Popular Culture and Democratic Practice

Harvard Educational Review

Volumn 73, Issue 3, 2003, Pages 258-284

  Dolby, Nadine ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141685833     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.73.3.l225466l06204076     Document Type: Review

References (184)

1. On pleasure and popular culture, see Lawrence Grossberg, "Pedagogy in the Present: Politics, Postmodernity, and the Popular," in Popular Culture, Schooling and Everyday Life, ed. Henry Giroux and Roger Simon (Toronto: OISE Press, 1989), 91-115; and Henry Giroux, Disturbing Pleasures: Learning Popular Culture (New York: Routledge, 1994).
2. On pleasure and popular culture, see Lawrence Grossberg, "Pedagogy in the Present: Politics, Postmodernity, and the Popular," in Popular Culture, Schooling and Everyday Life, ed. Henry Giroux and Roger Simon (Toronto: OISE Press, 1989), 91-115; and Henry Giroux, Disturbing Pleasures: Learning Popular Culture (New York: Routledge, 1994).
3. Throughout this essay, I often refer to popular culture as a "site." Following the work of Michel Foucault, I do this deliberately to signal, as I have written elsewhere, "that popular culture ... is not a solid, fixed object, but instead an ever-changing network of movement, which is structured by and through apparatuses of power and is itself a result of struggle." Nadine Dolby, Constructing Race: Youth, Identity, and Popular Culture in South Africa (Albany: State University of New York Press, 2001), 14. On Foucault, discourse, and the concept of site, see Michel Foucault, The Archaeology of Knowledge and the Discourse on Language, trans. A. M. Sheridan Smith (New York: Pantheon, 1972).
4. Throughout this essay, I often refer to popular culture as a "site." Following the work of Michel Foucault, I do this deliberately to signal, as I have written elsewhere, "that popular culture ... is not a solid, fixed object, but instead an ever-changing network of movement, which is structured by and through apparatuses of power and is itself a result of struggle." Nadine Dolby, Constructing Race: Youth, Identity, and Popular Culture in South Africa (Albany: State University of New York Press, 2001), 14. On Foucault, discourse, and the concept of site, see Michel Foucault, The Archaeology of Knowledge and the Discourse on Language, trans. A. M. Sheridan Smith (New York: Pantheon, 1972).
5. See Chris Richards, "Live through This: Music, Adolescence and Autobiography," in Sound Identities: Popular Music and the Cultural Politics of Education, ed. Cameron McCarthy, Glenn Hudak, Shawn Miklaucic, and Paula Saukko (New York: Peter Lang, 1999), 255-288.
6. Tony Bennett, "The Politics of the 'Popular' and Popular Culture," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), 8. John Storey presents a more comprehensive and detailed historical overview of popular culture than is possible here in An Introductory Guide to Cultural Theory and Popular Culture (Athens: University of Georgia Press, 1993).
7. Tony Bennett, "The Politics of the 'Popular' and Popular Culture," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), 8. John Storey presents a more comprehensive and detailed historical overview of popular culture than is possible here in An Introductory Guide to Cultural Theory and Popular Culture (Athens: University of Georgia Press, 1993).
8. Matthew Arnold, Culture and Anarchy: An Essay in Political and Social Criticism (London: Smith, Elder and Co., 1869), viii.
9. See for example, William Bennett, The Book of Virtues (New York: Simon and Schuster, 1994); Henry Louis Gates, Loose Canons: Notes on the Cultural Wars (New York: Oxford University Press, 1992); E. D. Hirsch, Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987); Cameron McCarthy, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44 (1994), 81-98; and Cameron McCarthy, The Uses of Culture: Education and the Limits of Ethnic Affiliation (New York: Routledge, 1998).
10. See for example, William Bennett, The Book of Virtues (New York: Simon and Schuster, 1994); Henry Louis Gates, Loose Canons: Notes on the Cultural Wars (New York: Oxford University Press, 1992); E. D. Hirsch, Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987); Cameron McCarthy, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44 (1994), 81-98; and Cameron McCarthy, The Uses of Culture: Education and the Limits of Ethnic Affiliation (New York: Routledge, 1998).
11. See for example, William Bennett, The Book of Virtues (New York: Simon and Schuster, 1994); Henry Louis Gates, Loose Canons: Notes on the Cultural Wars (New York: Oxford University Press, 1992); E. D. Hirsch, Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987); Cameron McCarthy, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44 (1994), 81-98; and Cameron McCarthy, The Uses of Culture: Education and the Limits of Ethnic Affiliation (New York: Routledge, 1998).
12. See for example, William Bennett, The Book of Virtues (New York: Simon and Schuster, 1994); Henry Louis Gates, Loose Canons: Notes on the Cultural Wars (New York: Oxford University Press, 1992); E. D. Hirsch, Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987); Cameron McCarthy, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44 (1994), 81-98; and Cameron McCarthy, The Uses of Culture: Education and the Limits of Ethnic Affiliation (New York: Routledge, 1998).
