrpethenaa

\,

and Unstnacturad T a ~ k -and Unst

by Those w i t h Performed by Those w h \

Lou Control/ïiow support ~ o w Bupport/High Control


Situational leadership thoorp is foouiod on tha

effective and appropriate usa of dodnuiaa stylo8 in

relatioaship to th. t u k rolavant maturity of thos. being

influenced. The appropriate enoiromnental style of

cbnimmce, or blond of control and aiipport, having an offact

upon 8 chuaatarmn 1.v.l of utiirity is raptasontad in the

previous diagram. The our9il ineu progression or iibell-

like" path portraya an ob8arvable linr of uturitp

and Blanchard propose that 88th. reaaon for o u

action is not always apparent to th. consaioui: dnd. The

drives that motivate distinctive individual behaviour

patterns (g~personalitpn) u e to a aonsid.rrble degree

subconscious and therofore not oasily susceptible to

axamination and evaluation@@ (1977, p. 15) . If the deteriination of task relevant maturity sets the conditions

or rationale for use of controlling behaviouts, and if use

of controlling behavioura is detedned greaklp by task

rulavant matutity, the iuin.r of detarmining th. dagrme of

relationahip brhaviour aaodn to br considerad c lao . In the

mode1 diacuased by Hersey and Blanchard, the dafining

characteriatics that aignify the prosence of relationahip

are conaideration and aoncorn for people. FOS the purpoaos

I Portraya1 of Dominance 36 ! i of identification of dominancm as a b a l u w m of support and

control, indiortors of rupport need to ba distinguishrble

froi the prrapective of structure or eontrol.

In Tachnical Dominunae, a chuactar i8 fooured on a

task through controlling stylm balmoed by aa mavironi.nta1

condition raquiring no relational rmaponae. I ahuaatas is

thesefore being engaged in nonralationship behaviour.

I In Intasdependent Dominanam, tha controlling doiinaace

1 style, in uhiah a ahuaotmr ia foaused on the task to

balance a high-task sequiruent in the mituation, ia

supplemented rith an apathy proamnt in a nupportivi 8ocio-

emotional persona1 interrelationrrhip.

In Political Doiinrnoa, we diicover the prosence of

aooio-eaotional auppo* that tend. to balance the low

independence uptescrioa of 8 charaatar. In addition, we

find that the charactet iir positivaly regarded ai indicatod

by low task direction or low controlling style towud a

chazacter pos~essing adequata education or uperience.

In Rational Deminance, these is task cantaring providmd

by the matum perforres, a ahuaatar posmeaaing high

education and arperience and diaplaying high independence.

Such a chuactar has self-ampathy evideaoed by observable

self-confidence rnd aolf-aaamptrnae. A congnaont balance is

providad by a regard for thr prrformar ovidaaaed by lov trsk

diraetion, and treatioat of m ehuuetor un~~~lditioaally

portrayod through lov sooio-uotioarl support.

The diagram on the n u t page intogxatea depth of

telationship and iiupport rith taak relevama and control.

!Fhe concept d g h t b. teatad bp looking at UGZY DUCKLING

through the evolvod qpaârants or rindoui shom in tha

diagru on the following pago.

The popularity of Charles Perraiiltis original

adaptation of a traditional story, LITTLE R W ZUDZZUG HOOD,

as well as CïXDERELLA, uad !EEE SLEEPING BEAUTY, lands thosa

stories to retelling a i conon uamples of childran~s m y t h ,

story and legend, l W E RED SWOES and THE W I Z D ÇnrAXS by ffans

Christian Anderson, favousita storiea from the authoris own

childhood, are also intervfewed using the Daminance Rffect

T a n p l a t e developed while applying the notion of doiinaaae as

a balance of support und control in the atory of TIIE UGZY

DUCKLING,


Daminance as a Balance of Support and Control

THE UOLY DUCXLIarO

Christian Andoraon, wo first m e e t the m i n ohuac to r beforo

hi. bir th. r t im na- h w m s t tire. mila the vgly

hlckiing is still an ogg, rn o ld duok t r i a s t o dissuade the

mother from s i t t i n g on the agg any longer becauam of i t8

d i f fe ren t appearanoe. When the ogg fin8lly brauki open, the

duc& m t h e r cannot regsain f r o m pronounuing h h l u g l p t ;

h o m s , bocause he s v i u r o l l , ahe iccapts hin an one of

hot oun. I#avertholas8, o thots in th. famyud bully and

harasa thœ duckling by flying, biting, proking, hiasing aad

aaseeching a t him. O f coumm8 the duckling is r iserable.

The mother a t fisst grooms hi8 feathers aad mooths his

cowlicki, but she gtowa t i r e d of defending him and f i n a l l y

exproases am uasporatod vinh t h a t ha ju8t go away. 80 he

does. Bedraggled aad with i o s t of hi8 feathers i i s s ing , ha

runs away to the marsh. The duckling l ies by the water wftk

outstretched neck ao t h a t ho can s i p now and than.

Bunterr appear and shoot two nearby ganders. Their

blood tusns the r u s h w a t e r red. Tho duokling flema again,

this t h e to a hovel whero a raggedy romut 1iv.s with 8

cross-eyed hen and uncombed cat that lay eggs and catch i i c o

respectively f o r t h e i r Leop. Haro the duckliag, rho aannot


1 lay eggs or catch mice, 18 =de fun of fer wishing to ba t

1 iarely under either the blue aky or blaae -ter. He f l o m m a 1 third t h e and aomes to pond. On th. pond he .riu and

ratches beaufiful areaturas f ly oves. They cal1 d o m to him

and in a navly disaovased voiae be cries back, feeling iuah

alone when they fly out of aight.

As it becornes colder, the duckling n r i ~ fastor and

fastes ta keep a place in tha ice. One rorning whbn he

awakena he is frosem i n the ice but a paasing fumer f r m . 8

h h with hie staff and W e a h h home. H e r e the duokling is

frightened of the childron and flies to the rrfters cauning

duet to fa11 into the butter, dive8 into the i i l k pitcher,

struggles out, and fa118 oves into the flour busa l . Of

course, the farieris wife chases him and the chfldren laugh.

H e fiees again and stniggles to another pond . , . house , , , pond , , house . , , pond,

Gently spxing cornes and the duckling floating on the

w d n g rates itretohes hi8 rings. The winga are atrong aad

l i f t him high where he sees the orchards and, on another

pond, three man creatures. He is pulled and âraun toward

them. As he glidea to the pond, they a r h toward hh. He

decides if he is going to be killed it ri11 br by these

beautiful creatur.8 rather than froi a hunter, fariarts

w i f e , or cold wfnter. As he bows hi8 haad to avait thoir

blors, to hi8 surprise a man trflocts back. 88 is alike

th* .rans who touah h h guntly nor vith thrir rfng fip.,

! 1 ~ h e childtan at the edgo OZ the pond man to te l l averyone


Lbmhance As A Balance of Slrpport and Control &@,ied

to lmz UGZY DuCKZmG

As a character in thr sto-, the U g l y Duclcling is ablm i / to complet. tha tamk of swimdng ao the iothor iacaptm hir !

as one of bar o m despita hi8 unuaurl appmuaaea. Ugly

Duokling is dopondant on hi8 rother and, a8 pt, ha8 neithrr

deaire for indapendanou or aahievuant nor uiy upariencm or

education. He is contant to ah nattarally. Yat, i n the

absence of conaidesation, he feels harassed and sedu

support elaawhere.

Th8 ganâers symbolisa Ugly DucIrlingQ~ entrrnam to

adolescence. Ugly Duokling tries to join the cross-eyed hen

and unccmz&ed cat cl& but neither their cajoling a t t u p t s of

support nos h i s obaariring thair laying of aggs and catching

of -ce enable him to coiplete thoae t a k a high in

ini t iat iag structure. Ha yearns to ba achieving h i s b.st

under the &lue sky or to ba independently contupla t ior and

reflective under the &lue rater. Bis own voice is

developing in reaponse to cteaturas he aâmiringly obsetvea

and with rhor he feela a commotion a8 thep p u a over. In

this fnterdependence window, Dgly Duckling uperiancrs the

highly conttollad requesta of othera and 8 aonmidarato cal1

from rlike creatiir.8. Thxough the cold vinter Ugly mackliag

is freed from hi8 frosan hiâing place on the pond bp a

priserby who te08 h a home. Ugly Duakling h u adoqurte

merience but iinding the butter, d l k and f l o u of othors

seadil hii baak to a vicioua cycle of hiâing, fraewing and

bdng smmued so that hi8 dosira for stretohiag to iohhve,

and bo frea aad independent, uuiaa in the Political wiadow.

In t h i s situation, Ugly DucLling upesiaacea low atructuring

of tarrks that are congruent vith otheraa vanta, needs and

desises, couplod with hi8 o m indep.nbuice neada not Ming

met. Considaration ia inharent in the invitation8 ha

receives, and oxpectationa that ha succeed are

chuacteristic of the environment in the PoUtical window.

As the water w-, Ugly Duakling tries hi8 wings. He

sees the beautiful creatures ha once callad to and

surzenders t o the task of joining them. Since hicl

experiances have b m m le88 thaa unconditional 80 far, Ugly

Duckling believes that these creaturos too d g h t rish to

dirfniah him. He is ready, but ha is surpriaed. They

regard h i i ~ p a t h i ~ a l l ~ ~ and with gentle support. Ha sari

in the Rational windou hi8 raflection of a avan 8uch an

they, an elegant and gsaarful boing. With hi8 o m apms ha

views corplete ucceptance l i troring a now situatedneaa.


