{"id":77746,"date":"2025-07-31T00:10:35","date_gmt":"2025-07-31T04:10:35","guid":{"rendered":"https:\/\/world.edu\/?p=77746"},"modified":"2025-07-31T00:10:35","modified_gmt":"2025-07-31T04:10:35","slug":"how-disney-classics-help-me-teach-real-world-economics","status":"publish","type":"post","link":"https:\/\/world.edu\/how-disney-classics-help-me-teach-real-world-economics\/","title":{"rendered":"How Disney classics help me teach real-world economics"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-77747\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2025\/07\/Goofy.jpg\" alt=\"\" width=\"680\" height=\"383\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2025\/07\/Goofy.jpg 680w, https:\/\/world.edu\/wp-content\/uploads\/2025\/07\/Goofy-250x141.jpg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><\/p>\n<p>Disney celebrated the 75th anniversary of Cinderella in February this year, with the message that she didn\u2019t\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=yN6KgamzKgw\">just believe in dreams, but did something about them by going to the palace to get Prince Charming<\/a>.<\/p>\n<p>The message emphasizes individual persistence for a happy ending, and projects popular ideas\u00a0<a href=\"https:\/\/www.paecon.net\/PAEReview\/issue101\/Jahangir101.pdf\">often entrenched in how undergraduate students learn about economics<\/a>\u00a0\u2014 that success is based on individual talent and hard work.<\/p>\n<p>The anniversary allowed the Disney store another opportunity to sell its wares, including a\u00a0<a href=\"https:\/\/www.hollywoodreporter.com\/lifestyle\/shopping\/disney-cinderella-75th-anniversary-collection-release-date-prices-1236132991\/\">US$7,000 diamond engagement ring<\/a>.<\/p>\n<p>Cinderella\u2019s castle remains a signature feature of the Disney logo. Her story, along with\u00a0<a href=\"https:\/\/doi.org\/10.58311\/jeconteach\/2f65eed8697dc9d32c7e1f1ac01bcef44e0a0877\">other Disney classics<\/a>, has been also used by academics and\u00a0<a href=\"https:\/\/intrepideaglefinance.com\/blog\/15-disney-movies-and-financial-lessons-for-your-family\">popular commentators alike<\/a>\u00a0to teach economics\u00a0<a href=\"https:\/\/money.usnews.com\/money\/personal-finance\/articles\/2015\/03\/18\/the-hidden-lessons-from-the-real-cinderella\">and finance lessons<\/a>.<\/p>\n<p>I teach economics using Disney and Cinderella. My approach is\u00a0<a href=\"https:\/\/evonomics.com\/inequality-in-the-womb-john-komlos\">grounded<\/a>\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=ikLbHdlm13w\">in scholarly<\/a>, popular and student critiques of how economics is taught and of the myth\u00a0<a href=\"https:\/\/us.macmillan.com\/books\/9780374289980\/thetyrannyofmerit\">of meritocracy<\/a>\u00a0\u2014 that people get what they deserve.<\/p>\n<p>The focus in my course \u201cEconomics for Everyone\u201d aims to critique traditional tenets of\u00a0<a href=\"https:\/\/doi.org\/10.4337\/aee.2024.02.01\">economic theory to discuss issues with inequality and also to teach economics in a way that is accessible and interesting<\/a>\u00a0to students representing diverse abilities and identities.<br \/>\n<center><iframe width=\"699\" height=\"393\" src=\"https:\/\/www.youtube.com\/embed\/yN6KgamzKgw\" title=\"Celebrate Cinderella&#39;s 75th Anniversary | Disney Princess\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/center><\/p>\n<h4><strong>\u2018Real-world\u2019 economics<\/strong><\/h4>\n<p>The idea of \u201creal world\u201d economics alludes to the\u00a0<a href=\"https:\/\/www.rethinkeconomics.org\/about\/our-story\/\">push by student groups<\/a>\u00a0in the aftermath\u00a0<a href=\"https:\/\/kenan.ethics.duke.edu\/wp-content\/uploads\/2018\/01\/Moodys_Text20151.pdf\">of the 2008 financial crisis<\/a>. They were concerned that while they were inundated with mathematical equations, their studies had not prepared them to address the state of the world.<\/p>\n<p>As noted by\u00a0<a href=\"https:\/\/www.e-elgar.com\/shop\/usd\/is-there-a-future-for-heterodox-economics-9781789901603.html\">Geoffrey Hodgson<\/a>, a specialist in\u00a0<a href=\"https:\/\/www.lborolondon.ac.uk\/staff\/geoffrey-hodgson\/\">institutional and evolutionary economics<\/a>, students created organizations and mounted demonstrations for alternative curricula.<\/p>\n<p><a href=\"https:\/\/manchesteruniversitypress.co.uk\/9781526110138\">In 2016, founding members of<\/a>\u00a0the\u00a0<a href=\"https:\/\/post-crasheconomics.com\/our-story\">Post-Crash Economics Society<\/a>\u00a0at the University of Manchester published\u00a0<em><a href=\"https:\/\/www.theguardian.com\/books\/2017\/feb\/09\/the-econocracy-review-joe-earle-cahal-moran-zach-ward-perkins\">The Econocracy: The Perils of Leaving Economics to the Experts<\/a><\/em>. A global network,\u00a0<a href=\"https:\/\/www.youtube.com\/user\/RethinkingEconomics\">Rethinking Economics<\/a>, was formed.