Teaching with Disney
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- Peter Lang International Academic Publishers
More About This Title Teaching with Disney
Teaching with Disney, the first comprehensive volume on Disney as cultural pedagogy and classroom praxis, explores what it means to teach, learn, and live in a world where many familiar discourses are dominated by The Walt Disney Company. The book analyzes the ways in which the powerful messages of Disney shape the way we teach and learn. Featuring scholars from a wide range of educational contexts, including educational foundations, art education, higher education, K-12 contexts, adult education, media literacy, critical pedagogy, and curriculum studies, this book is accessible and interesting to a global audience of educational researchers and practitioners as well as undergraduate and graduate students in educational foundations, curriculum and instruction, curriculum theory, critical media education, art education, sociology of education, and related fields. Discussion questions are provided for each chapter to help facilitate class discussions and assignments. This is an excellent assignment text for education classrooms.
Julie C. Garlen is Associate Professor of Education in the Department of Teaching and Learning at Georgia Southern University. Jennifer A. Sandlin is Associate Professor in the Justice and Social Inquiry program in the School of Social Transformation at Arizona State University. They are also the editors of Disney, Culture, and Curriculum (2016).
Contents: Julie C. Garlen/Jennifer A. Sandlin: Introduction: Popular Culture and Disney Pedagogies – Alejandra Martinez: Awakening Rebellion in the Classroom: Analyzing and Performing Disney – Joyce Olewski Inman/Kelli M. Sellers: The Disney Princess Dilemma: Constructing, Composing, and Combatting Gendered Narratives – Cole Reilly: An Encouraging Evolution among the Disney Princesses? A Critical Feminist Analysis – Jessica Baker Kee/Alphonso Walter Grant: Disney’s (Post?)-Racial Gaze: Film, Pedagogy, and the Construction of Racial Identities – Christina Berchini: «I don’t think Disney has anything to do with it»: Unsettling Race in a White English Classroom – Manisha Sharma: Disney and the Ethnic Other: A Semiotic Analysis of American Identity – William M. Reynolds: Teaching Disney Critically in the Age of Perpetual Consumption – Laura Rychly/Stacie K. Pettit: «How many do you have?» Disney English (as a) Language (of) American Acquisition – Dennis Attick: Images of Teachers: Disney Channel Sitcoms and Teachers as Spectacle – Marna Hauk: Gaia Taking Back Disneyland: Regenerative Education for Creative Rewilding – Shannon Dahmes Puechner: «But He Was Your Prince Charming!»: Accounting for the End of «Ever After» with a Divorce Fairytale – Laura Trafí-Prats/Gina Polencheck Ruchalski: Dis(ney)ability: Reconceptualizing Normalcy Through an Embodied Arts Research Curriculum – Sara Leo: Online Fan Activism and the Disruption of Disney’s Problematic Body Pedagogies – Jessica L. Kirker: Learning to Live as a Disney Villain.