'Ch. conaapt of dorinama as r baïrnae of mapport and

control appliad tochfldren's iyth, story aad lugend

effeativaly craates 8 new 8torip that mmph88i.m~ the prmsmae

of doiinanae in r vuiety of f o r u . !Fhe ntory of TEB: UGLY

DUCECLING ia isolatod as an illuatrrtion to rdd c lu i f i cr t ion

of the tesoaraher~s iethod 8s r psocrssual itop i n tha

forrriulation of the Danrinance ~ f f e c t T e n p h t e . Eauh

subsequently u d n e d storp contribute8 to an interpretrtive

f r a m e w o r k of d o m i n a n c e by viaring charactmriaationn of

controlling and aupporting sole uprassions in four

quadrants and the resulting effoctivuimsa of such

expressions upon a chuacter 8ituat.d i n the T e d m i c a l ,

Interdependent, Political or Rational quabrants as shom in

the following diagram.

-CE ium!z!P mwUIxE

Daninance m ï i c a t i o n As A Balance o f wrt and Control

Low Socâo-haauonal Support

LITTLE RED RïDIBïG HO00

Rad Riding Hood w u r yeung roman rho wore a vool cloak

of a bright criuon rom. rnd -y rad oolour rith r hood

that her i o t h e t had rad. fox har. Thia is hou sba oame to

be called Little Red Riding Hood for the hood would ridm

upon her shouldera air iha faaod the wind. Uhea Rmdms

G r a n d n a was uawall, Redma rothar made aoma eakar aad put

th- r i t h buttas and frmab aggs into a b u k e t ind sent Rad

to delivar t h u to O r a n d u r i t h graat adionition not to

leave the Path. Red waa happy to taka the basket tu Grandia

and, thinking soie flowars would help her G r a n d m a to feel

bettes, sho left the Path just a l i t t l e ray to pick

Periwinkle, Queen Anneia and Golden rem.

But in the woods rra a duigar to nea. A Duk-Heartad

Predator, who diaguicied hiuelf as wood Wolf, vi8r.d Red as

a juicy morael. Slipping from behind a tree, the

hperaonator spoke softly and askad her if he could car-

her basket so that it uould be eaaiet to pick the

PeriwinL1eg Lace and ~ern. ~ e d told hii she vas going to

Grandiais and, sine8 sha was almort there, wauld not nmmd

help curying her basket. The iipetsonator disguimed as

Wood Wolf rished Red a good day and 8aid ha hopad they d g h t

ieet again soon. BU^ Red had tisaod the mvil glint in th.


Predatormr eye whea 8ha hrd arid ~ h 8 r a #ha U88 bo-dm With

just a couple mora handaful of Pmririnkle, Lace anâ .mm,

Rad ras on the Path oaaa again t o Qrrnduis.

A t Granairi8 hou88 a h 0 ~ 8 e voiao a r l l ed h8r in and Rad

aaw G r a n d u w8aing a f r i l l y nightarp r i t h badolothaa pullod

to her chia. Uhen Rad had put the food 8- and urangmd

the Per iwinkle , Lace and f a n , the Duk-Haartad Predator

disguiied as Wood Wolf diaguisad as.Grandm beckonmd Red t o

l i e d o m and rea t . A8 Rad appsorchad t h e bmd mhe thought

hor much her G r a n d u &ad changad and conea ted that sh8 had

very big eara. G r a n d i a srid it was al1 the easier to hear

her with. Red aaid G r a n d u had very big eyes aad G r a n d u

aaid a l1 th8 easier to see her with. R e d said Oran- had

big asna ind Grindia 8 i i d al1 the eaaiet t~ h ~ g h 8 ~ ~ith.

R e 6 aaid G r a n d u had big teeth and G r a a d i a said a11 the

easier t o îat hot with. Fortunately for Red, junt thon a

wasp atung t h e nose of the impersonator and an arrow pierced

the heart of the Dark-Heaxted Predator. The arrrow w a s t h a t

of Green àreher who protect i the forast. G r a n â m a va8 really

a t G r e e n lbschetms houne and Puck the Faery had changed to r

wasp t o help save Red who hab wandarmd from ber Path iato

the deptha of the t e r s i to ry of the Duk-Hearted Predrtor.

Daminance A f f e c t of Red in LITTLE RED R W m G HOOD

In the Tecbniaal Doiinrnaa window, Red 28 alomrly

supmmiaed bp ber iother, Rmd,s iothar carefully dafines

Radr8 m e a n 8 to accoipliahing hes goal, by stapiag on the

Path. But Rad ha8 atrong indepandana8 naedu. Vieued

thtough the window of Intardepondont Doainaaca, it oan bo

seen that Red believms this irpoiing of mathoda initiatan a

greatar amount of structure than is~neceasary, 80 ah. leaves

th. Path. The relationship uith the impœ~sonrtor in this

rindow is a nongamine one, but Red in no+ yet a w u e of

thi8.

Red displaycl the iiplicitly trusting nature of one

being viewed in the window of Political Dominanoe. Here Red

is priiarily interemted in maintaining haxmony a8 portraymd

in her cireful and polite quastioning o f the irparaonrtor

who is in peril of losing hi8 image of goodness. Finally,

in the window of Rational Dominance, Red is in the midst of

appropriate delegation of deciaion-making uhiah ocours

simultaneorislp with her discoverg of the iipersonation. Red

has awareness and control ovet heradblf and is in an equal

position to her t a u iembors who are helping .nothet

engaging in behaviour chuactariamd by aonaem, indepandence

and trust.


Uhen Cinderia Father iuried rgrin hi8 Hev lifa, who

ras Bad-tupesed and apiteful, had tro Daughtmrs juat like

her. Cinder vas baautifu~ and gentla and u n d 80 the n.r

Stapsiothrr and Btepmisto m r e jarloun aad did a11 thay

could to rake Cfndetis life misarable. Cinder did a11 the

di*^ IVork, scrUbbillg8 S C Q U ~ ~ ~ L Q .II~ d u ~ t i ~ g ~ ~hil. the

Sisfers polished their aiils and adiirad thuaelvem in the

looking-glas.. Thay wore fan- silk and satin whila Cindet

hrd only rags. The Bister8 mlapt on aoft varm daep feathes

mattraaars whilnt Cinder mlapt on straw in a drrughty attia.

Cinder wotkad and shivesad and atamed patiently without

complaining a word to her Father. Uhen the work was done at

the end of the day, Cinder sat huddled amongst the chîmney

c indenl ia the kitchui oornor to keep w r r i whilrt the

Sistars laughed a+ her, and this i s hou Cinder got her w e .

A Great Bal1 #as being givan for the Priacm and the

Btepmother and her Daughteta rare goiag. Cinder ras

tetahing and curying, sewing and pressing but they iocled

har instead of being grateful for h8r help. lithout evea a

thankyou they swished out the door. Cinder sa+ d o m by the

heazth and cried. Cinder heud r bnock rt the door and

opened it to a L i t t l e 016 W o m m in a tattered cloak who


vanted to knm vhp Cindor wrs axyiag. %ut bafora Cindas

coula rnmmr ah. ~ a i d th8t 88 Cindar'8 aodmothar #ha alraady

knew rhy. raary Gdmothor sant Cindor te f ind 8 plplpua and

tapped it r i t h har Staff 80 t h a t inatord of t h r puiplin a

O t u i d C u r i a g e stood before Cindor g l i t t e ~ i n g 88 goldon 88

th. 8Pn. I h O aciipetad f t 0 i the m d ~ i t h 8 W 8 V e

of the mgic staff rasa traasfori .6 i n t o beautiful

~ippisanrr marom. A rat wam traamforiod into a ooaohw

with a br igh t red tunie uad llountio~a hat. Sir l i s u d s

becua ta11 dashing footirn. Haxt Cinder f o l t a o f t ruat l ing

aad fsagrant a i t and opomad hor myes t o see hers r l f i n 8

rrtrikingly oleqint gown of silver-threaded aky blue s i l k

decoratad with miniature seed peatls. But mont uasing of

a l 1 are t h e daisl ing cry8t.l shoes upon her fae t radiat ing

brilliant rainbows of l igh t . W i t h a promi80 to laavo the

bal1 before t he l a s t stroko of midnight, C i n d e r a l l a gl idas

out tbe door.

As t h e golden coach passes the palace gates news

spreads of a G r e a t Lady arr iv ing and the Pr ince invites her

to dance t o t he rusic of one-hunâsed-one v io l in quartettes.

T h e other Guests u e f i l l a d with on- and joaloiuy 88

Cinderella and the Prince waltr and t w i r l i n gtaceful

hariony . . . but a l 1 too noon the clock begins t o strike

twelva and Cinderella ruas from the ballroor , down the

muble ataircaae, and i n to her waiting coach.


And not r riomont too seon for the inrtrrnt the aorah

passed out of the gatas, Cindar stood in rags as t w o rice, r

rat and sir l i r u d a saamparad way, fa the prliaa the

Prince's only ruembranoe of Cindesallr ras a tiny glas8

slipper found on the aarbla stairaase, aad ha damed no more

at hi8 ballm On the nrrt dap the Royal Henld proalahed a

search for the roman whose foot f i t t e d tha arya t l l slippor

and the Princa cma at lart to th. Sto~moth8s~r door. At

the aound of the T r u a p e t the 8istora.triad to fit thair foot

iato the daaaling arystal alipper but eventui l ly gava it up.

cinder in her rags is discoverad bp the h e u t h and when ~ h e

holds out her foot the crgstal shines brilliaatly upon it.

