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• W2600588812 abstract "As an elementary social studies teacher educator, most of my presuppositions are rooted in the foundations of curriculum studies and educational experience. My interests, frustration with school reform, and contrarian tendencies have often pushed me to the boundaries of traditional teacher education and towards the study of outside-of-school curriculum, places of learning, and the role popular culture in education (Ellsworth, 2005; Schubert, 1981, 2010). It is in this context that I share my research outtake: an emerging dilemma and an autobiographical detour undertaken in a recent project. I will begin by sharing that for the last 2 years I have wrestled with a mouse. This mouse routinely finds his way into the fabric of my courses as I ask my elementary social studies methods students to contemplate their background knowledge. I ask them to consider everything from their personal funds of knowledge, to formal schooling experiences, to learning with popular culture. They discuss how these sources inform and shape their understandings of teaching social studies, and like clockwork each semester, similar narratives begin to emerge. My students consistently cite the influence of the Disney experience on their social studies understandings. From Disney products and characters, to animated movies, to yearly theme park vacations, the Disney experience is often mentioned and highly regarded as a favorable aspect on their lived experience. Motivated to understand this intersection and phenomenon more fully, I embarked on a qualitative research project that explored how pre-service teachers' social studies literacies and curricular experiences have been constructed, influenced, and informed by popular culture, bounded ritual space (Mintz, 1998; Moore, 1980). I positioned the study to consider theme parks spaces, especially those that claimed to be inherently educational, and focused my study on the Disney EPCOT theme park. This park is notably the most educational of the Disney parks, and has historically focused its efforts on sharing attractions related to world cultures, social studies, science, and technology. At the same time, the literature I explored was robust with Disney commentary and critique. My colleagues in other curriculum communities were writing about Disney in light of critical and public pedagogy (Sandlin, Schultz, & Burdick, 2010) and problematizing the Disney experience through Giroux and Pollock's (2010) popular treatise, The Mouse that Roared. I'm the first to admit that I struggle with using some of the scholarly critiques of the Disney experience in my courses, even when I concur with the basics tenants of the argument, having felt the happy mark of Disney on my own narrative, as well as the general indignation of my students when faced with such critique. In fact, this struggle has led to some strong personal contrition as I look for better ways to embrace the tensions of hidden messages, consumerism, and corporate interests that are often embedded in the Disney curriculum in ways that do not alienate my students' own lived experience. At one point in my research, I paused to consider the emerging data. I had collected nearly 8 hours of recorded interviews detailing firsthand accounts, reflections, and stories of educational experience with the EPCOT theme park. Participants spoke to lifelong accounts of joy and educational merit. They spoke to the nostalgic force in their lives and how the somatic impacts of space, architecture, and media in the parks were akin to a religious experience. Two participants spoke specifically to how the world culture area of EPCOT (a collection of eleven, internationally sponsored and staffed cultural exhibits) would serve as the beginning foundations of their multicultural development. Living in an encapsulated culture in rural Appalachia, these individuals spoke of the poignant activities where they traveled the EPCOT countries, meeting friendly new people who shared with them their cultures, languages, and food. …" @default.
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• W2600588812 date "2016-01-01" @default.
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• W2600588812 title "Outside Curriculum, Currere, and Spaces of Learning: Embracing Tensions at the Margins of Teacher Education" @default.
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