As my dissertation research and writing comes to a close, my mind and efforts turn to several new projects that are patiently boiling over on the back burner. As such, I thought it might be nice to share a little bit about these projects as they come into publication, or start taking shape:
1. The Corset and the Curriculum: Four Feminist Readings of a Strong Disney Princess, in J.A. Sandlin & J.G. Maudlin, (eds) (July 2015). The Disney Curriculum: Education, Culture, and Society. New York: Peter Lang Publishing
This piece, authored with 3 of my fellow PhD colleagues, Annette Furo, Nichole Grand, and Pamela Rogers, was also showcased at this year’s AERA conference in the form of a beautiful poster by Pam. We are very excited about it, and here is a small abstract as a teaser. For the full thing, look for it July 28th, 2015:
Once upon a time there were four feminists and a Disney princess. The Princess, Merida, was “independent and brave”, a “Princess by birth and an adventurer by spirit”. Merida was born of the 2012 Disney franchise Brave, a trailblazer in the portrayal of strong royal heroines. The feminists wanted to embrace a new type of heroine but knew that despite years of criticism for the gendered portrayal of females in Disney films, Disney princesses continued to be one of the corporation’s most iconic and lucrative cultural symbols. Through four critical readings of Brave, the feminists find that Merida’s plotline does not represent a significant departure from Disney’s previous princesses after all.
2. Radical Youth Pedagogy: Flipping the culture of the Classroom. Sense Publishing (Winter 2016)
Wow. We’re writing/editing a collection! Nichole Grant and I are extremely excited by this book in progress. Right now, all of our authors are currently working away at their first chapter drafts, while Nichole and I are also working on our own chapter contribution,Leveling up: a video gamer’s approach to Anti-Racism education
Here is an abstract to give you a taste of this labour of love we are both very excited about:
The purpose of this edited collection is to act as a toolbox for educators wishing to radicalize their classroom approaches, disrupting normalized pedagogy in favour of youth voices. We envision classroom philosophies that practice from the perspective of students, working from their culturally appropriated spaces. We strive for radical classrooms, and non-classrooms, that engage in everyday youth pedagogy, that create opportunities for othered voices to be heard, and that decolonize traditional models of schooling. We are attempting to work in the ‘cracks’ of equity education – such as how gender or First Nations work and perspectives overcome often being relegated to the cracks of education research (Bush, 2003).
I update my publications section as often as I can remember, but thought it might be helpful to add a few of my recent publications, with links, on this post:
1. Schmitz, K.C., Twitter Pedagogy: An Educator down the twitter rabbit hole. Hybrid Pedagogy (Feb, 2015)
2. Why is my gaming avatar so ‘hot’? Gender Performance in online video games, in A. Ibrahim and S. Steinberg (eds) (2014). The Critical Youth Studies Reader. New York: Peter Lang Publishing