<\/p>\n<p>Some economics faculty responded that the discipline ought to focus on issues of inequalities, climate change, concerns about\u00a0<a href=\"https:\/\/doi.org\/10.1257\/jel.20191585\">the future of work and financial instability<\/a>.<\/p>\n<p>Economist John Komlos focuses on the need for diverse\u00a0<a href=\"https:\/\/www.routledge.com\/Foundations-of-Real-World-Economics-What-Every-Economics-Student-Needs-to-Know\/Komlos\/p\/book\/9781032001722?srsltid=AfmBOopVj5M6pVFMQpseT4pGMQfqduKiEbOrLIuDO38s7CYqWTlNCwbI\">or \u201creal-world\u201d issues in<\/a>\u00a0economics education while economists Jack Reardon and Maria Alejandra Caporale Madi\u00a0<a href=\"https:\/\/www.plutobooks.com\/9780745334882\/introducing-a-new-economics\">write about a new \u201cpluralist\u201d economics<\/a>. Political economist and economic historian\u00a0<a href=\"https:\/\/yalebooks.yale.edu\/book\/9780300257496\/whats-wrong-with-economics\/\">Robert Skidelsky<\/a>\u00a0discusses why economics should include philosophy, history, sociology and politics.<\/p>\n<p>Economists\u00a0<a href=\"https:\/\/doi.org\/10.2307\/j.ctv23khmgr\">Sam de Muijnck and Joris Tieleman<\/a>\u00a0argue that economics textbooks sideline topics pertaining to power,\u00a0<a href=\"https:\/\/hdl.handle.net\/20.500.14078\/3587\">racism, colonialism, exploitation and unequal life chances<\/a>.<\/p>\n<p>All these critiques lie at the heart of what I think\u00a0<a href=\"https:\/\/doi.org\/10.4337\/ejeep.2025.0147\">of as \u201creal-world economics<\/a>.\u201d<\/p>\n<h4><strong>Beginning with situations, not math<\/strong><\/h4>\n<p>Traditionally, in the first year of economics programs, students become deeply familiar with\u00a0<a href=\"https:\/\/www.sciencedirect.com\/topics\/economics-econometrics-and-finance\/neoclassical-economics\">economic theoretical ideas<\/a>\u00a0that are posited as scientifically neutral or \u201cvalue-free\u201d models. However, as scholars like\u00a0<a href=\"https:\/\/www.penguinrandomhouse.ca\/books\/536159\/economism-by-james-kwak\/9780525436287\">James Kwak<\/a>\u00a0and Komlos note, these theories are value-laden and promote\u00a0<a href=\"https:\/\/link.springer.com\/book\/10.1007\/978-3-031-74979-7\">neoliberal ideas<\/a>\u00a0that rest upon assuming the benefits of privatization, deregulation and small governments.<\/p>\n<p>To teach first-year economics, instead of beginning with mathematical theories, I begin with real-world situations students are familiar with that speak to economic realities. The approach is inspired by Komlos and by a former student,\u00a0<a href=\"https:\/\/ca.linkedin.com\/in\/declan-jensen-joyce-5830201a5\">Declan Jensen-Joyce<\/a>, who asked me to emphasize diverse perspectives and real-world content.<\/p>\n<p>I de-emphasize math at the introductory level, as many first-year students from varied disciplines (like business students majoring in accounting) have to take an introductory economics course. I emphasize a critical evaluation of mathematical models, an approach I sustain in advanced economics classes. Students who advance in economics are critically prepared to consider the limits of mathematical models.<\/p>\n<h4><strong>Economics for everyone<\/strong><\/h4>\n<p>The course I designed, \u201cEconomics for Everyone,\u201d is offered for undergraduate students and also for senior citizens as part of the\u00a0<a href=\"https:\/\/my-ella.com\/\">Edmonton Lifelong Learners Association<\/a>. The class centres issues of economic inequality, worker exploitation and systemic discrimination.<\/p>\n<p><a href=\"https:\/\/doi.org\/10.1504\/IJPEE.2020.116473\">I draw on<\/a>\u00a0mainstream (neoclassical) economic theory that emphasizes rationality, equilibrium and markets. I also draw on critiques of the field of economics from thinkers both\u00a0<a href=\"https:\/\/www.penguinrandomhouse.ca\/books\/751443\/technofeudalism-by-yanis-varoufakis\/9781685891237\">within economics<\/a>\u00a0and from disciplines like\u00a0<a href=\"https:\/\/www.jasonhickel.org\/less-is-more\">anthropology<\/a>,\u00a0<a href=\"https:\/\/www.ynharari.com\/book\/21-lessons-book\/\">philosophy<\/a>\u00a0and\u00a0<a href=\"https:\/\/formaclorimerbooks.ca\/product\/humans-the-300000-year-struggle-for-equality\/\">history<\/a>.