3,446
Views
3
CrossRef citations to date
0
Altmetric
Original Article

Queering Disney animated films using a critical literacy lens

Pages 119-133 | Received 15 Jun 2017, Accepted 15 Oct 2018, Published online: 14 Nov 2018

References

  • Allen, L. (2006). Keeping students on the straight and narrow: Heteronormalising practices in New Zealand secondary schools. New Zealand Journal of Educational Studies, 41(2), 307.
  • Anderson-Lopez, K., & Lopez, R. (2013). Let It Go [Recorded by Idina Menzel]. On Frozen [CD]. California: Wonderland Music Company.
  • Baker-Sperry, L. (2007). The production of meaning through peer interaction: Children and Walt Disney’s Cinderella. Sex Roles, 56(11–12), 717–727.
  • Britzman, D. P. (1995). Is there a queer pedagogy? Or, stop reading straight. Educational Theory, 45(2), 151–165.
  • Brocklebank, L. (2000). Disney's "Mulan"—the "True" deconstructed heroine? Marvels & Tales, 14(2), 268–283.
  • Bradley, B. (2016, November 16). 'Moana' directors say 'possibilities are open' for an LGBTQ Disney princess. Retrieved from http://www.huffingtonpost.co.uk/entry/moana-directors-possibilities-are-open-for-lgbtq-disneyprincess_us_582a8696e4b060adb5701ac0.
  • Butler, J. (2004). Undoing gender. New York, NY: Routledge.
  • Bull, G. (2010). Defining the semiotic systems employed in multimodal texts. In Evolving pedagogies: Reading and writing in a multimodal world (pp. 78–106). Carlton South, VIC: Education Services Australia.
  • Corcoran, B., Hayhoe, M., & Pradl, G. M. (Eds.). (1994). Knowledge in the making: Challenging the text in the classroom. Portsmouth, NH: Boynton-Cook.
  • Coyne, S. M., Linder, J. R., Rasmussen, E. E., Nelson, D. A., & Birkbeck, V. (2016). Pretty as a princess: Longitudinal effects of engagement with Disney princesses on gender stereotypes, body esteem, and prosocial behavior in children. Child Development, 87(6), 1909–1925.
  • Craven, A. (2002). Beauty and the Belles discourses of feminism and femininity in Disneyland. European Journal of Women's Studies, 9(2), 123–142.
  • Disney Channel Makes History with First Gay Storyline, (2017, October 26). Retrieved from https://www.bbc.com/news/entertainment-arts-41761512
  • Do Rozario, R. A. C. (2004). The princess and the magic kingdom: Beyond nostalgia, the function of the Disney princess. Women's Studies in Communication, 27(1), 34–59.
  • Dundes, L. (2001). Disney’s modern heroine Pocahontas: Revealing age-old gender stereotypes and role discontinuity under a façade of liberation. The Social Science Journal, 38(3), 353–365.
  • Edgerton, G., & Jackson, K. M. (1996). Redesigning Pocahontas: Disney, the “white man's Indian,” and the marketing of dreams. Journal of Popular Film and Television, 24(2), 90–98.
  • England, D. E., Descartes, L., & Collier-Meek, M. A. (2011). Gender role portrayal and the Disney princesses. Sex Roles, 64(7–8), 555–567.
  • Fine, L. E. (2011). Minimizing heterosexism and homophobia: Constructing meaning of out campus LGB life. Journal of Homosexuality, 58(4), 521–546.
  • Flint, A. S. (2008). Theories of literacy development. In Literate lives: Teaching reading & writing in elementary classrooms (pp. 84–111). Hoboken, NJ: Wiley.
  • Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Herder.
  • Garofalo, M. (2013). The good, the bad, and the ugly: Teaching critical media literacy with Disney. Procedia-Social and Behavioral Sciences, 106, 2822–2831.
  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
  • Gillam, K., & Wooden, S. R. (2008). Post-princess models of gender: The new man in Disney/Pixar. Journal of Popular Film and Television, 36(1), 2–8.
  • Giroux, H. A. (1995). Animating youth: The Disneyfication of children’s culture. Socialist Review, 24, 23–55.
