Disneyfication and Disneyization of an Attraction at Epcot

• In Event: 64.026 - Disney as Curriculum

Abstract

One ongoing challenge for informal science educators is to express scientific information accurately to the layperson (Rennie, 2014). Since people spend approximately 95% of their time outside of formal schooling (Falk & Dierking, 2010), the probability of learning science outside of the classroom is quite high, and different media sources or informal science institutions need to convey science information with credibility. To date, there has been little available research investigating the manner in which scientific information is presented at EPCOT, especially by researchers immersing themselves in the park. To address this gap, the researcher visited and collected data at The Seas with Nemo and Friends, an attraction at EPCOT.
As one of the greatest influencers outside of classrooms, Disney is an important agent by which students and adults learn social, emotional, and academic lessons. Disney has taken interest in science and environmental issues, yet there is little research on the accuracy of information being presented. The purpose of this research was to gauge the Disneyfication (Walz, 1998) of the science information presented and explore the aspects of Disneyization (Bryman, 1999, 2004) of this attraction at EPCOT by researching in the park. From the beginning of the attraction, guests are saturated with simplified knowledge of marine biology. Through structural Disneyization (Bryman, 2004, p. 12), Disney has marketed and blended informal science learning with entertainment in aspects of their theme parks to meet the expectations and desires of their guests by using their cast members to elaborate on the organisms with which they work or what guests can do to positively affect the earth. While guests leave with mainly correct scientific information, the differentiation between this attraction and its informational setting was noticeably blurry.
Structured in the grounded theory, pictures, videos, and field notes were coded using the open coding method (Glaser & Strauss, 1967; Saldaña, 2016). Finalized categories emerged and were tallied in an Excel spreadsheet. To check correct information that was not known by the researcher, Google and books were referenced. Possible misconceptions were identified, and constructs of Disneyization (Bryman, 1999, 2004) were located.
Disney commercializes science information for its purposes with 78% percent of the information being presented in a written or physical manner. Influence that Disney has over its guests to consume information and engage with the attraction was apparent. This is disconcerting because 35% of the collected information was scientifically inaccurate. Consumers have the choice to accept information or to further investigate what they ingest. However, with Disney’s recognizably positive reputation at risk and failure to state supporting sources (e.g., QR codes) at this attraction, the power of Disney’s brand could overcome guests’ natural inclination to verify information. Since guests could disseminate this information to their peers, Disney’s marketing techniques and science information must be presented in a succinct manner or the risk of contaminated information seeping into the community at large is quite high, leaving multiple generations with false impressions of marine biology. This leaves Disney appearing to surrender its integrity for its corporate interests.

Author

• Cassandra Cartmill, Texas Christian University