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Teaching culture
the long revolution in cultural studies
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This title has been withdrawn from general circulation, but we recognise it as still having some value to researchers and academics, as well as practitioners who wish to see how policy and practice have developed over the years. |
| Edited by Nannette Aldred and Martin Ryle ISBN 1 86201 045 5 1999 Other titles on Social Change |
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Cultural Studies has drawn upon and contributed to developments in feminist theory and pedagogy, Lesbian and Gay studies, the historical and visual culture, the sociology of ‘race’ and its representations, and post-colonial issues. This radicalism came from the marginalised settings in which the work was first developed, in extra-mural departments in the established universities and humanities departments in the former Polytechnics. This book traces the connections and tensions between the projects original aims and forms and its current settings, goals and methodologies.
Are class-based notions of emancipation which underlay the earlier work compatible with the later emphasis on difference and ‘the Other’? Can commitment to innovative, democratic ideals in pedagogy and curriculum survive institutionalisation? Is ‘mass higher education’ a realisation of earlier dreams, or have managerialism and neo-vocationalism those hopes for a critical education for all?
The authors feel that Cultural Studies must retain awareness of itself as historically constituted and mutable – a distinct perspective from which it criticises other academic disciples. For them, the teaching of culture is an active intervention, in which tutors and students work together to interpret the world in ways that can help us to change it.
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Reviews
‘…a substantial contribution to the ongoing debates surrounding the future of
cultural studies…a valuable volume.’
(Napier University Teaching Fellows Journal)
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Contents
| Introduction | Nannette Aldred and Martin Ryle | |
| PART 1. | Radical Projects | |
| Chapter 1. | Marginal occupations: adult education, cultural studies and social renewal | Tom Steele |
| Chapter 2. | 'Politics By Other Means?' Or, teaching cultural studies in the academy is a political practice | Richard Johnson |
| Chapter 3. | 'Relevant provision': the usefulness of cultural studies | Martin Ryle |
| Chapter 4. | The marginalisation of literature in the teaching of culture | Angeliki Spiropoulou |
| Chapter 5. | Relativism and utopianism: critical theory and cultural studies | Kate Soper |
| Chapter 6. | Whither cultural studies? | Jim McGuigan |
| PART 2. | Cultural Studies and its Others | |
| Chapter 7. | Teaching queerly: politics, pedagogy and identity in lesbian and gay studies | Andy Medhurst |
| Chapter 8. | Teaching women's studies: whose experience? | Jane Elliott |
| Chapter 9. | Cultural studies and cultural practice: an interview with Eddie Chambers | Nannette Aldred |
| Chapter 10. | A postcolonial pedagogy: questions of difference and the 'ethical horizon' | Christina Lupton and Heiko Henkel |
| Chapter 11. | The value of theory in defining culture in Northern Ireland | David Butler |
| Chapter 12. | Education for what? The politics of pedagogy in cultural studies | Alan O'Shea |
| Notes on contributors |
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