Abstract
Monsters are all around us. Perhaps you’ve noticed. Stephanie Meyer’s tween vampire tetralogy, The Twilight Series, sold over 100 million copies after all, and films based on the novels grossed more than $3 billion at the box office (Renfrew, 2013). In 2013, AMC’s The Walking Dead—a zombie show, should the title prove elusive—was the highest-rated program on television (Nussbaum, 2013). Even so-called educational television channels have capitalized on monsters. In between saccharine programs highlighting America’s cutest animals and alarmist ones warning of predator attacks, Animal Planet has found a space for Finding Bigfoot. And the History Channel shows MonsterQuest alongside biographies of Jesus and JFK. We are, to be sure, captivated by the monstrous.
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Lewis, M.T. (2016). Transcending the Student Skin Bag: The Educational Implications of Monsters, Animals, and Machines. In: Rice, S., Rud, A.G. (eds) The Educational Significance of Human and Non-Human Animal Interactions. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137505255_4
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DOI: https://doi.org/10.1057/9781137505255_4
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