Cinder t a k m s the iatching alipper fror hot poakat. Placing

it on her other foot, a transforiled Cinderella stands in a

snow white gom foried by multiaoloured stars and s u n b e a ~ .

cinderella raves to her Si8t.r~ as ah. traveli away in the

Coach of the Prince.

Cindatellr appoua Uapaadant upon har fathar in +ha

vindow of Techniaal Domiarnae and bmcomes aubjectad to th.

aontsol of her new itqmother and stapsiiters. She Lnow8 to

bhave only in pleasing and gentle waya and iems only +ha

short-terr in her aoncern for relationship and people. 100

one helpi hat to asseas the situation, or onoouragma hmr to

axperimeat aad be open to na+ raya o f bohaviour. Cindoralla

drifts into a aedngly parianent position of aubordinacy

and passivity.

But a structured taak in the form of prepuing for the

ball cous along, aad cindermlla diaplay8 high ability to

prepare for and support others to accoiplish their goal of

goiag to the ball. In t h i s rindow of Intardapendent

Dominance, she ~erliaes that she too vants to go to the ball

but lacka the self-reiourcefulnesa to attend. Fortunately,

just whan Cinderella needs it the iost, she is provided vith

aocio-emotional support in the f o r i of facilitating and

suppot+ive bahaviours froi her godmother that ara self-

enhancing to Cinderella,

Cindrrolla ha8 an uperionce of adriration and

aaceptanca in the uoaderful activity of the bal1 an seen in


the window of Politiarl Dominana& Blmarthalass, Cindmrellr

is urublr to mintain that indopuidrnea without u t u n a l

supporfive consideration aad bolstesing of ber salf-ego,

In the Rational Dorinance window, Cinderellr ia sean to

blosclor in th. pesfori.nc0 of the abiliti.8 and 8killa

neaessary for aalf-dismotion. In her aapraity fox bahaving

in w y diffarent ways, Cinderella ovorcoies passivity aad 1

as a aelf-motivated ~esouroeful individual ia abla to lmave

: behind those rinrrliable and lasy parsons rho dirmcted and

8ttuctur.d her life w i t h neithar aonsidœrrtion nor seapeat

for her.

When B~aUty was born her paronta hold a Groat

Chriatoning Ioaat to whioh thay invitad oaîy twalve of th.

thirtaaa Fieria8 of th. laad aina. thry hrd unly twalvo

Golden Plates. Bach Faery prmsantad Baauty vith u g i c i l

gifts of riador, beautp, riches and 80 on uatil the alevanth

Baery had bestorad har gift. Buddenly, the thi*aoath Faery

dresaed a11 in black parted the glittating crowd. Lift ing

het rricr like black rings Beauty, the thirtaanth raory

crird tersiblp th& BIatatp would ptick horaelf upon a

spindle at age sixfoen and dia. Tho tralfth Faory had not

yet given her gift. Aithough unable to undo the spell of

the thirteenth Faerp, she softened it by saying that Beauty

would no+ die but fa11 deaply asloep for one hundred yarrs.

To avoid thia tragady a11 apindlmn in the land rare

burnsd and the ourse forgotten. A t Baautyis sixtoenth

bitthday p u t y , Beauty plaped hide-and-aaek and ran to hide

i n the tower. Emre an Old ~ o m a n sat spinning f l u with a

spindle. Beauty uho hab never ieen a spindlr sat dom to

spin ana, of course, pricked her finger. As sha fol1

aaleep, a11 who werm in thm palace except the Old loi in

cloaed their eyes aa well. R O t 8 e 8 , doga, dovos and avaa

the. heuth fites irlept.

I n o d i a t e l y a hedga of bries8 gr- uound t h e Cutle

highes and widar aurrounding the C u t l o i n brmablr utd

thorn. The clocks ntoppd and n i l e m e reignod. Y.np

Prinoes a t t u p t a d t o rarch th. Caatl. through the th ickat

but pariahad in th* attampt.

m e n one hunâred p u s wase aading, a Prince with

determination rode to th. thickot thrt to averyoneis

aatonishment bmaame a hedge covormd with baiutifal l u g a

roses umfolding t h o i r petala. IL. he rode, t h e b r i a r s opened

r path before h h aad closed it agrin bohind him. The dogw

noses restod upon t h r i r prro aad the dovesi hardr wore

tucked undrr t h r i r wings a8 +ha Prince t ip toed t o th.

charber where Beauty 1.0 Sleeping. ILfter kiasing Beaufy

gently on the l i p s , t o hi8 wondermant sha openod har ayms

d d s t the fragrance of t w o hunâred doaen bloarroming roses.

The hounda wagged their taili, t he dovas f l u t t e t e d their

wings, and t h e fire leapt aa i f a centurp w e r e aothing i o t a

than a Tuinkling of the Eye.


ibnthance Af' '8c t of Beautp in lT3E S W I N G

Boa- i n the Tecbniorl Daminanue window nards only to

LH bmautiful .nd rnjop hot wonderful gifta. mis situation i n which Baauty finds hetarlf is rctual ly highly aontrolling

bmoau8a thrrr is no indiartion of otharneaa rnd Baauty i8

thesefore unprepared f o r a atructured task or other: than

i d p l l i c telationshipe.

m e n she steps through to the Intardependent ~ominanca

windov Beauty sœes the spindla. Without ptepu i t ion for

independence Beauty f a l l s back on a g i f t of suppott proriaed

when she vas born; she falls deeply into th. sleep o f

denial .

In the Political Dominance windor, Beauty ha8 oaiy the

deep aupportive sleep for rhich she vru rdequataly prepuad

at her birth. With no need for independenae, Beauty is

paralpsed r i t h i n the structured w e b of nothingness.

With Tfis as Bea-8s only a l l y , her growth to

awareness and utur i ty occurs rith the long-t-e persprctive

aaquirad of part riid futura. Boauty aualcens +O a knowladge

o f hetsrlf as able to be salf-mupportiva with tha a b i l i t y to

control and own hez future performance.


TEE RED 8noES

Xaran was r ohild without a iother: who hrd no shoo* 80

when sho found oloth scraps she used t h u to fashion hesaalf

~ e d 8h088. X U m felt tiah ~ 8 b I l g her h a d u d a rmd ahou

whilat gathering food in the toron+ long p u t drtt. An ahe

travelled a duaty toad on0 rorning in het hanQuda rad

shoes, a Great carriaga 8topp.d to collmct hmr for a Wealthy ' Old loian ha4 taken pity on ber and would nov provida fox

Itaraa thought the Werlthy Old W o m a n vaatœd har 8h0e8

but tha loalthy Old U o i r n doclued t h u ridiculou. and thep

were thrown into the fira. Karonis hais was c o m d and sha

had cleu white anderclothes, white itockinqs, .nd a fine

wool dreee with shiny blaak ahoes. But without har o m

handmade reb shoes, Karen vas verp unhappy and aven though

she vas sutrounded by riches shr, yearned for her orn rad

shoes.

Xaren was taken to a Crippled Bhoemaker@s for

confirmation shoes. Pinaly toolad rad laather shoes r e m

purchased because the Wealthy O16 Womanae eyesight was 80

poor that sha was unable to saa that the shoos were rad.

xmen received the aho.8 rith a wink froi the Crippled

informa4 th. We8ithp O l d l o u n thay *atm rad. !Che We.lthy

O l d Woiian sooldod -en and to ld har t o w m u blaok shoes to

chotch froi nor on, evoa i f they rate old; but the n u f

week, Kaxea chose th. rad aho.8 agaia. I i r m a r the ahurch door

ras ara Xajured Solider w i t h a red b a u d vho asked politolp

if ho could b ~ 8 h the du8t fror t h m 016 lo ian@$ 8h0a8 md

Xuon 8lso atretahed out h r r foot. The fnjurod Soldioz

tapped the soles of Itarangs shoes and adifrad such beautfful ' red dancing shoem. In ohuroh f i r e n could t h i a k oaly of her

i bright red mhoas. mon leiving the chutch tha 1njur.d

Boldiet cal lad out t h a t I(rreni8 dancing shoms uese b.autifu1

and hi8 wosdi oaaaiad Itrton to taka a fav uteps and twirls.

But one. begun her f o r t would net .top dinoing. Bhr danoad

through flower beds arouad the church so that the Wealthp

O l d Womanws Coachaian ran after Itaren and carsied bar back t o

t h e csrriage. A f t e r iuch tugging and pulling the ahoes r a re

finally ruoved and put awry in a cupboatd and f r r m n ' i faa t

were calred; but she could not resist looking a t the shoes.

Th8 Uealthy Old Woman becam8 il1 and I(rr8n waited on 8nd

nursed her faithfullp. men Karen was invitad to a O r m a t

B a l l , she thought there would b. no haxm and put on the rad

shoes and began t o dama. But rt the bal1 whan #ha wantad

t o dance r igh t the nhoei wmnt left. When she rantod t o

t w i s l , t h e shoea weat atraight ahead out the door into th.

