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- W3149694555 abstract "Most LEGO scholarship focuses on the scientific measuring of LEGO’s effects on children in various settings and scenarios, and typically assume that LEGO is good for children, particularly as a STEM toy in educational settings. In contrast, little humanistic critical scholarship about LEGO exists and that research generally assumes or only indirectly interrogates LEGO’s reputation as a kid- and family-friendly building toy and company, offering no explanation of how LEGO established its reputation or its acute ability to navigate changing emphases of parenting discourses over time. Using a critical rhetorical approach to analyze how language and other symbols make meaning and craft cultures, this chapter explores how, during the mid-to late-twentieth century, LEGO cultivated a narrative that positioned the company as a reliable mediator between parents and children. By comparing parenting literature with contemporaneous LEGO advertisements, I argue that LEGO situated itself as the provider of a toy that could help parents achieve those two contradictory aims through its indelible connection to open-ended, creative play. Furthermore, LEGO continued to rely on (and, ultimately, preserve) its reputation in the twenty-first century by purportedly engendering girls’ interest in building toys by styling sets in accordance with girls’ market research-determined tastes." @default.
- W3149694555 created "2021-04-13" @default.
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- W3149694555 date "2021-01-01" @default.
- W3149694555 modified "2023-10-16" @default.
- W3149694555 title "A Toy for Thoughtful Parents: The Rhetorical Building Blocks of LEGO’s Reputation" @default.
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- W3149694555 doi "https://doi.org/10.1007/978-3-030-62881-9_9" @default.
- W3149694555 hasPublicationYear "2021" @default.
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