13. See for example, William Bennett, The Book of Virtues (New York: Simon and Schuster, 1994); Henry Louis Gates, Loose Canons: Notes on the Cultural Wars (New York: Oxford University Press, 1992); E. D. Hirsch, Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987); Cameron McCarthy, "Multicultural Discourses and Curriculum Reform: A Critical Perspective," Educational Theory, 44 (1994), 81-98; and Cameron McCarthy, The Uses of Culture: Education and the Limits of Ethnic Affiliation (New York: Routledge, 1998).
14. On taste, see Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste, trans. Richard Nice (Cambridge, MA: Harvard University Press, 1984). For analysis of Bourdieu and taste, see David Swartz, Culture and Power: The Sociology of Pierre Bourdieu (Chicago: University of Chicago Press, 1997); and MarkFenster, "The Problem of Taste within the Problematic of Culture," Communication Theory, 1 (1991), 87-105.
15. On taste, see Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste, trans. Richard Nice (Cambridge, MA: Harvard University Press, 1984). For analysis of Bourdieu and taste, see David Swartz, Culture and Power: The Sociology of Pierre Bourdieu (Chicago: University of Chicago Press, 1997); and MarkFenster, "The Problem of Taste within the Problematic of Culture," Communication Theory, 1 (1991), 87-105.
16. On taste, see Pierre Bourdieu, Distinction: A Social Critique of the Judgement of Taste, trans. Richard Nice (Cambridge, MA: Harvard University Press, 1984). For analysis of Bourdieu and taste, see David Swartz, Culture and Power: The Sociology of Pierre Bourdieu (Chicago: University of Chicago Press, 1997); and MarkFenster, "The Problem of Taste within the Problematic of Culture," Communication Theory, 1 (1991), 87-105.
17. On the creation of "high" and "low" culture in the American context, see Lawrence Levine, Highbrow/Lowbrow: The Emergence of Cultural Hierarchy in America (Cambridge, MA: Harvard University Press, 1988).
18. Stuart Hall, "Notes on Deconstructing 'the Popular,'" in People's History and Socialist Theory, ed. Raphael Samuel (London: Routledge and Kegan Paul, 1981), 227-240.
19. Greg Dimitriadis and Cameron McCarthy, Reading and Teaching the Postcolonial: From Baldwin to Basquiat and Beyond (New York: Teachers College Press, 2001), 18. Dimitriadis and McCarthy's text is an excellent introduction to postcolonial perspectives, and the relationship between art, culture, and society. The significance of critical theory (and other theoretical positions) to educational thought is thoroughly discussed in Raymond Morrow and Carlos Torres, Social Theory and Education: A Critique of Theories of Social and Cultural Reproduction (Albany: State University of New York Press, 1995).
20. Greg Dimitriadis and Cameron McCarthy, Reading and Teaching the Postcolonial: From Baldwin to Basquiat and Beyond (New York: Teachers College Press, 2001), 18. Dimitriadis and McCarthy's text is an excellent introduction to postcolonial perspectives, and the relationship between art, culture, and society. The significance of critical theory (and other theoretical positions) to educational thought is thoroughly discussed in Raymond Morrow and Carlos Torres, Social Theory and Education: A Critique of Theories of Social and Cultural Reproduction (Albany: State University of New York Press, 1995).
21. Theodor W. Adorno, "Culture Industry Reconsidered," New German Critique, 6 (1975), 18. See also Max Horkheimer and Theodor W. Adorno, Dialectics of Enlightenment (1944; rpt. New York: Herder and Herder, 1972). Horkheimer and Adorno's writings on mass culture are also widely excerpted and reprinted in introductory texts and edited collections. See, for example, Nigel Gibson and Andrew Rubin, eds., Adorno: A Critical Reader (Malden, MA: Blackwell, 2002).
22. Theodor W. Adorno, "Culture Industry Reconsidered," New German Critique, 6 (1975), 18. See also Max Horkheimer and Theodor W. Adorno, Dialectics of Enlightenment (1944; rpt. New York: Herder and Herder, 1972). Horkheimer and Adorno's writings on mass culture are also widely excerpted and reprinted in introductory texts and edited collections. See, for example, Nigel Gibson and Andrew Rubin, eds., Adorno: A Critical Reader (Malden, MA: Blackwell, 2002).
23. Theodor W. Adorno, "Culture Industry Reconsidered," New German Critique, 6 (1975), 18. See also Max Horkheimer and Theodor W. Adorno, Dialectics of Enlightenment (1944; rpt. New York: Herder and Herder, 1972). Horkheimer and Adorno's writings on mass culture are also widely excerpted and reprinted in introductory texts and edited collections. See, for example, Nigel Gibson and Andrew Rubin, eds., Adorno: A Critical Reader (Malden, MA: Blackwell, 2002).
24. While the Frankfurt School of critical theory began in Germany, many of its key figures were forced to flee to the United States and elsewhere in the 1930s.
25. Walter Benjamin, "The Work of Art in the Age of Mechanical Reproduction," in Illuminations: Essays and Reflections, trans. H. Zohn (New York: Schocken Books, 1968), 217-242.
26. See Henry Giroux, Border Crossing: Cultural Workers and the Politics of Education (New York: Routledge, 1992), particularly chapter eight, coauthored with Roger Simon.