Dazk Forest. Geaning on a tree ras the Injured 8oldier who

1 i

Portraya1 of Dominance 59 I

i adiised auah brrutiful red drnoing ahoea. -en w r s

frightened and t r i r d to trLe t he ahors off but they had

groun to har f a e t rnd she was compelled to &ana* o @ a r fimLd

and meador i n aunshine and in rain by day and by night aad

thera was no rest for 'Itlron.

lh Golden White m g e l with a broad glmaifng mord to ld

-en that people would f aa r has fate fo r thomsalves. A s

clha danced by het old home she saw-that t h e Wealthy O l d

Uolan ha& died. -an danced t o the door of the Town

mecutionet and begged him to i t r i k e off hot f r e t . Ihan ha

did, the feat danced away i n the rad shoes. IOow frr.n

delicately carrred i n t r i ca t a ly beautiful ner f a e t fsom

rosewood, so t h a t the Goldan nitr Aagal appmumd bruiag

emerald green branchas t h a t blossoied with rosas aad gsev on

sunbeaiil into silvary golden i tazs.


-.no who is on hms own in th. boginning o f o u t story,

is ncrcrhing do@@ quite well. Viowed through th. T ~ ~ b n i c l l

Dominance windor whoso .uui@s sole occupation ia i w i v a l ,

'Itarea is irnrging. m a n i m aoipletaly foausod on hor

auxvival intarrsts, bohaving in 8 irnnor that acaoiplish~s

hmr goals, ind hor t h pat8pootive i8 on the momat only.

Uhen ïûuen bawmea r w a x d of the a d lady, 8ha ooms under

the 014 lady@s ooiplete control and aannot koep uip p u t of

hesself that she has.created whioh ha8 workod for hrx until

now. Xaren ha8 no stmctured task per se .xcrpt to iatiafy

rhat to het as8 tha whhs of an old lady. An th. old lrdyms

dependant, -en bugins to lose her parsprctiva and

awareness of haraelf.

Karen bagins to identify in the Interdependont

Dominance rindou with peraons who are cripplad or injurrd as

these are the oneo who interrelate with her through Wimksii

and @itaps.li Karen, in an attempt to reaoverr uhrt mho hrs

lost of hersslf, replace8 her 6- lost rad ahoaa with rn

illusive copy. She attend8 church and doe8 rhat the old

lady wishes r ~proper young lady@@ to do, but wauiag hat

ahïny red ahooa.

lCaren dutifully attonâs the old lady in hrr dokno88

showing deep cannidosrtion in th8 Politicaï Dominance

windov, yet th8 aaaa xith vhiah .ho i8 abla to r a u the

shiny rad shoas ovarwheïma her. fnstord of grouing capable

of behaving i n many vay. and duvaloping doepor and 8trong.r

interests, muen losea aontsol ovor hernalf.

8ren through the Rationil D o r i m a n c m vindor, -an is

able to sever fror the puct of hersmlf that becua out-of-

control, and begin the joumay to saoover her lost self

overtaken by her utamal anvisonmant.


In a pmrpetuallp w r r r c lha ta l ived e1av.n Princas and

thoir sister B l i s a . Bach Prinoe wora r Str+ .nU Suosd,

wrote w i t h diamondm upon gold and ruambased knorlmdgm a m if

reading it. E l i s a saad a piaturo book rotth half a kingdom

as she aat upon a plato-glas8 stool . O n e day the Bsotherm

and €lister roceived oaîy a teacup of aind instord of r o u t e d

applas and caka, and were told to-raka-believa tha s u d w r s

goed. E l i m w a s taken t o the a o u a t q i i d e t o live, and l i on

to ld o f the Princes by a l icked Queen turned th- i a t o

voiceless rlbeit u g n i f i a e n t swaa croatures. In har ne*

home, Eliza played v i t h an u e n l d green Leaf through which

she could a60 her Bsothmrai ey.8 whm 8he hold it up t o t he

Bun and f e e l their Lisses a s the Sun shone upon her. men

the King r ished t o se. Eliaa, tha Wicked Queen a o d a n i o n a d

three toada to sit upon her head, forehead and h a u t to

cause her t o becoi. stupid, ugly and painfullp -il, yet t he

toadi becam poppies and aould have been roses i f they had

not been poisoned by the Uicked Queanis Li... B o the Wicked

Queen rubbed Eliaa with walnut o i l t o turn ber hair dark

brom, put hurtful oint ient on her faae and hung her h a i r i n

confu~ion. The King would not admit hi. daughtcr, aad E l i s a

went t o the G r e a t meod and îay upon s o f t moi. with hor hmd

against a t r e e stinp. Elisa b r e r u of hmr Brothrra r t i t i n g


upon gold rfth diuonds of their brave deedu, upuienaos

and al1 they have mon; in Blisris pictiu. book ~irbs d n g

and al1 the Poople coma out o f the book and intedngle r i t h

Elisa and the princes, umtfl at the turning of the Garf they

jump back in to prevent oonfuaion. Elisa awoke ahadrd by

the veil of trme branches and follouad a Path of 8tag8 to

such a cleasly mirroring lake that it appoued u a

painting. Hase she saw her condition. Cleaniing her akin

and eyas and plaiting har hais, B l i g a drank fsoi the

Bubbliag eptings, ate froi a Wild.Apple free, and th-

enterad the stillnasu and iolitude of th. dukmst placa in

the Forest. Unable-to ba certain if thia was a & e u or if

it were really 80, ~1i.a met a woman who gave her b.rri.8

from a basket and told Elisa she had sean eleven swans

swiB(ling in the nearby river, rach vith a golden csown upon

hi8 head. Taking Eliaa to a domward slope rhera the traes

stretched thsir branches and rwts over a river, the woran

said farewell. ~liaa followmd the strou to the ooern whera

the pebbles had been unwaariedly smoothed soft from hasd by

the rolling waves.

Here Elisa found upon the foamq sea gram aleven 8 w m

feathers with tear-like âropo of watar upon th-. The mea

changed continually. Black alouda and wind tutned th* white

sidas of the wavem outwasd; gledng rad clouda aad mmeping

winds caused the sea to look somrtbes white and soimtfrms

Portrayai of Dominance 64

~ 8 t 8 l d grmœn like the roacloaf. md horever @&ly the

rater might rast, it etil1 rose gently on the shore. A8 th8

aun began to met, 8l.v.n esommd rild mana flyiag in a long

white buad rlightmd by Elisa. m e n the sun dimppeued

beneath thm sea their faath8r8 Fe11 off. Eliaai8 Brothers

rerm 8afe on lrnd for the night. Thmy rojoiced to 8.8 their

Sister and wonderad hor they aould take her baak with tham

to wher. +hep dwelt fox thœy could only visit the land of

their bitth for elavui days each ymu. Th. journey to the

glorioua luid whete thoy now lived ras two days flight away

with only one Rock batueen on rhioh to p u s the night. H o r

could they bear Elir. rith th-? Hou aould she ralmaae

th-? The n u t day her Brothers, enchantad once again, fler

far away whilst the youngest atayed with her. In the

evening when th8y reacquired their o m shapes, they rov. a

net of willow on which Elisa lay. At suariam the mana f1.r

with the net high above the alouda rhere i unbe8~ fe11 on

Elfaais face. The youngoat man fler oves har to provido

shade and trhe ate berries and meet rootri that ha had

collected. Behind th- a parfeatly iountainoua cloud

reflected the shadow of Slisa and the elaven swans

splendidly and gigantically. As eveniag d r e w near dark

clouds and lightning appeuad, but no Bock ras to be sean.

th8 8- touched the 8.8 -gin, the 8 W m 8 d ~ t œ d 8~iftly

domrard. Wesa they falling? With the sun half hidden by

the wates Bliaa sar the Rock. And a8 the B ~ t t i n g Sun 8-


finclly to appou only au r Btu, har foot touehod f i a

land. Elirais Brothara stood uouad hor a m in a m on the

-11 Rock througit Thunder and m i n that nsght. 11 thm

tuilight of iorning the lwum flaw up froi the islaad,

passing th. palico of m t r Yorgrna tovud land o f Blue

Mountains, Cadu Foreats and glorioua aitirna, to a Great

Cave protaotod at the onttame with aupots of doliortmly

eibtoidered trailing green planta.

Hese E l i 8 a Umm8 ihe flios to Fata Horgaaa's etharerl

palaoe whrro th. radiant and boautifut roman rho grrata har

r d n d s Elira of the roman who gava hor b.rri.8. 8ha tells

Sliaa that as the rater changes thu t ~ t o n e s ~ shapa, her handa

by pltacking itinging nettles and her feet by breaking

stinging nettlea ri11 create f l u to weave .nd plait into

eleven long-sleavad mail ahirts that whea throm ovez the

amas will braak the lickod Queea@a evil ch-. Unlik8 the

rater that ha8 no H o u t , E l h a vil1 fael pain aad agony u

the nettlesa fie- sting blisters and Burns hot hands. But

she iight no+ speak until this rork is finiahad for the

first w o r d ri11 b. as a piarchg dagger in the haarts of her

Brothers. men het Brothers find her plaiting the gseen

flu and m e hat blistering arma and hmd8, theg understand.

