Dolls accompany many children’s growth, and they shape children’s cognitions or opinions toward their career choices as well as body images at the same time. In addition, the dollhouse may be the representation of domestic ideals on a minute scale and an educational model leading girls towards good housewives (Chen, 2015). Moreover, many marketing messages convey to children, especially girls, a standard of being unrealistically thin through dolls and human models, which results in a distorted body image and eating disorders (Kasser& Linn, 2016). Researchers show that stereotyped perception is acquired early in childhood and is relatively resistant to change. By the age of three years old, children readily distinguish between males and females, and associate certain objects (e.g. trucks) more strongly with one gender (boys) than with others (Banse, Gawronski, Rebetez, Gutt,& Morton, 2010).Wagner-Ott (2002) warns the public about the dangers of the concept of gender stereotypes constructed through dolls because they may be used to construct specific feminine and masculine social roles. Stankiewicz (1999) mentions that the arts play an important role in forming character and refining the human spirit. Moreover, Anderson and Conlon (2013) argue that in the process of pursuing peace, visual and verbal dialogues are key to overcoming stereotypes, ethnocentric perspectives, and ameliorating injustices, which are primary causes of conflict between people. Post-feminism engages with the discourse of feminism against patriarchy, challenging the hegemonic assumptions that universally exert pressure on all the women, races, and classes (Kim, 2001). Freedman (1994) points out that children’s artistic productions and appreciation are under the influence of the commonalities in schooling. At the same time, however, students will bring their experiences and cultural contexts into their artwork production. This means that when teachers discuss gender stereotypes in class, students will incorporate their experiences and cultural contexts in the discourse and make artwork. Freedman (1994) suggests that the following considerations can help students to deconstruct gender stereotypes in visual culture: 1) pay attention to the gendered (male and female) image of a character and their responses; 2) analyze the power of representation through imagery, and the visual construction of stereotypes and other forms of gender definition. In short, the future of art education should emphasize teaching visual culture and when interpreting vital social issues, the factor of gender stereotypes. This article employs a post-feminist perspective on discussing gender stereotypes in dolls in order to provide students a platform to discuss situations of gender stereotypes they face in their lives, encourage students to reflect on why gender stereotypes exist in society, and guide students to use visual languages to present these gender stereotypes to arouse community concerns. Firstly, the author will go over gender issues from postfeminist perspectives and using feminist pedagogy. Then, a postfeminist perspective on gender stereotypes will be described and analyzed through dolls. Finally, the author suggests feminist pedagogy as a platform to discuss gender stereotypes in class in order to deconstruct gender stereotypes in dolls.