<\/p>\n<p>Using popular stories to reinforce concepts and ideas when teaching economics isn\u2019t new. Especially since a seminal critique of the\u00a0<a href=\"https:\/\/www.jstor.org\/stable\/2118168\">\u201cchalk and talk\u201d<\/a>\u00a0method \u2014 lots of math on a blackboard combined with lecturing \u2014 there has been a surge\u00a0<a href=\"https:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=2612992\">of research<\/a>\u00a0involving the use of games, video clips, popular books\u00a0<a href=\"https:\/\/www.jstor.org\/stable\/48542462\">and other creative media<\/a>\u00a0to engage students.<\/p>\n<p>Such methods of instruction are based on the recognition that they make\u00a0<a href=\"http:\/\/dx.doi.org\/10.2139\/ssrn.2729251\">economic content more relatable<\/a>\u00a0and increase student interest,\u00a0<a href=\"https:\/\/doi.org\/10.3200\/JECE.37.4.406-417\">break up lectures<\/a>\u00a0and\u00a0<a href=\"https:\/\/libjournals.mtsu.edu\/index.php\/jfee\/article\/view\/2025\">reinforce learning<\/a>.<\/p>\n<h4><strong>Levelling the playing field<\/strong><\/h4>\n<p>The Disney message on Cinderella\u2019s 75th anniversary is just one perspective.<\/p>\n<p>In my class, I show a\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=wTmmVBDJycg\">video clip<\/a>\u00a0to discuss the role of both luck and the importance of equality of opportunity in Cinderella\u2019s happy ending. On the one hand, Cinderella\u2019s good looks gave her luck. On the other hand, her opportunities could have been thwarted had it not been for interventions from outsiders.<\/p>\n<p>For example, students learn that a\u00a0<a href=\"https:\/\/doi.org\/10.1111\/1467-8675.12787\">level playing field<\/a>\u00a0was created when the Grand Duke allows Cinderella to try the slipper despite the unfair tactics of her stepmother, Lady Tremaine.<br \/>\n<center><iframe width=\"699\" height=\"393\" src=\"https:\/\/www.youtube.com\/embed\/wTmmVBDJycg\" title=\"Cinderella Tries On the Glass Slipper | Disney Princess\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/center><\/p>\n<p>Selected\u00a0<a href=\"https:\/\/www.hetecon.net\/wp-content\/uploads\/2020\/06\/John-Komlos-Time-for-a-change.pdf\">works of Komlos<\/a>, as well as by philosopher\u00a0<a href=\"https:\/\/www.bostonreview.net\/forum\/forum-sandel-markets-morals\/\">Michael Sandel<\/a>\u00a0and political scientist\u00a0<a href=\"https:\/\/global.oup.com\/academic\/product\/against-inequality-9780197670408?cc=ca&amp;lang=en&amp;\">Tom Malleson<\/a>, accompany the message I endeavour to highlight to broach topics\u00a0<a href=\"https:\/\/doi.org\/10.1093\/acprof:oso\/9780199330102.003.0005\">like democratizing the market system<\/a>.<\/p>\n<h4><strong>Economic freedom<\/strong><\/h4>\n<p><em>Cinderella<\/em>\u00a0also allows us to recognize that people cannot exercise free choice unless they are\u00a0<a href=\"https:\/\/www.currentaffairs.org\/news\/2023\/06\/what-economic-freedom-would-look-like\">economically free<\/a>\u00a0\u2014 as in the case of Cinderella, who must follow orders so she doesn\u2019t end up on the streets.<\/p>\n<p>This is specifically true in the case of racialized people, specifically, as I discuss, Black communities in the United States, who obtained\u00a0<a href=\"https:\/\/books.core-econ.org\/insights\/persistent-racial-inequality-in-the-united-states\/03-a-brief-history-of-explicit-racial-discrimination-segregation-and-disenfranchisement-in-the-us.html\">freedom from legal bondage but continued to face economic constraints and hardship<\/a>\u00a0reinforced through many forms of white power, both violent and coercive.<\/p>\n<p>Through\u00a0<em>The Princess and The Frog<\/em>, a 2009 Disney musical, I consider the characters Tiana and Charlotte\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=wuyvuJDVsWU\">as children<\/a>\u00a0and as adults. I contrast the wealthy neighbourhood of Charlotte\u2019s (white) family and Tiana\u2019s neighbourhood of working-class Black families in order\u00a0<a href=\"https:\/\/doi.org\/10.1504\/ijpee.2025.10071086\">to teach the economics of racism<\/a>.<\/p>\n<p>This allows recognition of the\u00a0<a href=\"https:\/\/www.paecon.net\/PAEReview\/issue104\/Jahangir104.pdf\">systemic impact<\/a>\u00a0of neighbourhoods with poor schools and high unemployment on limiting upward social mobility. These themes also support discussing\u00a0<a href=\"https:\/\/doi.org\/10.1628\/fa-2021-0003\">covert racism in the discipline of economics<\/a>\u00a0and how communities and systems of governance can mitigate inequalities.<\/p>\n<h4><strong>How living standards emerge<\/strong><\/h4>\n<p><a href=\"https:\/\/www.paecon.net\/PAEReview\/issue103\/Jahangir103.pdf\">Teaching about <em>Pinocchio<\/em> also helps me<\/a>\u00a0critique the economic principle that living standards are based on productivity.