The te r rs o f th. Youagest Brothot aause the blistorm to

vanish aad she no longer foels the pain. With one shirt

finished and another becnin. a Huntinu Horn strikea f e u in

the heu+ of liaa a. A King lifts her upon hi8 Horsa and 8.

she ia draarrd in royal robe. and peuls u e wervmd in her

hait, she mournm aad weeps for h8s bundle of nattles

prepued and oollaoted in the Great Cave. In the midst of

aplendour the f ing prœpues r ahamber of grmen tapestry

resembling the Great Cave aad includea the bundle of nmttlea

aad completad nhixt of mil. Evea thorigh the uchbishop

uhiapers evil of Eliar to the Iiag, Elisa aad the ring are

married; yat th. archbishop preaseir the crown so spitafullp

tight on hes forehard that it cruira het pain. 8ha long8 to

shara har grief about her Brothers with the lCing rhoi she

loves wholeheartedly~but is compalled to coiplete her wosk

in silence. m e n Bliaa begins the smventh ahitt she has no

flax laft and goas to the ohurahprrd where nmttla8 eaa b.

found. By th. roonlight mhm m a t pas8 neuby soir flash-

eating lamias to collect her nettlerr. E l i s a curie8 the

nettles to the Castle obsemed by the archbishop who tells

the King sha is wickad. In the cathedraX the piatureu of

saints shake their heads as if to crp EliaaW innocenta, but

th. rrchbishop talls the King thay are boaring witnema

against her. The Kingam facm m i n 8 to duken. Elisa 8a.a

hi8 face darkening rnd in fright arias teari of mprrkling

diamondi. Those uho view the splendeur wish they w e r e a

Queen. With only one shirt to finish Dliaa ha8 no more f l u

and not one nettle. Bha ruat go again to the ohurahyird and

pas8 the âreadad lamias to pluck only a fer handsful. The


rroabiahop follown her with th. Xhg and thay 8ar har v&sh

through the wiekat gatœ. They draw n e u aad $8. the luiam.

The Xing tunm avay fancying Bliri uong th- rnb dacluar

that +ha poople mur+ aon- haro Zlira ir takan from

gorgeous regal halls to a darp dark ce11 where the chllly

wind rhistles through the window grata. Bha ha8 hrr nettles

on which te lay her head and th. ooats of d l are hat

coverlet. Elisa continues her work,

I Toward evudng the f l r p of r swani8 wings whirs close

to the grating. 'Ph. poungest of hot Brothrra hrs found har.

The archbishop corner to stry rith har for her las+ hours but

she gestures that he depart for if she dors not finish hat

vork, al1 her taars, pain aad sleopless nights ri11 be for

naught. Taking offensa, the uahbishop grumbles away. In

the twilight before sunrise, the eleven Brothers stand

before the caatle gate duaading to m e the Hng. m a n the

King appears, the sun rises and alaven uild swans fly ovar

the Castle. On the w a y to snecution ten shirts lie at

gïisris feet in the aart ~8 she works to finish the

alevanth. The croud pres8.8 to dmstroy her wotk by tearing

it in a thousuid pieces but elevon rild srans alight about

her beating their great rings, The terrifia4 mob draws

baok. lYor believing Elisa innoaent, thay d u e no+ Say if

aloud. As the arecutionex aeisea Elirais hand, she throws

the cloaks ovar the maris haatilp and eleven Princes at8nd.


Alam, th. Young.mt B s o t h o r rotiins i man-wiag fot

E l f ~ a hrd not ffnishod ona alrave of han ahire. Slisa

dealares het imaocance aad ainks lifelenslp into her

B r o t h e r s ' rrns. Th& Eldest Bzothor tells +hm s t o q of &il

that ha8 taken place. As ho speaks, the fragtanca axfses o f

million8 of rom8 for a rad-rose hodge is taking soot,

sending forth shoota, bloaaoiing and atanding ta11 rnd great

with a bright .tu-glodng flowor atop. The King pluaka

the shining white flowor .ad plrc+s i t o@er Elira@n hoart.

She amkana in peaooful happinass a8 birds flocl 'round and

bells ring out.

Elisa aad hor brothors have no nord for indopendonae in

the Tachnieil Dominrace vindow. They u m aontant to

uperience rhat thmy Lnor hor to do uell and no st~ctrirmd

duands axa made upon th8ir t h e . Bii+ rhmn thay a o m unb.r

the control of the Wickad Queen, they u e without rmcoursm

or support againrrt het powar over th= and thdr

In the Intardependent Dominance window, Elisa i u s t

strivm for indepandance and iha seceives 8uppolrt fsoi a

woman with barries or fruits to offer. X t becores avident

that Elisa must perfori certain structured d-da to frea

herse12 and her voiceless brothera, and thia ru8t be doae in

erulation of her brothorsa silance.

In the Political miinance window, E1i.a parforu

adequatelp and her proteetion froi the 2Ung allowm her to

uork on her stmctured task rithout need for independenca.

In the rindow of Bational Doiinrnoe, Blisa perfonia

amaringly well under conditions of ieagor iupport and

without any control over or active putioipation in her

egteraal envisonmental conditions. Onlg when she oompleten


her taak does the recognition of har mturitp and u t t u o l y

indopuident compatutcm oaaus. Elisa@. mrliirtion of

herself, Elirais ovn new situatrdnens, ha8 brea affaoted by

the style of dominance in her envirommant und the ~vœnts i n

ber ecology.

"Al1 [people] dream: but not equally.

l!ïzose who dream by night in the

à u s t y recesses of theix min& rnke

in the &y to fïnd it vas mt.:

but the dreamers of the &y axe

dangerous Lpeople] , for they may act

their cire- with open eyes,

to make it possible. "

-- T.E . Lawrence

Anafysis of -ce Application to LITTLE RR3 RIDIXG

H m ! !

Redis rother, a cuegiving individual, u p h u i a o 8 Radia

dependency through the tachnieal aâmoniclbiebnt to atay on the

Path a8 an expsrmwion of her o m iuppreusrd dapondanop

nards. fn a type of projective identification, she darivea

enough satisfaction as to potmntiaïly hinder Redis psogreas

or iovement t o w r t d hterdependence (Birtchnell, 1987).

Red waarn a c1o.L fanbioned by her iother whom

directive attachment is diaplayrd thsough her caring alboit

restrictive behaviour toward Red. Redis task is structured

and her motherQ caring athonitions a m supportive, but Red

has a etrong need for independence. With her preparation or

mantle of protective uprthy in the f o a of the aloakD Rmd

is basioally prepued by uperiance vith kaowlmdge of

interdependence that a- In transferred to a new situation

(Birt~bn~ll~ 1987)

Red leaves aside het cleir demand, the Path, to pick

soie flovats. ûpon meeting th. political Proditos, #hm is

aupportad by hes ability to aonverse rithout aaoepting the

Pradator~s attuptad stnaoturing of the aiturtion. Rad doms

not f e u the othernasa of the Preâator aad so rvofds the

attempted tranmfodng dirmativuiass of Rad into r parion of

tha Psmdatorgs arortion w h o naad8 halp to piel flov.ra. As

a villing victii, Red oould hava b a n convertad into the

trrnsfomergs utmarion and therefora bo lovœd in r

nardsaistic w i y . Rad doa. aot iaquiesca boaausa of i tom

of self-empathy, that being her belief that her o m

ideatity, or iantle or cloak, in worth pceser~ing

(Bi *chell, 1987) .

Red arrivas at Grrndugs and thm Prmdatot i8 upresming

an inappropriata ray of aatiag, ovaluating aaâ paroriving

its own health. This illnmss behaviour se- basad on a

deaire for increased aaregiving by Red. Red, 88 a highly

independent, uperieaced rnd educated p8rfori.r rith a self-

accepting and self-confident uturity, rationallp qumtions

t h i s behaviour. Red88 oatological aiuiety in response to

ovartuxes of the Predator to swamp her frai1 iUentity is

eachibited in a detachment that anables her to avoid bring

smothered, or overwhelred or iaeateniv, by the closeness of

the Predator (Birtchnell, 1987) .


Cinderella ia unable to oscape th* sadnesa of her life

causad by her jerlous stmpmothmr and ravious stepsisters who

make ho= life mimerable. Bhe is dapendant upon thm

situation orerted by the aontrolling others and apports

techaically unable to help hersmlf. Cinderellaws task ii

helping witk the otharsi aeeds. Cinderellaia dependenor on

a single situation and a mal1 amber of othesr renders her

vulnerable t o disapproval. Eere Cindrrella tolrratra abuse,

and criticism causei.hetto double har mfforts to please.

In thfs situation, Cinderellris framework of identification

ia one of affectional receptiveness in which Cindermlla, an

individual lacking inp intriasic appraiaal of self-worth, is

unable to boliave -one cight love her or approve of hor.

If praise, reassurrnce and encouragement were bountiful,

Cinderella could thrive; sincm it is not, Cinderella is

dejeated and despairingly aita dom by the hearth and ories

(Birtchnell, 1987) .

But Cinderrllaws wish to go to the bal1 after meeting

the phyaiall doaands of har 8tapiother and stapsistmrs i s

fulfilled as a sesult of ber Faerg Godmotherma aontrol of

resources. Faerp Qodmother upathisea vith Cinderella aad

responds to Cinderellrme nmw need for interdependance and

P o r t r a y a l of Dominance 75

developmnt of abilitias to ormito ber own fortuno. The

inaoanpicuou~ Cindorellr rosponds coiplirntlp rith hor Faaxy

Ooâmother and, feeling unvo*hy and upacting little, ii

grrteful, humblm aad rospmatful in the imn.t of Uefamntiil

reaaptiv.neas (Birtchaell , a987 j .

