Neoliberal Exclusion and the Fantasy of Competition: What Are Children Learning from "Monsters University?"

Autor/in	Greeley, Luke
Titel	Neoliberal Exclusion and the Fantasy of Competition: What Are Children Learning from "Monsters University?"
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 54 (2018) 3, S.335-345 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greeley, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1417858
Schlagwörter	Neoliberalism; Competition; Fantasy; Fiction; Popular Culture; Didacticism; Films; Friendship; Social Values; Gender Issues; Academic Aspiration; Social Mobility; Adolescent Literature; Childrens Literature; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Wettkampf; Fantasie; Fiktion; Popkultur; Didaktisierung; Film; Freundschaft; Sozialer Wert; Geschlechterfrage; Soziale Mobilität; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; 'Children''s literature'; Kinderliteratur; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The Disney/Pixar film, "Monsters University" (2013) was a tremendous financial success. As a film written entirely about college students and their quest for social and economic attainment, but marketed primarily to children and adolescents, its messages about the purpose of college and the college experience deserve close examination given its widespread popularity. Theorists have argued that popular fiction (Tompkins, 1986), especially film (Giroux, 1996, 2008; Gregory, 2007; Peterson, 2009), is a powerful vehicle for creating, reflecting, and reinforcing social values and norms. This article examines the film closely to challenge the many explicit and implicit stereotypes it portrays regarding meritocracy, elitism, and gender and reflects on the role of friendship in a neoliberal society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01