<\/p>\n<p>For example, Stromboli enriches himself with gold coins by exploiting Pinocchio\u2019s labour and keeping him in a cage. Examining this story allows an opportunity to broach the\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=6NmxUDXP4LI\">mistreatment of poor migrant workers<\/a>\u00a0in the Middle East with dismal living conditions.<\/p>\n<p>Overall, various Disney animations allow me to broach real-world economic issues in a manner that captures the interest of students, young and old.<\/p>\n<p><em><strong>Author Bio:<\/strong> Junaid B. Jahangir is Associate Professor, Economics at MacEwan University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Disney celebrated the 75th anniversary of Cinderella in February this year, with the message that she didn\u2019t\u00a0just believe in dreams, but did something about them by going to the palace to get Prince Charming. The message emphasizes individual persistence for a happy ending, and projects popular ideas\u00a0often entrenched in how undergraduate students learn about economics\u00a0\u2014 [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/how-disney-classics-help-me-teach-real-world-economics\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[435444],"coauthors":[11733],"class_list":["post-77746","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-economic-issues"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>How Disney classics help me teach real-world economics - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-disney-classics-help-me-teach-real-world-economics\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How Disney classics help me teach real-world economics - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Disney celebrated the 75th anniversary of Cinderella in February this year, with the message that she didn\u2019t\u00a0just believe in dreams, but did something about them by going to the palace to get Prince Charming. The message emphasizes individual persistence for a happy ending, and projects popular ideas\u00a0often entrenched in how undergraduate students learn about economics\u00a0\u2014 [&hellip;]\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world.edu\/how-disney-classics-help-me-teach-real-world-economics\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:site_name\" content=\"World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"article:published_time\" content=\"2025-07-31T04:10:35+00:00\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:image\" content=\"https:\/\/world.edu\/wp-content\/uploads\/2025\/07\/Goofy.jpg\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:width\" content=\"680\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:height\" content=\"383\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"author\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data1\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" class=\"yoast-seo-meta-tag\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/\"},\"author\":{\"name\":\"Kevin\",\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"headline\":\"How Disney classics help me teach real-world economics\",\"datePublished\":\"2025-07-31T04:10:35+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/\"},\"wordCount\":1136,\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2025\\\/07\\\/Goofy.jpg\",\"keywords\":[\"economic issues\"],\"articleSection\":[\"Higher Education\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/\",\"url\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/\",\"name\":\"How Disney classics help me teach real-world economics - World leading higher education information and services\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2025\\\/07\\\/Goofy.jpg\",\"datePublished\":\"2025-07-31T04:10:35+00:00\",\"author\":{\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#primaryimage\",\"url\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2025\\\/07\\\/Goofy.jpg\",\"contentUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2025\\\/07\\\/Goofy.jpg\",\"width\":680,\"height\":383},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/world.edu\\\/how-disney-classics-help-me-teach-real-world-economics\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/world.edu\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"How Disney classics help me teach real-world economics\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/world.edu\\\/#website\",\"url\":\"https:\\\/\\\/world.edu\\\/\",\"name\":\"World leading higher education information and services\",\"description\":\"Global Higher Education Jobs, University jobs, Lecturer &amp; 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