27. As Giroux rightly notes in Border Crossing, the most significant example of this type of scholarship can be found in the Journal of Popular Culture, published by the Center for Popular Culture Studies at Bowling Green State University.
28. Dimitriadis and McCarthy also discuss a third position, postmodernism. See Reading and Teaching the Postcolonial, 18-19.
29. Hall, "Notes on Deconstructing 'the Popular,'" 232. Emphasis by the author.
30. McCarthy, The Uses of Culture, 37.
31. The concept of "celebration" is discussed later in the essay, and in Cameron McCarthy, Glenn Hudak, Shawn Miklaucic, and Paula Saukko, Sound Identities: Popular Music and the Cultural Politics of Education (New York: Peter Lang, 1999).
32. On identity in cultural studies, see Stuart Hall, "The Question of Cultural Identity," in Modernity and Its Futures, ed. Stuart Hall, David Held, and Anthony McGrew (Cambridge, Eng: Polity Press), 273-325; Stuart Hall and Paul duGay, eds., Questions of Cultural Identity (London: Sage, 1996); and The Identity in Question, John Rajchman, ed. (London: Routledge, 1995).
33. On identity in cultural studies, see Stuart Hall, "The Question of Cultural Identity," in Modernity and Its Futures, ed. Stuart Hall, David Held, and Anthony McGrew (Cambridge, Eng: Polity Press), 273-325; Stuart Hall and Paul duGay, eds., Questions of Cultural Identity (London: Sage, 1996); and The Identity in Question, John Rajchman, ed. (London: Routledge, 1995).
34. On identity in cultural studies, see Stuart Hall, "The Question of Cultural Identity," in Modernity and Its Futures, ed. Stuart Hall, David Held, and Anthony McGrew (Cambridge, Eng: Polity Press), 273-325; Stuart Hall and Paul duGay, eds., Questions of Cultural Identity (London: Sage, 1996); and The Identity in Question, John Rajchman, ed. (London: Routledge, 1995).
35. A similar point could be made about other identifications, such as race. See Stanley Aronowitz, "Reflections on Identity," in Rajchman, The Identity in Question, 111-144. Lois Weis' work also examines the ruptures and differences in the working class in an American context. See Working Class without Work: High School Students in a De-industrializing Economy (New York: Routledge, 1991), and, more recently, "Revisiting a 1980s 'Moment of Critique': Class, Gender and the New Economy," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002.
36. A similar point could be made about other identifications, such as race. See Stanley Aronowitz, "Reflections on Identity," in Rajchman, The Identity in Question, 111-144. Lois Weis' work also examines the ruptures and differences in the working class in an American context. See Working Class without Work: High School Students in a De-industrializing Economy (New York: Routledge, 1991), and, more recently, "Revisiting a 1980s 'Moment of Critique': Class, Gender and the New Economy," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002.
37. A similar point could be made about other identifications, such as race. See Stanley Aronowitz, "Reflections on Identity," in Rajchman, The Identity in Question, 111-144. Lois Weis' work also examines the ruptures and differences in the working class in an American context. See Working Class without Work: High School Students in a De-industrializing Economy (New York: Routledge, 1991), and, more recently, "Revisiting a 1980s 'Moment of Critique': Class, Gender and the New Economy," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002.
38. E. P. Thompson, The Making of the English Working Class (Harmondsworth, Eng.: Penguin, 1980).
39. Raymond Williams is perhaps the most influential scholar of this century in the field of cultural studies. A full examination of his work is beyond the scope of this essay. See, for example, The Long Revolution (Harmondsworth, Eng.: Penguin, 1965) and Culture and Society (Harmondsworth, Eng.: Penguin, 1963). In addition to the work of Williams and Thompson, Richard Hoggart's The Uses of Literacy (Harmondsworth, Eng.: Penguin, 1965) is also considered a founding text of cultural studies.
40. Raymond Williams is perhaps the most influential scholar of this century in the field of cultural studies. A full examination of his work is beyond the scope of this essay. See, for example, The Long Revolution (Harmondsworth, Eng.: Penguin, 1965) and Culture and Society (Harmondsworth, Eng.: Penguin, 1963). In addition to the work of Williams and Thompson, Richard Hoggart's The Uses of Literacy (Harmondsworth, Eng.: Penguin, 1965) is also considered a founding text of cultural studies.
41. Raymond Williams is perhaps the most influential scholar of this century in the field of cultural studies. A full examination of his work is beyond the scope of this essay. See, for example, The Long Revolution (Harmondsworth, Eng.: Penguin, 1965) and Culture and Society (Harmondsworth, Eng.: Penguin, 1963). In addition to the work of Williams and Thompson, Richard Hoggart's The Uses of Literacy (Harmondsworth, Eng.: Penguin, 1965) is also considered a founding text of cultural studies.
42. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
43. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
44. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
45. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
46. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
47. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
48. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
49. Most notably, Stuart Hall, Dick Hebdige, Tony Bennett, and Henry Giroux. See, for example, Hall, "Notes on Deconstructing 'the Popular'"; Dick Hebdige, Subculture: The Meaning of Style (London: Methuen, 1970); Bennett, "Introduction: Popular Culture and the Turn to Gramsci," in Popular Culture and Social Relations, ed. Tony Bennett, Colin Mercer, and Janet Woollacott (Milton Keynes, Eng.: Open University Press, 1980), xi-xix; Henry Giroux, "Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci," Educational Theory, 49 (1999), 1-19. Gramsci was also a primary influence on the work of scholars associated with the Birmingham School, discussed later in this article. The literature on Gramsci is extensive, and has been influential in the vast majority of fields in the social sciences and humanities. Ernesto Laclau and Chantal Mouffe are perhaps the most prominent Gramscian scholars. Among other publications, see Laclau and Mouffe, Hegemony and Socialist Strategy: Towards a Radical Democratic Politics (London: Verso, 2001). Gramsci's own writings have been published and reprinted in numerous publications, most prominently, Antonio Gramsci, Selections from the Prison Notebooks (London: Lawrence and Wishart, 1970). See also David Forgacs, ed., An Antonio Gramsci Reader (New York: Schocken, 1988), and David Forgacs and Geoffrey Nowell-Smith, eds., Antonio Gramsci: Selections from Cultural Writings (London: Lawrence and Wishart, 1970).
50. Within cultural studies, this type of analysis is often referred to as articulation. See Jennifer Daryl Stack, "The Theory and Method of Articulation in Cultural Studies," in Stuart Hall: Critical Dialogues in Cultural Studies, ed. David Morley and Kuan-Hsing Chen (London: Routledge, 1996), 112-127; and Lawrence Grossberg, "On Postmodernism and Articulation: Stuart Hall and Cultural Studies," also in Morley and Chen, Stuart Hall, 131-150.
51. Within cultural studies, this type of analysis is often referred to as articulation. See Jennifer Daryl Stack, "The Theory and Method of Articulation in Cultural Studies," in Stuart Hall: Critical Dialogues in Cultural Studies, ed. David Morley and Kuan-Hsing Chen (London: Routledge, 1996), 112-127; and Lawrence Grossberg, "On Postmodernism and Articulation: Stuart Hall and Cultural Studies," also in Morley and Chen, Stuart Hall, 131-150.
52. Grossberg, "Pedagogy in the Present," 94.
53. Bennett, "Introduction: Popular Culture and the Turn to Gramsci," xvi.
54. Hall, "Notes on Deconstructing 'the Popular,'" 235.
55. Hall, "Notes on Deconstructing 'the Popular,'" 235.
56. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman & Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music & Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
57. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman & Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music & Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
58. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman & Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music & Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
59. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman & Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music & Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
60. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman & Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music & Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
61. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman & Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music & Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
62. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
63. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
64. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
65. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
66. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
67. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
68. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and includes a significant percentage of the field of cultural studies. For examples, see Lawrence Grossberg, Cary Nelson, and Paula Treichler, eds., Cultural Studies (New York: Routledge, 1992); and Rob Nixon, Homelands, Harlem and Hollywood: South African Culture and the World Beyond (New York: Routledge, 1994). bell hooks has also published widely on popular culture, including Black Looks: Race and Representation (Boston: South End Press, 1992) and Outlaw Culture: Resisting Representation (New York: Routledge, 1994). Girls' culture has also become a significant focus in the field of English, though collected works often span the humanities. See, for example, Sherrie A. Inness, ed., Millennium Girls: Today's Girls around the World (Lanham, MD: Rowman &Littlefield, 1998). Much of the writing on popular culture in history can be located in the growing field of consumer culture studies. See, for example, Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). The Journal of Popular Culture also often includes historical analysis of popular culture. See also George Lipsitz, Time Passages: Collective Memory and American Culture (Minneapolis: University of Minnesota Press, 1990). Three strong collections that span several fields are Nicholas B. Dirks, Geoff Eley, and Sherry Ortner, eds., Culture/Power/History: A Reader in Contemporary Social Theory (Princeton, NJ: Princeton University Press, 1994); Gina Dent, ed., Black Popular Culture (Seattle: Bay Press, 1992); and Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music &Youth Culture (New York: Routledge, 1994). Significant journals in the field include Cultural Studies; Social Text; Public Culture; Media, Culture, and Society; Screen; and New Formation.
69. In religion, for example, see Wade Roof, Spiritual Marketplace (Princeton, NJ: Princeton University Press, 1999); and Marjorie Garber and Rebecca Walkowitz, eds., One Nation Under God: Religion and American Culture (New York: Routledge, 1999). The literature in English is extensive, and
70. A representative sample of Giroux's work includes Disturbing Pleasures, Fugitive Cultures: Race, Violence, and Youth (New York: Routledge, 1996); Impure Acts: The Practical Politics of Cultural Studies (New York: Routledge, 2000); The Mouse That Roared: Disney and the End of Innocence (Lanham, MD: Rowman &Littlefield, 1999); Channel Surfing: Racism, the Media, and the Destruction of Today's Youth (New York: St. Martin's Press, 1997); and "Doing Cultural Studies: Youth and the Challenge of Pedagogy," Harvard Educational Review, 64 (1994), 278-307.
