Abstract
Through the voices of literature and research, this argument discusses the ethical implications Disney imposes on the psychological development of children across the whole of society. As children are consistently exposed to media, advertisements and film, the simplicity of what once was entertainment, has now taken on a drastic profile of that of an educator. Sources, including those of Bell, Haas, and Sells, (1995), Giroux (2010), and Strasburger, Wilson, and Jordan, (2014), stand behind the firm disposition that Disney educates children when it comes to identity administration, gender performance, and racial stereotypes, thus shaping society as a whole. Beginning with an intense review of term definition, event causation, and source evaluation, this analysis will lead into a thought provoking argument that will provide an insight into the powerful pedagogy of Disney, and how it affects a child’s psychological development when it comes to growth, play, and even self-identity.