Using Critical Race Theory to Analyze How Disney Constructs Diversity: A Construct for the Baccalaureate Human Behavior in the Social Environment Curriculum

Cappiccie, Amy; Chadha, Janice; Lin, Muh Bi; Snyder, Frank

doi:10.1080/08841233.2012.640252

Cited by 24 publications

(14 citation statements)

References 14 publications

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“…Pérez Huber and Solorzano (2015a) contributed to the theory of microaggression by juxtaposing it to critical race theory (Ortiz & Jani, 2010), as has also been done by others (Cappiccie et al, 2012;Ross-Sheriff, 2012). Consistent with the present compendium, Pérez Huber and Solorzano (2015a) traced research on examples of microaggression to Friere's suggestion to name the pain experienced as part of oppression (Freire, 1970).…”

Section: Literature Reviewsupporting

confidence: 70%

The moment of microaggression: The experience of acts of oppression, dehumanization, and exploitation

Dover

2016

Journal of Human Behavior in the Social Environment

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Section: Literature Reviewsupporting

confidence: 70%

The moment of microaggression: The experience of acts of oppression, dehumanization, and exploitation

Dover

2016

Journal of Human Behavior in the Social Environment

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“…It is true that at the ruling class level, the voice of Mufasa, the king, is provided by the African American actor, James Earl Jones, but Jones speaks in a cultivated but phony British accent (Snyder & Chadha, 2008). White privilege is evidenced in this film not only through the power structure but also in the lack of complex depictions of persons of color as well as African culture (Cappiccie, Chadha, Lin, & Snyder, 2012; Giroux, 1999).…”

Section: Politics Consumerism and The Disney Corporationmentioning

confidence: 99%

“…The racial innuendos and insults typically are beyond the level of conscious awareness. At Western Kentucky University, social work educators Cappiccie et al. (2012) use a consciousness-raising method to expose students to the ‘microaggressions’ that are depicted in Disney animations.…”

Section: Conclusion and Implications For Social Work Educationmentioning

confidence: 99%

Cultural representations in Walt Disney films: Implications for social work education

Wormer

Juby

2016

Journal of Social Work

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Summary This article investigates images of race, sex, ethnicity, and consumerism in contemporary Walt Disney productions. The purpose is to discuss the reinforcement of critical thinking skills in social work students through mutual examination of multicultural images presented in Disney movies. The films selected for close critical examination – The Lion King, Pocahontas, The Princess and the Frog – are those with multicultural themes and characters. In recognition of the fact that the one who controls the arts controls the message, this article is informed by bell hooks’ methods of critique of racialized and sexualized representations in children’s film. Findings The hidden messages in the popular Disney films should not be overlooked. The methods of critique applied to these earlier films also have resonance for the newer films, such as Frozen. Applications The case is made in this article that social work educators can enhance the critical thinking of students concerning culturally offensive, stereotypical images conveyed in the media.

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“…Although this goal of CRT in education continues to hold true, only a handful of critical race studies have attempted to meet the challenge to identify visual forms of racism (see Cappiccie, Chadha, Lin, & Snyder, 2012; Yosso, 2000; Yosso & García, 2010).…”

Section: Visualizing Racism From a Crt Perspectivementioning

confidence: 99%

Visualizing Everyday Racism

Huber

Solórzano

2015

Qualitative Inquiry

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Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname that emerge in various mediums such as textbooks, children’s books, advertisements, film and television, dance and theater performance, and public signage and statuary. These microaggressions reinforce institutional racism and perpetuate ideologies of white supremacy. In this article, we use a racial microaggressions analytical framework to examine how the “Mexican bandit” visual microaggression has been utilized as a multimodal text that (re)produces racist discourses that in turn reinforce dominant power structures. These discourses have allowed for the Mexican bandit image to pervade the public imagination of Latinas/os for over 100 years.

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Using Critical Race Theory to Analyze How Disney Constructs Diversity: A Construct for the Baccalaureate Human Behavior in the Social Environment Curriculum

Cited by 24 publications

References 14 publications

The moment of microaggression: The experience of acts of oppression, dehumanization, and exploitation

The moment of microaggression: The experience of acts of oppression, dehumanization, and exploitation

Cultural representations in Walt Disney films: Implications for social work education

Visualizing Everyday Racism

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