In fulfillmant of her awn noadr, md rrlrting ko plants

and septilos rr though thoy u e Lippisanorr, ooroairn and

footien constituting a substitution.or interiadiata

attac-nt, Cindetalla att.nd8 the balle Here, sha develops

a feeling of rell-being through dancing, empathiaing or

meicging with an idealiaed other, a miself-objaatii (the

Prince), thereby creating a saif-aenme of ïovablenaas in bar

own right. This nardssistio reoaptivuiosa in the

manifestation of a nerd to be positively ragrrded and

adiited by others seaultiag froi Cinderella's inadequate or

underdeveloped senae of iolf-worth (Bfrtohnell, 1987).

m u t Cinderella's aew senae of well-being is the usual

politics of envp and jealousy, with an added new addition of

curiosity ai to the identity of the ipsterious princes., as

well as anges at hrr ionopoly upon th. prince.

Awhile later, the Prince unites with Cindarelle

rendering her a radiance within the protaetive sholl of the

Prince's Coach,

AnaZysis of Daminance Application to TWE SLEEPING

BEAUTY

Beauty is bom into 8 situation that darnds nothing of

her such thrt ah. ha8 no aamd for independancm or aducation

of any kind other than the upmrianeing of baing beautiful.

This is a technioally aontrived blisn aina. har puent8 hava

hidden away or disposad of inything thrt d g h t ba of

potential hazm to Beauty.

The old womaa of the .tory suddenly psesenta Baauty

with a verp etructuzed taak demand. But the excessively

receptive Beauty, l a ~ k i ~ g =y task relevant education or

uprtiencr and without any ntsrngth of nead for

independence, faigns personal inadequacy to avoid anp

display of initiative or daoisive action. 8hilar to th8

state of Iaarned helplesaness, the ontological tacoptivaness

of Beauty leavus her without any cleat eenee of self or

disaction resulting in inrffectualnerre when having to rely

on ber o m resoutae8, aad that inclinas her te prralyaia in

the face of a etronger p~rionMs identity. ~ n a b l e to attach

resultfng from imperfeotly established baiio tniut (the

iaternaliaation of clocieaaas being unneceasary in her

blisaful childhood), Baauty ha8 no oapaaity for alonanaaa.

Her f e u of tolerating isolation bringa about the deep sleep


of heraelf uid iII w h o u m alose (8irtohriol1, 1987).

As the .tory unfoldn, it ia T h e that devalopn +ha

intemaXisafion of closeaess uongst the peoplr of Bmauty*~

childhood. Beautyis f e u of becoiing nonattaohrd rh.n

facing 8 struiger with r atrong identity ia ahrllengad bp r

smward upectaacy which, a8 a samalt of Baautya8 growth ovar

t h e of s e l f -aa tea , in gsartrr than the upeotrncp o f

p d 8 - t ( B h t c h n . 1 1 , 1987) .

Upon awakening, the rorld as aeen through Bemuty8s eyas

is muah changed f r o m that whiah the Prince ha8 triouad on

approach.


Analpis of Dmünance Application to !R!E RED -S

-en warr a child who frshfoned a happy life for

herself in tho irorerrt, a life of hes own ialting avom though

it was hard work for a chi ld. But she was aoon to ba

doiinrted in a rry unevolvod mmotionally bp inothar, 8

directive individual who wirhed to live vic.tious1y through

Karen as object of directiveneas, a Iealthy Old Uoman rrho

technically iitook pitp upon Allsen. The Wealthy 016 W o m a n

felt aafe by Ming rœsponsiblœ, and toaeivod artiafaction

froi Wing in control of Kazen due to the sana. of uatery

and power generatad, and ~treagth gained, rhmn viewod in

contrast to the weaknesa of a child (Birtchnell, 1987).

In I(aren@s own detached motional state, sha was

auspicious and had the expactatioa that she would bo

betrayed bp the Wealthy Old Woi.ni8 coveting of her handude

ehoes. This perception about the Uealthy Old Woman is

further defined bp the Wealthy Old Woaianis remarks that the

shoes ara useless and her aation of thzooring the shoea away.

How IUtenis self-belief begins to ehatter given het

perceived ulevolence on the part of the Uealthy Old Woman,

and ltarenis supprosaion of uotion inareasas baaed upon

ferring the hurt of rmjeation. Xarea b.gins to abhor

sentirentality by preferring other thaa black ahoea,

Portrayal of D o m i n a n c e 79

keoiing uotionally aold aad aexioua vithout rny sans. of

humoux, thinking only of finaly-toolad sad 8ho.8, and

paraonillp a p h u i z i n g srlf-disciplina by rosiitiag but

neverthelasci looking rt hrr nev rad ihoas (Birtuhnrll,

1987)

Itiren further distasmes berself by feaxfully

iistrusting efforts by the Wealthy Old Woman to rmstrain

her. Xaren@s alartnes8 is honed to the poteatially

derogating socirbility of the utrumly directive Waalthy

Old W o m a n whosa selflaas rltruistia attitude m e s f t

difficult for others to br a.ring toward her. Thr lerlthy

Old Womrnmi defanse of psojection aad denial encourages

~ a r e n ~ a incapacity for affective espression and unawareneas

of thoughts and feelings o f other8. I(.rentm mstraagoment

leads to baing out-of-touch with saality conventions as shr

interack8 rith the crippled shouaker and injuradi 8o ld ie t .

Karen f inally displaya @@or8ay@i brhaviout and thinking as 8he

waltms through flouer beds around the church.

Karen 8-8 the Wealthy Old Woaaa@s gratitude and

devotion by dutifully nnuriag h a r d thii i a I(arur@s only

affection. Karen ha8 depetsonaliaed the Wealthy Old Womn

by treating her as an abject not requiring any ralationship.

Krren takes froi nonhuman things repraaonted by th. rad

ehoes ind this addiction is her psogreaaivm manifestation of


detacbrieat. Kamn@s narcisririir or the alosfnesa thrt

denias .ny nead for amothmr, baconhg praocoupiad mntirely

witb hasaself, cieifaata in X u m n @ m aoipulmivm self-ralirnoa

and out-of-aontrol behrviour. Xuan retrmats privately to

the oountrpsibe -hm hurt to furthes conaeaî and dony her

distress and deficiancima (Birtehnell, 1987). ZUl thrt

remainu for -en i8 to retraoa har path aad ruaka hat orn

red shoes.


In our atorp of E1i.r and hes 0l.v.~ ptinoely brothers,

the controlling style of thr wiakad *en reflmcts r highly

teohnieal stylo mah that king dirmative aaa inalinad to

assume an attitude of detached dominancm ia disp1ry.d by

dictatorial behaviour (Birtchnell, 1987). Elisa is banfshmd

and thia undmrriaing of her aonfidrnae uphaaisas Elisris

weakneai and vulnerability; the voiaes of her bsothar8 are

silenced rith insulting and dismissive lies vhich semalt in

devaluation of and injuq to the Prinoea; and Elira88

spirit, mind rnd body u m foraibly attaaked &y toada (on her

head, forehead and heart). Elisa is caused to be

unrecognirable by the wickad Queen, uho, with ralnut oil,

ointment and the act of di8ur.ping Elisa~s hair, ahowa

aggresaive aad dorineering behaviout craating an opening for

persistent finding of fault and criticizing of Elisa; and

the sesultra+ rot of judgiag by th* fing i ipli .8

superiority, another fori of deatructiveness (Birtchnell,

1987)

Elisa spends a length of t i u in the G r e a t Wood uhate

the accomplishirnt of speoifia taska ocout8 in the absenue

of her beloved brothera and ptotoctors. Elisa diaplay8

strong independena. in her oxpariantial devalopment and


rocaiva. knorladga ralating to an ulthatm goal, thrt of

rmlœuing har btothum froi ui .vil a-. Th. friandly

Bemy W o m m saeks Elisa's compamy and taking Elisa by the

hand leads her in the dfrection of her brothers to the Saa

and 8im. Elisa ha8 littlo uprriaaae or oduortioa to liva

indepandentlp of har belovad brothrra and protaotors, yat

their voiaalassnmss ha8 coipallod her ta discovat the

ability to coiplete 8pecifia tasks to relaase her brothers

froi permmant enchantment. Eliaa and hsr brothua diaplay

intense cooperation a8 thay detedne a mana.= of taking hat

across the Sea on wovea rillor b u k and reeds. The npatlay

Elisa uprrienaa8 with hor youngaat brofhat i8 p u t i a u l u l y

streng as it is he vho reaponds to her naeda a8 hm shadaa

and nourishes hrr. The paasing ovœr of Fata Horganais

palace is signifioant as it is clha who instmats Eliaa in

the method of releasing her blrothers. Ironically Eliaa iust

emulate their voiceless fat. to accomplish their redemption.

With her task cleaxly coastructed, Eliia is capable of

beuing in her graap the political pain repreaanted by the

stinging nettles. Again, sh8 is assisted in this task bp

the youngest of her brothers whose taars assuage the

hurtfulness. With the arriva1 of the King, Elisa no longar

needs te act independentlp. Dlisaim empathie involvuent

w i t h har brothars rnb het a l o u l y enviaionad que& support

her effosts to deal adrquately with the invasive


diraotivumaa of th. uahbiihop. The uohbishop bm1irv.a ha

knows whrt is good for the ring and E l i s a i n t u t he spaaks

When the brothess t ry i n the dark t o 8peak for her

seleaao, th. shultanoous arriva1 of th. lting with the

s i s ing Sun thwarts thoit 9ff0Zt8. ~y th. t i i o zlisa is

being taken t o uecution i n the e u t , ah. i a i titionilly

m a t u t . perfonies. H.X aelf-acceptaaoe of hor ability to

f o a the irntlo-shitts , and har aalf-confidonoo mvidonaad bp

the crowned swans about hor, suatain har f inal af forts

toward her goal i n spite of the f ina l sastriative or

possessive directivaneas of the uahbishop. The uohbiahop

continues t o behrva psoprietoriallp toward Elira, upacting

her to receive hiri preeence in hes final hous and becomiag

offended rhen she behavms indapoadontly (Birtohnoll, 1987).

