Conclusion and Bibliography

## Conclusion

*Frankenweenie* (2012) and *The Octonauts* (2010-2018) are both inclusive and exclusive texts in regards to the representation of science and scientists. Utilising different methodologies - for example horror and the Gothic, anthropomorphism and anthropocentrism - both texts communicate separate attitudes about science and who can do it to varying degrees of success. *Frankenweenie* is inclusive in the fact it questions dominant narratives about who can be be a scientist and the reasons people do science whilst encouraging children to have agency over themselves, however still presents some elitist attitudes, which its representation of minorities inadvertently reinforces. *The Octonauts* shares similar problems in terms of fake inclusivity with stereotyped accents, but also has its own problems by reinforcing an authoritarian mode of teaching and learning, further denying children autonomy. Alternatively, however, *Octonauts* succeeds in encouraging children to learn more about marine life and get engaged with scientific education, emphasising bringing kids scientific facts and knowledge. While it is difficult to categorise each text as either inclusive or exclusive, they provide interesting commentaries on how we view hierarchies in relation to science, education and adult/children. When treating their child audiences with more respect and agency, children's narratives - not necessarily restricted to science and scientists - provide a more inclusive platform for children to engage with the world around them and develop their own understanding and individuality, and as such further research on the matter would be beneficial.

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