  • Giroux, H. A., & Pollock, G. (2010). The mouse that roared: Disney and the end of innocence. Lanham, MD: Rowman & Littlefield.
  • Gunn, A. C. (2009). "But who are the parents?": Examining heteronormative discourses in New Zealand government early childhood reports and policy. Early Childhood Folio, 13, 27–31.
  • Gunn, A. C. (2011). Even if you say it three ways, it still doesn’t mean it’s true: The pervasiveness of heteronormativity in early childhood education. Journal of Early Childhood Research, 9(3), 280–290.
  • Hagood, M. C. (2008). Intersections of popular culture, identities, and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, and D. J. Leu (Eds.), Handbook of research on new literacies (pp. 531–551). New York, NY: Lawrence Erlbaum.
  • Hahn, D., Allers, R., & Minkoff, R. (1994). The Lion King [Animated feature film]. Orlando, FL: Walt Disney Pictures.
  • Hall, J., & LaFrance, B. (2012). “That's gay”: Sexual prejudice, gender identity, norms, and homophobic communication. Communication Quarterly, 60(1), 35–58.
  • Henke, J. B., Zimmerman, D., & Smith, N. J. (1996). Construction of the female self: Feminist readings of the Disney heroine. Women’s Studies in Communication, 19(2), 229–249.
  • Helmer, K. (2016). Gay and lesbian literature disrupting the heteronormative space of the high school English classroom. Sex Education, 16(1), 35–48.
  • Holcomb, J., Latham, K., & Fernandez-Baca, D. (2015). Who cares for the Kids? Caregiving and parenting in Disney Films. Journal of Family Issues, 36(14), 1957–1981.
  • Hurley, D. L. (2005). Seeing white: Children of color and the Disney fairy tale princess. The Journal of Negro Education, 74(3), 221–232.
  • Juschka, D. (2001). Disney and fundamentalism: The fetishisation of the family and the production of American family values. Culture and Religion, 2(1), 21–39.
  • Kahle, L. L., & Peguero, A. A. (2013). Gender, heterosexuality, and youth violence: The struggle for recognition. Gender, Place & Culture, 20(6), 834–836.
  • Katz-Wise, S. L., & Hyde, J. S. (2012). Victimization experiences of lesbian, gay, and bisexual individuals: A meta-analysis. Journal of Sex Research, 49(2–3), 142–167.
  • Key, A. (2015). A girl worth fighting for: A rhetorical critique of Disney princess Mulan's bisexuality. Journal of Bisexuality, 15(2), 268–286.
  • Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53.
  • Leader, C. F. (2017). Magical manes and untamable tresses: (en)coding computer-animated hair for the post-feminist Disney Princess. Feminist Media Studies, 18(6), 1086–1101.
  • Luke, A. (2012). Critical literacy: Foundational notes. Theory into Practice, 51(1), 4–11.
  • Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online. Retrieved from http://www.readingonline.org/research/lukefreebody.html.
  • Morante, D. L. (2015). Pixar’s new fairy tale Brave: A feminist redefinition of the hero monomyth. Revista de Estudios Norteamericanos, 19, 49–66.
  • Musker, J., Ashman, H., Clements, R., & Musker, J. (1989). The Little Mermaid [Animated feature film]. Orlando, FL: Walt Disney Pictures.
  • No, S. (2014, October 6). The Princess and the Frog: A progressive leap? Retrieved from https://www.colorado.edu/wrc/2014/10/20/princess-and-frog-progressive-leap.
  • Ochman, J. M. (1996). The effects of nongender-role stereotyped, same-sex role models in storybooks on the self-esteem of children in grade three. Sex Roles, 35(11–12), 711–736.
  • Ono, K. A., & Buescher, D. T. (2001). De-ciphering Pocahontas: Unpackaging the commodification of a native American woman. Critical Studies in Media Communication, 18(1), 23–43.
  • Patterson, C. J. (1992). Children of lesbian and gay parents. Child Development, 63(5), 1025–1042.
  • Patterson, C. J. (2000). Family relationships of lesbians and gay men. Journal of Marriage and Family, 62(4), 1052–1069.