71. A representative sample of Giroux's work includes Disturbing Pleasures, Fugitive Cultures: Race, Violence, and Youth (New York: Routledge, 1996); Impure Acts: The Practical Politics of Cultural Studies (New York: Routledge, 2000); The Mouse That Roared: Disney and the End of Innocence (Lanham, MD: Rowman &Littlefield, 1999); Channel Surfing: Racism, the Media, and the Destruction of Today's Youth (New York: St. Martin's Press, 1997); and "Doing Cultural Studies: Youth and the Challenge of Pedagogy," Harvard Educational Review, 64 (1994), 278-307.
72. A representative sample of Giroux's work includes Disturbing Pleasures, Fugitive Cultures: Race, Violence, and Youth (New York: Routledge, 1996); Impure Acts: The Practical Politics of Cultural Studies (New York: Routledge, 2000); The Mouse That Roared: Disney and the End of Innocence (Lanham, MD: Rowman &Littlefield, 1999); Channel Surfing: Racism, the Media, and the Destruction of Today's Youth (New York: St. Martin's Press, 1997); and "Doing Cultural Studies: Youth and the Challenge of Pedagogy," Harvard Educational Review, 64 (1994), 278-307.
73. A representative sample of Giroux's work includes Disturbing Pleasures, Fugitive Cultures: Race, Violence, and Youth (New York: Routledge, 1996); Impure Acts: The Practical Politics of Cultural Studies (New York: Routledge, 2000); The Mouse That Roared: Disney and the End of Innocence (Lanham, MD: Rowman &Littlefield, 1999); Channel Surfing: Racism, the Media, and the Destruction of Today's Youth (New York: St. Martin's Press, 1997); and "Doing Cultural Studies: Youth and the Challenge of Pedagogy," Harvard Educational Review, 64 (1994), 278-307.
74. A representative sample of Giroux's work includes Disturbing Pleasures, Fugitive Cultures: Race, Violence, and Youth (New York: Routledge, 1996); Impure Acts: The Practical Politics of Cultural Studies (New York: Routledge, 2000); The Mouse That Roared: Disney and the End of Innocence (Lanham, MD: Rowman &Littlefield, 1999); Channel Surfing: Racism, the Media, and the Destruction of Today's Youth (New York: St. Martin's Press, 1997); and "Doing Cultural Studies: Youth and the Challenge of Pedagogy," Harvard Educational Review, 64 (1994), 278-307.
75. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
76. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
77. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
78. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
79. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
80. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
81. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
82. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
83. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
84. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
85. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
86. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
87. Shirley Steinberg and Joe Kincheloe, eds., Kinderculture: The Corporate Construction of Childhood (Boulder, CO: Westview Press, 1997); McCarthy, The Uses of Culture; McCarthy, et al., eds., Sound Identities: Popular Music and the Cultural Politics of Education; Giroux and Simon, eds., Popular Culture, Schooling, and Everyday Life; McCarthy et al., "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security," Cultural Studies, 11 (1997), 272-295; Anne Haas Dyson, Writing Superheroes (New York: Teachers College Press, 1997) and The Brothers and Sisters Learn to Write: Popular Literacies in Childhood and School Cultures (New York: Teachers College Press, 2002) (see also Dyson in this issue); and Peter McLaren, Rethinking Media Literacy: A Critical Pedagogy of Representation (New York: Peter Lang, 1995). See also James Schwoch, Mimi White, and Susan Reilly, Media Knowledge: Readings in Popular Culture, Pedagogy, and Critical Citizenship (Albany: State University of New York Press, 1992). Though not located solely in the field of education, both Angela McRobbie and Douglas Kellner have had significant influence on educational scholars. See McRobbie, Postmodernism and Popular Culture (New York: Routledge, 1994) and Back to Reality? Social Experience and Cultural Studies (New York: St. Martin's Press, 1997), and Kellner, Media Culture: Cultural Studies, Identity, and Politics between the Modern and the Postmodern (New York: Routledge, 1995) (see also Trend in this issue). There is also, of course, a significant emphasis on the analysis of popular culture in media and communication studies. See, for example, Marsha Kinder, ed., Kids' Media Culture (Durham, NC: Duke University Press, 1999) and Buckingham in this volume.
88. Paul Willis, Common Culture (Milton Keynes, Eng.: Open University Press, 1990), 147.
89. "Anxiety" critics can be found across the political spectrum in the United States, not just among conservatives. For example, mainstream liberal Democrat Tipper Gore and the Parents' Music Resource Center attempted to regulate rock music in the 1980s. See Jonathan Sterne, "Going Public: Rock Aesthetics in the American Political Field," in McCarthy et al., Sound Identities, 289-313. From the perspective of the Left, anxiety is evident in some of the essays in Steinberg and Kincheloe, Kinderculture, and in the journal Rethinking Schools. Anxiety is not an irrelevant perspective, particularly when it is connected to larger structural issues. However, the "discovery" of racism, sexism, and other forms of oppression in popular culture is no longer news, and it appears that critique is doing little to actually change that reality. Grossberg and others argue that this suggests that reality is messier and more complicated than anxiety positions allow. For a sustained discussion of the various theoretical positions exemplified in Sound Identities, see Nadine Dolby's book review of Sound Identities: Popular Music and the Cultural Politics of Education, Harvard Educational Review, 71 (2001), 742-751.
