Table of Contents

Contents: Julie C. Garlen/Jennifer A. Sandlin: Introduction: Popular Culture and Disney Pedagogies – Alejandra Martinez: Awakening Rebellion in the Classroom: Analyzing and Performing Disney – Joyce Olewski Inman/Kelli M. Sellers: The Disney Princess Dilemma: Constructing, Composing, and Combatting Gendered Narratives – Cole Reilly: An Encouraging Evolution among the Disney Princesses? A Critical Feminist Analysis – Jessica Baker Kee/Alphonso Walter Grant: Disney’s (Post?)-Racial Gaze: Film, Pedagogy, and the Construction of Racial Identities – Christina Berchini: «I don’t think Disney has anything to do with it»: Unsettling Race in a White English Classroom – Manisha Sharma: Disney and the Ethnic Other: A Semiotic Analysis of American Identity – William M. Reynolds: Teaching Disney Critically in the Age of Perpetual Consumption – Laura Rychly/Stacie K. Pettit: «How many do you have?» Disney English (as a) Language (of) American Acquisition – Dennis Attick: Images of Teachers: Disney Channel Sitcoms and Teachers as Spectacle – Marna Hauk: Gaia Taking Back Disneyland: Regenerative Education for Creative Rewilding – Shannon Dahmes Puechner: «But He Was Your Prince Charming!»: Accounting for the End of «Ever After» with a Divorce Fairytale – Laura Trafí-Prats/Gina Polencheck Ruchalski: Dis(ney)ability: Reconceptualizing Normalcy Through an Embodied Arts Research Curriculum – Sara Leo: Online Fan Activism and the Disruption of Disney’s Problematic Body Pedagogies – Jessica L. Kirker: Learning to Live as a Disney Villain.

About the Author

Julie C. Garlen is Associate Professor of Education in the Department of Teaching and Learning at Georgia Southern University. Jennifer A. Sandlin is Associate Professor in the Justice and Social Inquiry program in the School of Social Transformation at Arizona State University. They are also the editors of Disney, Culture, and Curriculum (2016).