  • Petit, S. (2017, March 6). Beauty and the Beast director on his decision to make LeFou Gay: 'In a very Disney way, we are including everybody'. Retrieved from https://people.com/movies/beauty-and-the-best-lefou-gay-decision-director-bill-condon-including-everybody/
  • Prince, V. (2005). Sex vs. gender. International Journal of Transgenderism, 8(4), 29–32.
  • Sarafian, K., Andrews, M., & Chapman, B. (2012). Brave. [Animated feature film]. Orlando, FL: Walt Disney Animation Studios.
  • Sandretto, S. (2011). Critical literacy: What is it? In Planting seeds: Embedding critical literacy into your classroom programme (pp. 7–41). Wellington, NZ: NZCER Press.
  • Sandretto, S. (2015). 'I like my beer cold, my TV loud and my homosexuals f-laming': Using critical literacy to draw attention to heteronormative hegemony in texts in popular culture. In A. C., Gunn, & L. A. Smith (Eds.), Sexual cultures in Aotearoa New Zealand Education (pp. 49–66). Dunedin, New Zealand: Otago University Press.
  • Sandretto, S., & Tilson, J. (2014). “The problem with the future is that it keeps turning into the present”: Preparing your students for their multiliterate future today. SET: Research Information for Teachers, (1), 51–60.
  • Sandretto, S. (2018). A case for critical literacy with queer intent. Journal of LGBT Youth, 15(3), 197–211.
  • Serafini, F. (2012). Expanding the four resources model: Reading visual and multi-modal texts. Pedagogies, 7(2), 150–164.
  • Shurer, O., Clements, R., & Musker, J. (2016). Moana. [Animated feature film]. Orlando, FL: Walt Disney Animation Studios.
  • Sun, C. F., & Scharrer, E. (2004). Staying true to Disney: College students’ resistance to criticism of The Little Mermaid. The Communication Review, 7(1), 35–55.
  • Tanner, L. R., Haddock, S. A., Zimmerman, T. S., & Lund, L. K. (2003). Images of couples and families in Disney feature-length animated films. The American Journal of Family Therapy, 31(5), 355–373.
  • Terreni, L., Gunn, A., Kelly, J., & Surtees, N. (2010). In and out of the closet: Successes and challenges experienced by gay- and lesbian-headed families in their interactions with the education system in New Zealand. In V. Green & S. Cherrington (Eds.), Delving into diversity: An international exploration of issues of diversity in education (pp. 151–161). New York, NY: Nova Science.
  • Towbin, M. A., Haddock, S. A., Zimmerman, T. S., Lund, L. K., & Tanner, L. R. (2004). Images of gender, race, age, and sexual orientation in Disney feature-length animated films. Journal of Feminist Family Therapy, 15(4), 19–44.
  • Vecho, P. D., Chris, B., & Lee, J. (2013). Frozen [Animated feature film]. Orlando, FL: Walt Disney Animation Studios.
  • Venkat, V. (2015). A feminist inception in Disney movies: A move away from hegemonic masculinity? Singularities, 2(2), 34–40.
  • Warner, M. (1991). Introduction: Fear of a queer planet. Social Text, 29, 3–17.
  • Wainright, J. L., Russell, S. T., & Patterson, C. J. (2004). Psychosocial adjustment, school outcomes, and romantic relationships of adolescents with same-sex parents. Child Development, 75(6), 1886–1898.
  • West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125–151.
  • Wilson, N. (2010, November 29). Disney’s gender roles remain un-tangled. Retrieved from http://msmagazine.com/blog/2010/11/29/disneys-gender-roles-remain-un-tangled/.
  • Wohlford, K. E., Lochman, J. E., & Barry, T. D. (2004). The relation between chosen role models and the self-esteem of men and women. Sex Roles, 50(7/8), 575–582.
  • Wohlwend, K. E. (2012). ‘Are you guys girls?’: Boys, identity texts, and Disney princess play. Journal of Early Childhood Literacy, 12(1), 3–23.
  • Wohlwend, K. E. (2012). The boys who would be princesses: Playing with gender identity intertexts in Disney Princess transmedia. Gender and Education, 24(6), 593–610.
  • Xu, M., & Tian, C. (2013). Cultural deformations and reformulations: A case study of Disney’s Mulan in English and Chinese. Critical Arts: South-North Cultural and Media Studies, 27(2), 182–210.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.