The Mouse that Roared: Disney and the End of InnocenceThis expanded and revised edition explores and updates the cultural politics of the Walt Disney Company and how its ever-expanding list of products, services, and media function as teaching machines that shape children's culture into a largely commercial endeavor. The Disney conglomerate remains an important case study for understanding both the widening influence of free-market fundamentalism in the new millennium and the ways in which messages of powerful corporations have been appropriated and increasingly resisted in global contexts. New in this edition is a discussion of Disney's shift in its marketing strategies towards targeting tweens and teens, as Disney promises to provide (via participation in consumer culture) the tools through which young people construct and support their identities, values, and knowledge of the world. The updated chapters from the highly acclaimed first edition are complimented with two new chapters, 'Globalizing the Disney Empire' and 'Disney, Militarization, and the National Security State After 9/11,' which extend the analysis of Disney's effects on young people to a consideration of the political and economic dimensions of Disney as a U.S.-based megacorporation, linking the importance of critical reception on an individual scale to a broader conception of democratic global community. |
Contents
1 | |
17 | |
Ch02 Learning with Disney | 57 |
Ch03 Childrens Culture and Disneys Animated Films | 91 |
Ch04 Disney Militarization and theNationalSecurity State after 911 | 133 |
Ch05 Globalizing the Disney Empire | 157 |
Other editions - View all
The Mouse that Roared: Disney and the End of Innocence Henry A. Giroux,Grace Pollock Limited preview - 2010 |
Common terms and phrases
accessed accessed June American animated animated films appears attempt audiences become called Celebration challenge characters childhood claim consumer consumption context corporate create critical culture define democracy democratic desires discourse Disney films Disney’s Disneyland dominant economic effects Eisner engage example experience fact fantasy force forms global groups human identity imagination important Incredibles individuals industry influence innocence interests issues July kids labor learning limited lives Magic means messages million Mouse offer parents particular pedagogical play points political popular practices Press profit promote question reading recognize relations Report represents resistance responsibility role sense shaping social society space spheres story Studies suggests teaching television theme parks tion toys turn understand United University Press values Walt Disney Company workers York young youth