1st Edition

Disney, Culture, and Curriculum

Edited By Jennifer A. Sandlin, Julie C. Garlen Copyright 2016
    260 Pages
    by Routledge

    290 Pages
    by Routledge

    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.


    Shirley R. Steinberg



    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


    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.

    [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