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What is a child? The concept of childhood is so familiar that we
tend to assume its universality. However, the meaning of childhood
is always being negotiated, not only by the imaginations of adults,
but also by nations, markets, history and children themselves. Yet,
as much as the question is considered by the social world, the
contributions in this book remind readers that children are also
active, embodied, and inquiring agents engaged in figuring a
relationship with that the world they inherit. This book’s
unifying theme, "The child in question," emerges from an
assertation that childhood has boundaries far more elastic than can
be held by the familiar notion of the innocent child developing
toward a heteronormative future. The title pays homage to the work
of sociologist, Diana Gittins, who, over twenty years ago, asked
how the shifting meanings of children and childhood impact the
lives of children. The contributions of this book examine
contemporary educational policy and practice, curriculum material,
literary and visual representations, and teacher narratives to
further probe how and why it matters that childhood, as a concept
and experience, remains as multiple and elusive as ever. The
chapters in this book were originally published as a special issue
of the journal, Curriculum Inquiry.
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.
What is a child? The concept of childhood is so familiar that we
tend to assume its universality. However, the meaning of childhood
is always being negotiated, not only by the imaginations of adults,
but also by nations, markets, history and children themselves. Yet,
as much as the question is considered by the social world, the
contributions in this book remind readers that children are also
active, embodied, and inquiring agents engaged in figuring a
relationship with that the world they inherit. This book's unifying
theme, "The child in question," emerges from an assertation that
childhood has boundaries far more elastic than can be held by the
familiar notion of the innocent child developing toward a
heteronormative future. The title pays homage to the work of
sociologist, Diana Gittins, who, over twenty years ago, asked how
the shifting meanings of children and childhood impact the lives of
children. The contributions of this book examine contemporary
educational policy and practice, curriculum material, literary and
visual representations, and teacher narratives to further probe how
and why it matters that childhood, as a concept and experience,
remains as multiple and elusive as ever. The chapters in this book
were originally published as a special issue of the journal,
Curriculum Inquiry.
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.
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.
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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