No longer rebquiring guidance fror Fat& Horgrna, Elisa

competently caste the cloaking u n t l e a , aad i n har aurront

form .rpires.


O v e n r i e w and Discussion

wZ%erefore re should obsezve certain rules,

such as have coitue dom to us fram ancient traditions

--not to eat of the food of F a e r y ,

nor àrint aught but rater:

never to n m ri&rshin_cr (counter-clockxise) agaiirst the sun . And re should al-s &y the lars of the Otherrorld,

as a e y are presented to us whera re va- the-

W i t h these thoughts i z z mind,

we zuay go a l vil1 into the ancient realms,

and cane back again rith more tban Faeaerp gold

(such as tu;tns to mt)

in out possession.

A mature plrying out of dominance represents control

aad support and the equaiity that Rad .rprrienaem at thm

denouement of hmr story is representi+ive of a senue of

egalitariamiir. Egalituirnim bas beea intsoduoed as a

relatively aev idur to hui.nlind by reaent dmv~loprent8 in

deiooraey. The way people u e iiaaged aad the way paopla

manage others is differant in an ogalitrtiaa aulture than in

an autocratic cultura bmcauae it includan supportive

bahaviours. This egalituian modal fertur.8 a v i w of

dodnance as an approptiate balancinq of control and

support.

To -and upon Hersey and BlanchudW reoognition of

behaviour as characteriaed by three .go statms (prwioucrly

mentionab in the review of related litaratu* section), let

us recall that people operating from an rnatfonal base or

child ego statu are characterised as destructive or happy.

Conditioniag in formative pars produces a parent ego state

or the evaïuative critical or n u r b i n g state. Tbe

behaviour described aa pr0bi.i-80~~illg~ d8~i8ion-&hg OS

rational is the adult ego i t a t e vhare valua8, probabilitias,

and alternatives ire u d n e d before action is petfori.d.

Where a balance aiong al1 three ego states exista is

considered a h e a l t h . state. Using an analyaii of

traniactions concristing of one stiiulus anâ one reaponae,

the atrengtha of aaeh of the thraa .go r t a t a r rruggested

individaaally aeleated î i f m positions that u y prediat future

pattarns of behaviour. lhn XA c h u r c t e r daacribad the

critical parent ego s t a t a whose l i fe position m@Imr O&

youire not OP8 evokes 8 childl ika dapendent, piamiva,

responsceffeat a r t o r pattern of feeling. auah as: "fmi not

OX, pouire mot O F i o r i@Vr not O& flouire A YB

chuactar , w i t h r balanaad child-adult-puent set of

f aalinga ' 8 1 Ur Ol, youm se 011, m m f oaters similar responre-

effect feelings and evokas p s o b l a ~ i o l v i n g adult bahaviours.

In the following dAagram w e see tha t the .xgmrioncing

of ralationship i n the Intmrdependent Doiinuiaa and

Pol i t ica l Deminance quadrants enables r chuaater ioving

along the path from hmaturftp to matxuitp t o develop the

a b i l i t y t o make an inf0ri.d ahoice between (a) the point of

s t h u l u a or domhance s tyle , and (b) the point where

character response or situatednma regis ters i n the

environment a8 affact. or uarpîm, = l i a i ii mde awue of

and able to racogniae t h r t those who have poaitionu of

control over har may be happy o r destructive, and as E l i s a

beginn to in teract with others and discover that thom

others iay be nurtuxing or c r i t i c a l , she f ina l ly s ea l i r e s

that it ia actually possible t o maka deai8ions based upon

diaaovery of th. wholo .tory. ônly thon doma Hlisa h o w

that it is p088ible to m a k a an ef fec t upon, o r influence,

O h i o 8t.t. Quadtantrr and Mamagerial Gkid

! and Coricern

i for People

Y B .

* I M P ~ ~ b TASK

Initiating Struotura and

COAC~M for prOdU~ti022

R A T I O H A L T E C H M I C A L D O H I W A X C E D O H X I A H C E


the 8tylma utornally appliad tovud hor. Elinr, r t this

point of dhcoverp, ha8 rerohed .n optiiilly irtura self ego

state 8iiilar to that which Rad wan al80 able to attain.

Uhen other characters in the stories are unable to

demonstrate the skills of upouerment embodbd by mupport

aaâ apathy i n the IntorUep.rid.nt and Politicaï quadrant6 to

asiist the m i n mtorg ohrtrctarn, the inevitablity of th.

main characterai resorting to escape toutes is high. Por

example, Beauty.8 parent8 denie4 the exiatenoe of poteatial

harm, and Karenia guardian was unable to acknouledge har

contribution to Ilrirenici bisure realfty. 19eith.r Beauty in

her tuporaî denial, nor X u e n in sucainbing to addiction,

was prmparmd to ohooae how to ahow affect (or rat or

petfori) as she ras iapacted upoa by various blendm of

control and support.

Aa ecology unabla to recogniae the uniqueneas and

intriasic value of a ch8m~t.t at any partiauîar point .long

that chatacteria story path by heuing, aokmwledging and

homouring the .tory of the ahrractar with aemmitmeat and

appropriate action, producas in th* aharaetor a 8iturtadnmss

of inviil ibility such ai the Ugly Duckling and Cinderella

axperience. Ugly htokling and Cinderella u e only able to

intrgxate their emotional, evaluative aad rmlational

components after esperieaaing eventa beginning in the


Taahniaal Doiinaaaa quadrant, th- ioviag through the

Interdependant and Politiarl Dodnancm quadrants. Untbl the

fusion of m~pariencas in thoae quadrants craatas a srlf .go

state tbat is whole, complote and eonoretely manifastad in

self-itzturliiing bahrviorir in the Rationcl Daminanae

quadrant, Ugly mkling rnd Cindarrllr are, in aaranea,

concealad by theit form.

Analyring th. contant of ohildran'i q t h , atotp and

legond effectively craataa a new 8tory whiah highlights

characteti8rtions of-aonttolling aad aupporting role

upressiona, and uplores the rrsulting rffaativaneas of

suoh manifestations upon the main character situated in and

progressing crir~ilinearly through Techaieal, Interdapendent,

Political and utional quadtants. The story of r oha~aatat

fn chilbran~s rglth, atory and legend illustrates that

charaater~s affeot, inte- procaaa, .xgerienae or

aituatedness. The dialactical support and control

dimensions of dominance, aonsidered relationally by affect,

create an environicrntal ecology or little narrative through

which childrmn may be con8tructivrly guided to disaoves

thait o m talents for intaraating rith, having an affaat

upon, and feeling upowarad uithin the vorld that they liva.


for edaacational purpoama. f t ras furthmr uaumed that iyth,

.tory, legrnd and tales have a aonon influenae upon the

. grorth riid davelopmoat of ohildten and that tha medium of

1 fairjl tales u y ba used to errata a bridga aonnaating the

I f i o l d s of leadetahip pyaohology and educational

admiaiatration. a cronstruct sueh as the Damhance Affect

Tenp la i t e may increase the range of probla-solving tools and

approrches to the atudy of adiiniatrative thought and aation

by lookiag at the mytho8 or undarlping ayatui of beliafs in

the field of educational administration,

~imitationa of this study include a sample restricted

by the nature of thesis work. A l 1 childrenW iyth, atory,

legend and tales could not be reaeasched. The saiple was

l i i i t e d to r viewing of dominance in well b o n i original rad

tatold versions of populu ahildrenis igth, .tory and

legend. Additionally, the impact of the gorua of fairy

tales on adriniitrative theory in general could not ba ful ly

rxplored in this vozL The ider that wa u m alwry8 'telling

storieiM about leadess and haroes aad villaina 8uggmsts that

thote is iora subatuioe to fairy talai than thofr paranniil

populuity would suggast 88 avidenaad by 8ofna.i mtudias,

such as Vladimir Propp.8 1928 uorJc, Thr Y w l a q y of thr

tsrnslated into English in 1958, whioh

subutintiata8 th. genre of fairy tala8 88 wor+hy of aariouu

attuition aad malpsia.

Deliiitations of this atudy acknowledge that th. seuah

for dapietion of dorfnaaca is not looking specifiaally at

the problus, challangm8 o t coacmnm raised in connoetion

rith dominaace by the ismuea of gender, senaal orientation,

taoial and ethnie identity, disabilitiei, or aga.

