Topic: Most if not, all are familiar from early childhood with the story of “Little Red Riding Hood,” the escapades of the little girl dressed in her signature red hooded cape on her merry way to grandmother’s house—the little girl who encounters the infamous “Big Bad Wolf.” And, in all probability, the variant most recall is related in one form or another to either Charles Perrault or the Brothers Grimm. What many students frequently are surprised to learn is not only of the original folk basis for this now beloved children’s classic first entitled “The Story of Grandmother,” but also of the even more astonishing, intriguing, and seemingly endless number of versions/variants spawned from the 1697 adaptation of Perrault and the 1812 adaptation of the Grimms—or as one student (perhaps wearily) exclaimed, “I never realized there were so many versions of ‘Little Red Riding Hood!’”

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You have now read and participated in a class discussion board on the chapter in The Norton Anthology of Children’s Literature  entitled “Text And Contexts: ‘Little Red Riding Hood’” (338-386) and should be prepared to draw some rather deliberate conclusions related to recurrent themes/motifs of gender and the socialization process of children. In other words, what recurrent themes/motifs (If not related to gender and socialization, then perhaps you might suggest others.) do you discern after reading and analyzing the chapter variants of “Little Red Riding Hood”?

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