90. "Anxiety" critics can be found across the political spectrum in the United States, not just among conservatives. For example, mainstream liberal Democrat Tipper Gore and the Parents' Music Resource Center attempted to regulate rock music in the 1980s. See Jonathan Sterne, "Going Public: Rock Aesthetics in the American Political Field," in McCarthy et al., Sound Identities, 289-313. From the perspective of the Left, anxiety is evident in some of the essays in Steinberg and Kincheloe, Kinderculture, and in the journal Rethinking Schools. Anxiety is not an irrelevant perspective, particularly when it is connected to larger structural issues. However, the "discovery" of racism, sexism, and other forms of oppression in popular culture is no longer news, and it appears that critique is doing little to actually change that reality. Grossberg and others argue that this suggests that reality is messier and more complicated than anxiety positions allow. For a sustained discussion of the various theoretical positions exemplified in Sound Identities, see Nadine Dolby's book review of Sound Identities: Popular Music and the Cultural Politics of Education, Harvard Educational Review, 71 (2001), 742-751.
91. "Anxiety" critics can be found across the political spectrum in the United States, not just among conservatives. For example, mainstream liberal Democrat Tipper Gore and the Parents' Music Resource Center attempted to regulate rock music in the 1980s. See Jonathan Sterne, "Going Public: Rock Aesthetics in the American Political Field," in McCarthy et al., Sound Identities, 289-313. From the perspective of the Left, anxiety is evident in some of the essays in Steinberg and Kincheloe, Kinderculture, and in the journal Rethinking Schools. Anxiety is not an irrelevant perspective, particularly when it is connected to larger structural issues. However, the "discovery" of racism, sexism, and other forms of oppression in popular culture is no longer news, and it appears that critique is doing little to actually change that reality. Grossberg and others argue that this suggests that reality is messier and more complicated than anxiety positions allow. For a sustained discussion of the various theoretical positions exemplified in Sound Identities, see Nadine Dolby's book review of Sound Identities: Popular Music and the Cultural Politics of Education, Harvard Educational Review, 71 (2001), 742-751.
92. John Fiske is often cited as an example of the celebratory, noncritical approach to the study of popular culture. See, for example, Understanding Popular Culture (Boston: Unwin Hyman, 1989).
93. For an example of this type of analysis, see Greg Dimitriadis and Cameron McCarthy, "Stranger in the Village: James Baldwin, Popular Culture, and the Ties that Bind," Qualitative Inquiry, 6(2000), 171-187.
94. Janice Radway, Reading the Romance: Women, Patriarchy, and Popular Literature (Chapel Hill: University of North Carolina Press, 1984).
95. See Ien Ang, Watching Dallas: Soap Opera and the Melodramatic Imagination (London: Methuen, 1985). Similar analyses abound in journals such as Media, Culture, and Society and Cultural Studies.
96. Stuart Hall, "Encoding and Decoding in the Media Discourse," Stencilled Paper, 7 (Birmingham, Eng.: Centre for Contemporary Cultural Studies, 1973). The essay has been reprinted in numerous collections, including Simon During, ed., The Cultural Studies Reader (London: Routledge, 1993), 90-103.
97. See, for example, "The Delinquents: Censorship and Youth Culture in Recent U.S. History," History of Education Quarterly, 37 (1997), 251-270. In addition to delinquency, there was concern that youth cultural practices would lead to moral trangressions, such as premaritial and interracial sexual relationships. The history of rock'n'roll is certainly one instance of this. See Michael Sturma, "The Politics of Dancing: When Rock'n'Roll Came to Australia," Journal of Popular Culture, 25 (1992), 123-146. As Sturma argues, rock'n'roll was seen as transgressive until the arrival of television, which domesticated the music and associated practices.
98. See, for example, "The Delinquents: Censorship and Youth Culture in Recent U.S. History," History of Education Quarterly, 37 (1997), 251-270. In addition to delinquency, there was concern that youth cultural practices would lead to moral trangressions, such as premaritial and interracial sexual relationships. The history of rock'n'roll is certainly one instance of this. See Michael Sturma, "The Politics of Dancing: When Rock'n'Roll Came to Australia," Journal of Popular Culture, 25 (1992), 123-146. As Sturma argues, rock'n'roll was seen as transgressive until the arrival of television, which domesticated the music and associated practices.
99. An excellent visual resource that describes, analyzes, and represents the range of sub-culture styles throughout the twentieth century is Ted Polhemus, Streetstyle: From Side-walk to Catwalk (New York: Thames and Hudson, 1994). Originally written as a companion to the exhibit "Streetstyle" at the Victoria and Albert Museum in London in 1994-1995, the book is an invaluable overview of forty youth subculture styles from zoot suits to technos and cyberpunks. The book also includes a visual timeline and further reading on each subculture.
