Sandlin / Garlen Disney, Culture, and Curriculum

Erscheinungsjahr 2016
ISBN: 978-1-317-34057-7
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 290 Seiten

Reihe: Studies in Curriculum Theory Series

A presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "big" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. Disney, Culture, and Curriculum explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond.

The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, Disney, Culture, and Curriculum extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities.

Autoren/Hrsg.

Sandlin, Jennifer A.

Garlen, Julie C.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Foreword

Shirley R. Steinberg

Preface

Acknowledgements

Panning the Field: Museum Placard

Jorge Lucero

Panning the Field B

Jorge Lucero

Chapter 1: Introduction: Feeling Disney, Buying Disney, Being Disney

Jennifer A. Sandlin, Arizona State University

Julie Garlen Maudlin, Georgia Southern University



Part I: Feeling Disney: Disney Fears and Fantasies

Panning the Field C

Jorge Lucero

Chapter 2: waltdisneyconfessions@tumblr: Narrative, Subjectivity, and Reading Online Spaces of Confession

Tasha Ausman, University of Ottawa

Linda Radford, University of Ottawa

Chapter 3: Practical Pigs and Other Instrumental Animals: Public Pedagogies of Laborious Pleasure in Disney Productions

Jake Burdick, Purdue University

Chapter 4: "This Is No Ordinary Apple": Learning to Fail Spectacularly from the Queer Pedagogy of Disney’s Diva Villains

Mark Helmsing, University of Wyoming

Chapter 5: The Postfeminist Princess: Public Discourse and Disney’s Curricular Guide to Feminism

Michael Macaluso, Michigan State University

Chapter 6: "The Illusion of Life": Nature in the Animated Disney Curriculum

Caleb Steindam, Loyola University Chicago

Part II: Buying Disney: Commodified, Caricatured, and Contested Subjectivities

Panning the Field D

Jorge Lucero

Chapter 7: I Dream of a Disney World: Exploring Language, Curriculum, and Public Pedagogy in Brazil’s Middle-Class Playground

Sandro Barros, Michigan State University

Chapter 8: If It Quacks Like a Duck.: The Classist Curriculum of Disney’s Reality Television Shows

Robin Redmon Wright, Penn State Harrisburg

Chapter 9: Deliriumland: Disney and the Simulation of Utopia

Jason J. Wallin, University of Alberta

Chapter 10: Camp Disney: Consuming Queer Sensibilities, Commodifying the Normative

Will Letts, Charles Sturt University

Chapter 11: Black Feminist Thought and Disney’s Paradoxical Representation of Black Girlhood in Doc McStuffins

Rachel Alicia Griffin, Southern Illinois University at Carbondale

Part III: Being Disney: Freedom, Participation, and Control

Panning the Field E

Jorge Lucero

Chapter 12: On the Count of Three—Magic, New Knowledge, and Learning at Walt Disney World

George J. Bey, III, Millsaps College

Chapter 13: Disneyfied/ized Participation in the Art Museum

Nadine M. Kalin, University of North Texas

Chapter 14: The Corseted Curriculum: Four Feminist Readings of a Strong Disney Princess

Annette Furo, University of Ottawa

Nichole Grant, University of Ottawa

Pamela Rogers, University of Ottawa

Kelsey Catherine Schmitz, University of Ottawa

Chapter 15: A New Dimension of Disney Magic: MyMagic+ and Controlled Leisure

Gabriel S. Huddleston, Texas Christian University

Julie Garlen Maudlin, Georgia Southern University

Jennifer A. Sandlin, Arizona State University

Chapter 16: Consuming Innocence: Disney’s Corporate Stranglehold on Youth in the Digital Age

Henry A. Giroux, McMaster University

Über Autor(innen)

Jennifer A. Sandlin, is Associate Professor in the Education, Culture, and Society program in the School of Social Transformation at Arizona State University, USA.

Julie Garlen Maudlin, is Associate Professor of Education in the Department of Teaching and Learning at Georgia Southern University, USA.