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Teaching with Disney

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Edited By Julie C. Garlen and Jennifer A. Sandlin

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.

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Acknowledgments � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �vii Chapter One: Introduction: Popular Culture and Disney Pedagogies � � � � � � � � � � � � � �1 Julie C. Garlen and Jennifer A. Sandlin Part One: Teaching Gender Chapter Two: Awakening Rebellion in the Classroom: Analyzing and Performing Disney � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 27 Alejandra Martinez Chapter Three: The Disney Princess Dilemma: Constructing, Composing, and Combatting Gendered Narratives � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 39 Joyce Olewski Inman and Kelli M. Sellers Chapter Four: An Encouraging Evolution Among the Disney Princesses? A Critical Feminist Analysis � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 51 Cole Reilly Part Two: Teaching Race Chapter Five: Disney’s (Post?)-Racial Gaze: Film, Pedagogy, and the Construction of Racial Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Jessica Baker Kee and Alphonso Walter Grant vi | contents Chapter Six: “I don’t think Disney has anything to do with it”: Unsettling Race in a White English Classroom � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 81 Christina Berchini Chapter Seven: Disney and the Ethnic Other: A Semiotic Analysis of American Identity � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 95 Manisha Sharma Part Three: Teaching Consumers Chapter Eight: Teaching Disney Critically in the Age of Perpetual Consumption � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 111 William M. Reynolds Chapter Nine: “How many do you have?” Disney English (as a) Language (of ) American Acquisition � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 123 Laura Rychly and Stacie K. Pettit Chapter Ten: Images of Teachers: Disney Channel Sitcoms and Teachers as Spectacle � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 137 Dennis Attick Chapter Eleven: Gaia Taking Back Disneyland: Regenerative Education for Creative Rewilding � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 149 Marna Hauk Part Four: Teaching Ourselves Chapter Twelve: “But He Was Your Prince Charming!”: Accounting for the End of “Ever After” with a Divorce Fairytale � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 163 Shannon Dahmes Puechner Chapter Thirteen: Dis(ney)ability: Reconceptualizing Normalcy Through an Embodied Arts Research Curriculum � � � � � � � � � � � � � � � � � � � � � � � � � 175 Laura...

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