100. Dick Hebdige, Subculture: The Meaning of Style (London: Routledge, 1979) ; Stuart Hall and Tony Jefferson, eds., Resistance Through Rituals: Youth Subcultures in Post-War Britain (Milton Keynes, Eng.: Open University Press, 1975). For a comprehensive overview of the field of youth culture research in the British and European context, see Christine Griffin, "Imagining New Narratives of Youth: Youth Research, the 'New Europe' and Global Youth Culture," Childhood, 8 (2001), 147-166. From an anthropological perspective, see Mary Bucholz's literature review, "Youth and Cultural Practice," Annual Review of Anthropology, 31 (2002), 525-552.
101. Dick Hebdige, Subculture: The Meaning of Style (London: Routledge, 1979) ; Stuart Hall and Tony Jefferson, eds., Resistance Through Rituals: Youth Subcultures in Post-War Britain (Milton Keynes, Eng.: Open University Press, 1975). For a comprehensive overview of the field of youth culture research in the British and European context, see Christine Griffin, "Imagining New Narratives of Youth: Youth Research, the 'New Europe' and Global Youth Culture," Childhood, 8 (2001), 147-166. From an anthropological perspective, see Mary Bucholz's literature review, "Youth and Cultural Practice," Annual Review of Anthropology, 31 (2002), 525-552.
102. Dick Hebdige, Subculture: The Meaning of Style (London: Routledge, 1979) ; Stuart Hall and Tony Jefferson, eds., Resistance Through Rituals: Youth Subcultures in Post-War Britain (Milton Keynes, Eng.: Open University Press, 1975). For a comprehensive overview of the field of youth culture research in the British and European context, see Christine Griffin, "Imagining New Narratives of Youth: Youth Research, the 'New Europe' and Global Youth Culture," Childhood, 8 (2001), 147-166. From an anthropological perspective, see Mary Bucholz's literature review, "Youth and Cultural Practice," Annual Review of Anthropology, 31 (2002), 525-552.
103. Dick Hebdige, Subculture: The Meaning of Style (London: Routledge, 1979) ; Stuart Hall and Tony Jefferson, eds., Resistance Through Rituals: Youth Subcultures in Post-War Britain (Milton Keynes, Eng.: Open University Press, 1975). For a comprehensive overview of the field of youth culture research in the British and European context, see Christine Griffin, "Imagining New Narratives of Youth: Youth Research, the 'New Europe' and Global Youth Culture," Childhood, 8 (2001), 147-166. From an anthropological perspective, see Mary Bucholz's literature review, "Youth and Cultural Practice," Annual Review of Anthropology, 31 (2002), 525-552.
104. Griffin, "Imagining New Narratives of Youth," 148.
105. See Polhemus, Streetstyle.
106. A representative collection, which encompasses multiple fields, genres, and theoretical perspectives, is Ken Gelder and Sarah Thornton, eds., The Subcultures Reader (London: Routledge, 1997). Rooted in the Birmingham School, Gelder and Thornton also anthologize writings by the Chicago School and link its tradition of sociological research to youth subculture analysis.
107. Paul Willis, Learning to Labour: How Working Class Kids Get Working Class Jobs (Farnborough, Eng.: Saxon House, 1977).
108. Angela McRobbie, Feminism and Youth Culture: From Jackie to Just Seventeen (London: Macmillan, 1991); Angela McRobbie and Jenny Garber, "Girls and Subcultures," in Resistance through Rituals, ed. Stuart Hall and Tony Jefferson (Milton Keynes, Eng.: Open University Press, 1975), 209-222.
109. Angela McRobbie, Feminism and Youth Culture: From Jackie to Just Seventeen (London: Macmillan, 1991); Angela McRobbie and Jenny Garber, "Girls and Subcultures," in Resistance through Rituals, ed. Stuart Hall and Tony Jefferson (Milton Keynes, Eng.: Open University Press, 1975), 209-222.
110. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
111. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
112. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
113. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
114. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
115. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
116. Christine Griffin's study, Typical Girls? Young Women from School to the Job Market (London: Routledge and Kegan Paul, 1985), followed closely on the publication of Willis' Learning to Labour. In the United States, Lois Weis' Working Class without Work examined the lives of working-class youth in a markedly different economic environment than the one studied by Willis. For overviews of contemporary youth culture research, see Verad Amit and Helena Wulff, Youth Cultures: A Cross-Cultural Perspective (London: Routledge, 1995); and Tracey Skelton and Gill Valentine, Cool Places: Geographies of Youth Culture (London: Routledge, 1997). A contemporary example of subculture research is Sarah Thornton, Club Cultures: Music, Media and Subculture Capital (Oxford, Eng.: Polity Press, 1995). Christine Griffin's Representations of Youth: The Study of Youth and Adolescence in Britain and America (Oxford, Eng.: Polity Press, 1993) also provides a useful introduction. For a historical perspective on American youth cultures, see Joe Austin and Micheal Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America (New York: New York University Press, 1998), and Sherrie A. Inness, ed., Delinquents and Debutantes: Twentieth-Century American Girls' Culture (New York: New York University Press, 1998).
