Disney, Culture, and Curriculum: 1st Edition (Paperback) book cover

Disney, Culture, and Curriculum

1st Edition

Edited by Jennifer A. Sandlin, Julie C. Garlen


260 pages

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Paperback: 9781138341845
pub: 2019-01-23
Hardback: 9781138957688
pub: 2016-03-21
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pub: 2016-03-10
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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.


[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

Table of Contents


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 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

About the Editors

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.

About the Series

Studies in Curriculum Theory Series

In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.

The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.

Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact

Professor William F. Pinar

Canada Research Chair
University of British Columbia

Faculty of Education

Department of Curriculum Studies

2125 Main Mall

Vancouver, British Columbia V6T 1Z4


EMAIL: William.Pinar@ubc.ca

Learn more…

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