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Author:   Jennifer A. Sandlin (Arizona State University, USA) ,  Julie C. Garlen ,  Julie C. Garlen
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.80cm , Length: 22.90cm
Weight:   0.521kg
ISBN:  

9781138957688

ISBN 10:   1138957682
Pages:   260
Publication Date:   21 March 2016
Audience:   College/higher education ,  Postgraduate, Research & Scholarly ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"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"

Reviews

[T]he perspectives offered in Disney, culture, and curriculum are valuable contri- butions to the complex context of adult interest in and influence on that which might superficially be categorised as children's play things. Sarah Goldsmith, Glasgow Caledonian University, International Journal of Play

[T]he perspectives offered in Disney, culture, and curriculum are valuable contri- butions to the complex context of adult interest in and influence on that which might superficially be categorised as children’s play things."" Sarah Goldsmith, Glasgow Caledonian University, International Journal of Play

Author Information

Jennifer A. Sandlin is Associate Professor in the Justice and Social Inquiry program in the School of Social Transformation at Arizona State University, USA. Julie C. Garlen is Associate Professor of Education in the Department of Teaching and Learning at Georgia Southern University, USA.

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