The .tory of 8 charaetor in ahilUranis m y t h , .tory and

legend i8 al80 a deacsiption of a chrraoter@s affaat or the

intrrnal psooass or . r p m r i . n o r of that uhuactar. Bp

heuing aad liatening to a ahuaoterms .tory, th.

uperiencing of affect bogins to u p the understanding and

lwaing of childten. lithout th. acquisition of

intrrp~tsonal aompeteaca aaaoipliahmcl by auoaaiafully

folloring the path of ouilrilinau progre8sion tbough

relationship quadrant#, and 8urpaosing the challenges

praaented by th8 fatmrdepandmat and Politiaal Dominano.

enviro~ents nuch as R a d r n d E1i.a rchievod, +ha propenmfty

i s fox main chaxaeters aueh a8 Beauty and ltardn to fa11 prey

to riaera of pewer or control who do not provide supportive

attending or listening behaviours whiah ampower. A

charactes without the opportunity to expetionce the ability

to define onei8 o m atotp thtough providing control over

responses to environmant as Cinderella leuned to do by

aontrolling har o m affoct, or a ahuactrr lroking interna1

congruence to onen8 inner self without skills to perfori

initiai 8tniCt~ring S U C ~ a i Uglp Ou~kling & c ~ u ~ s o ~ , WOU^^

tend to fa11 pray to Bprmdator8' or abusœrs of powat . Thm

ryth, story and legend that our soafoty ia seading, shoring,

and telling to childiran portrays doiinanae a8 r ba1.nae of


support and aoatsol, rnd aontdns r tr~endous rrrlth of

materiaï for use in enaourrging childrem to devalop mt-e

ittitudoa and hhavioura. It ruaina for taaehora aad

adriaistratora rithin our school sya tus to re8i.t

portrayiag doiinrnoe that is only aontrolling or only

supporting, but insterd tu ba vigilant in the portraya1 of

dominancm froi a position of balance. An assesamnt of a

childia place in the childms o n story, riaertrining what

abditional nkills and talents nead-to br accontuatad and

discrovarad, aad mnn.uing thrt aupports and astnictirres u e

preiant to encourage md oahaaoe the child@n ntory or pith,

are extensions to the resouroe of rpth, 8to- and logand.

Resraroh aould bo aoaductad to devolop ourriculu supports,

using childrenii iyth, story and legend, which incorporate

teaching iethodologies with the point of vie= that doiinanca

is a balance of aupport and control. Obseming ohildten aad

exploring childsenis reaction to myth, story and lagend to

devalop aursiculu expariences which encourage daveloprent

of cnicoeasful performaacm affeot is a further possible

avenue of future research.

riplications for Prrctioe

Tho appliortion of the -ce Affect T - l a t e

emphasisea the interna1 .tory of ohfldraa and im indiartive

of hou guida4 intaraetion with myth, storp and Iegand arn be

useful in childtenU journmying froi inaturity to ututity.

lh emphasis is placad upon the imagination of the ohild in

the application of r template aharictorisad by thr driire

for balancing the affact of doiinaace. The ttaâerlyiag

suppositioa is thrt chileen hava pot.nti.1 pores oves the

dominame of thmir O- livra and aaa be aduartod to u p r m . 8

that dodnance in concert vith othars thtough relational

affect aad responire that ia shared and compluentrrg. Thi8

is the effect of educators@ urpowerment. Adrini6trators are

s i r i l u l y eacouraged to heuken to the itories of teachats

and so empowar t h u in their journeys to maturely upower

children.

The dialactical aupport and control dimensions of

dominance when considerad relationally by affect croate an

environieatal eaology in whioh ohildran may oonitnictivaly

discover their orn talant8 for intasacting with and haviag

an effact upon the world that they inhabit. The notion of

individualism in thus queitionod by the appliartion of th.

aominance Affect Templa te . P r o i the position of m l f in

rulation to othors, the @igmaoralised othes vhich im

apolitical and idaulogiaaïly invisiblaii (Fasguaon u citad

in B l a ~ h o t ~ , 1989, p. 119) i8 teplacad bp r ~~~mlrtional

viow of morrlity. . . [whiab] r*aogniwaa the intezdep8ndencm of people . . . no+ being pradicrted upon soi. abstsrct univmrsal iosality or individual rights, but

upon concern aad responsibility consaquant upon the

relationship~ of self to others within apeoificr contutsi@

(Blachiore, p.120).


fiplications for Thmery

The maanhg of ampouorment of a school aonuaitp h u

been uplained by 8ergiovanni as follovs (aited in WrtLiiu,

1989, p.32):

iiTransforive laadors u a more aonoornad uith

the concept of power to than F e r ovmr . . , . how the pover o f leadership cui help people bacorne

more suaces~ful, to aaaoiplinh tha thinga that

the9 thlnk u o *portin+ to upetienaa a grerter

sense of afficacy."

=en mlauming becoies a social procesaic (siyth, 1989,

p.200), a siturted pedagogy where the means of uriving at

understanding is tiuough nagotiation and aharing, concret.

grounded reality descriptions unaov~r the oprquanmsa of

classroom kaowledge through the use of narrative. The use

of stosy is a base for devaloping the genuineness and

.i-thp naCe88irp for empowaring othars. CC-# 8&id of

his eminent teacher and mentor: 'WC. William waa

constantlp usging me no+ to allow natural egotiu to

obatruct a larger vie= of what it ia that any profenaion

offers in the way of moral poasibiilities aad b i a u d s ~ f i

(Coles, 1989. p.118). col ai^ position ia that tbe ultimate


test of worth a8 r profeusionaï or teachez rogudm how

bohaviour in conduofed with aaothos paraon, not whit

hiowledge i8 poaseasad, and that the pull r 8torytallrt caa

uut upon r liatemat or suder may produam a kind of

@menchaatient@@ that by iti uncomfortableness m y dreply

influenaa. Bornethes @@tarabars .liait daprndrnaa tathes

th- indapendenca in theit mtud.nta@m ( C o l e s , p. ZZL) by

uerting p0r.t or dominame ove= ratbar than power or

dominance tom

Van Manen contends that ahildrert's value in our livou

has becoie a cultural quaatioa m a r k produord by r ganeral

narcissicn in our aoaiety today (1992, p . l 4 l ) and that iuch

educatioaal thaorising and seseuoh sutfers froi blindne88

and dmafne8s (p.149). Btorytelling and listening to onWu

o m s t o q and represanting it through affect is 8hila.r to

Lyotard@s ~@iiaginative devalopment of knovledge~~ (cited in

Uaher L Edrrrdi, 1994, p.182) which relate8 the ambiguity in

oneas environnent rith g u e s of language in vhich the rule8

consta~tly change. Lyotud@s uguments aztioulate the naed

of aprar for littlr nurrtivma or ~@spooah@a whioh amabla

atudeats to articulate and find th8i~ own Woicaa@ (Wsher C

EUwaSds, p.183)

The relational orientation of which cara, concern and

coiiitmant are repreientational aannot be reatrictad only to


intaraetion with paoplo. YOOL:~ dosorib.8 #@a moul-acology, a

responsibility to th. thingu of th8 rorld Maad on

appreciation uid rrlatadnosa rather than on abatsret

ptinciplep rhichIend8 8 falt aonnect~dna8s to th. thinga

of the world aaâ tha a a h m mulldi or 8 0 ~ 1 rrriding in artura

and aioh thing (1994, p.270). lovhore in oduoatioa ii this

more demonatrable tham in the impact of teabnologp on th.

relationahip of childtan to computesiied loaming (Usher &

Idwuda, 1994, p.174). @#The computar . . . i n a puadox

that is increaningly important for our cultore, . . . ia 8

point o f teferonco for th088 who place gseatemt value . . . on affectug (nttklo, 1984# p.312). according to Lyotard

(oitod in Usher and Sdwuds, 1994, p.l81), iyth, atorp and

legend, or the little narrative, ia still the most inportant

f o a of imagination and ~ s ~ i s i o n i a t cteativity.


So nocr the stage is set. F e e l your o m heart beating

In your chest. W s LSfers not over yet.

Biuàm, C . , W i d i w , T.A., & Miele, G l o r i a M. (1990). Intuparsonal

and individual Di f fermnœr, 13 ( 7 ) , 821-830.


~ m r n a n & z , ROM. (1991). S t r u c t u r a l baser of leadership in

intx&organir&tiorul networkr. Social Plychology Quutarly, 54 (1) ,

-the, J.W. (1979) . r&rs. In Plter* a quotationr: fders for out

tiaw, Nlr York: Baatun. -

Lang=bach, M., Vaugha, C . , Aagrurd, L. (1994). Aa intxoduction to

dictionuy of quotatiolu. m u York: sloormrbury.

Matthrws, John. (1989). A W o n riid thr F u r y m1.lmr: Path i to the land

beyond. In The elrmrnts of tha Arthurian tradition. Longaœrd:

Ll-t .


Woom, Z. (1994.) Ekrruty and t h m m a t i o n of thhgs. Ia o f thm

saal: A gui& f o ~ criltivrtirrq -th and aacrrdnrss i n mmqday

l i f m (pp.267-284). m w York: Eazpmr -al. -

Sorrnson, R.D., C Sa-, O.T. (1989). Sfgarlfngpartidpation -0-

d a t i o n a ï coiaaunication: A tut o f thœ le& i n ~ t o n r l

In 3. 3myth (td. ) , C r i t i c a l p m v t i m a on rducrtional 1œrCIrship

'Purkle, S. (1984). Th- himua spirit in a cornputer culture. In Thœ - second -If: Conputœzs and thœ himua spirit (pp. 306-313) . m w

York: Simon and Schuster.

Ushrr, R. & Zdwar&, R. (1994.) The end o f the story: Lducrtion,

rfficiuicy and msistuxœ. X a Po%-rm rpd Lduution (pp.

172-185) . London: R m a t l d g e .

Van Manan, M. (1992) . Rœseaxchhg livad ~ r i a n c r : IRrmur scian- for

an action sœnsiti= ped8gogy. London, W: The Althouse Press.

Uarnœr, M. (1994). Fr- thœ brut to tïm bloadœ: Oa f a à ~ a s and

t h œ k tellers. London: Rurâam Bouse.


Woolf, V. (1929). A room of one's own. Londoa: H o g a r t h .

nirinwL L V ~ L U H I I W I Y

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