117. Willis, Common Culture, 136.
118. See Griffin, "Imagining New Narratives of Youth," for discussion. In short, both post-structuralism and postmodernism questioned the "master narratives" that underlie Marxism and other systems of analysis, and the search for "truth" in the social sciences. Ethnographic and qualitative research was further shaken by postcolonial challenges to the validity of studying "the other," and questions about the legitimacy of the researcher's voice and perspective. These issues continue to be valid and important challenges to social science research today.
119. Lawrence Grossberg, "Identity and Cultural Studies: Is That All There Is?" in Questions of Cultural Identify ed. Stuart Hall and Paul du Gay (Thousand Oaks, CA: Sage, 1996), 100.
120. In this case, democracy was "unavailable" as many voters, largely African American, were denied the right to vote. Such patterns of discrimination and limited democratic access have a long history in American politics.
121. Cornel West, Race Matters (New York: Vintage Books, 1994), 19.
122. For critiques of liberal democratic theory, discussions of radical democratic theory, and comparisons between the two, see Anna Marie Smith, Laclau and Mouffe: The Radical Democratic Imaginary (london: Routledge, 1998), Chantal Mouffe, The Democratic Paradox (london: Verso, 2000), and David Trend, Radical Democracy: Identity, Citizenship, and the State (new York: Routledge, 1996), especially Chantal Mouffe, "radical Democracy or Liberal Democracy?" 19-26.
123. For critiques of liberal democratic theory, discussions of radical democratic theory, and comparisons between the two, see Anna Marie Smith, Laclau and Mouffe: The Radical Democratic Imaginary (london: Routledge, 1998), Chantal Mouffe, The Democratic Paradox (london: Verso, 2000), and David Trend, Radical Democracy: Identity, Citizenship, and the State (new York: Routledge, 1996), especially Chantal Mouffe, "radical Democracy or Liberal Democracy?" 19-26.
124. For critiques of liberal democratic theory, discussions of radical democratic theory, and comparisons between the two, see Anna Marie Smith, Laclau and Mouffe: The Radical Democratic Imaginary (london: Routledge, 1998), Chantal Mouffe, The Democratic Paradox (london: Verso, 2000), and David Trend, Radical Democracy: Identity, Citizenship, and the State (new York: Routledge, 1996), especially Chantal Mouffe, "radical Democracy or Liberal Democracy?" 19-26.
125. For critiques of liberal democratic theory, discussions of radical democratic theory, and comparisons between the two, see Anna Marie Smith, Laclau and Mouffe: The Radical Democratic Imaginary (london: Routledge, 1998), Chantal Mouffe, The Democratic Paradox (london: Verso, 2000), and David Trend, Radical Democracy: Identity, Citizenship, and the State (new York: Routledge, 1996), especially Chantal Mouffe, "radical Democracy or Liberal Democracy?" 19-26.
126. Marshall was concerned with the expansion of social rights and argued that, in order to actively participate in society, all citizens have a right to basic needs, without which they cannot exercise their civil and political rights. See Martin Bulmer and Anthony Rees, eds., Citizenship Today: The Contemporary Relevance of T. H. Marshall (London: UCL Press, 1996). For a basic introduction to citizenship in Western societies, see Keith Faulks, Citizenship (London: Routledge, 2000). On citizenship and globalization, see Stephen Castles and Alastair Davidson, Citizenship and Migration: Globalization and the Politics of Belonging (New York: Routledge, 2000); Jeremy Brecher, John Brown Childs, and Jill Cutler, eds., Global Visions: Beyond the New World Order (Boston: South End Press, 1993); and Pheng Cheah and Bruce Robbins, eds., Cosmopolitics: Thinking and Feeling beyond the Nation (Minneapolis: University of Minnesota Press, 1998).
127. Marshall was concerned with the expansion of social rights and argued that, in order to actively participate in society, all citizens have a right to basic needs, without which they cannot exercise their civil and political rights. See Martin Bulmer and Anthony Rees, eds., Citizenship Today: The Contemporary Relevance of T. H. Marshall (London: UCL Press, 1996). For a basic introduction to citizenship in Western societies, see Keith Faulks, Citizenship (London: Routledge, 2000). On citizenship and globalization, see Stephen Castles and Alastair Davidson, Citizenship and Migration: Globalization and the Politics of Belonging (New York: Routledge, 2000); Jeremy Brecher, John Brown Childs, and Jill Cutler, eds., Global Visions: Beyond the New World Order (Boston: South End Press, 1993); and Pheng Cheah and Bruce Robbins, eds., Cosmopolitics: Thinking and Feeling beyond the Nation (Minneapolis: University of Minnesota Press, 1998).
128. Marshall was concerned with the expansion of social rights and argued that, in order to actively participate in society, all citizens have a right to basic needs, without which they cannot exercise their civil and political rights. See Martin Bulmer and Anthony Rees, eds., Citizenship Today: The Contemporary Relevance of T. H. Marshall (London: UCL Press, 1996). For a basic introduction to citizenship in Western societies, see Keith Faulks, Citizenship (London: Routledge, 2000). On citizenship and globalization, see Stephen Castles and Alastair Davidson, Citizenship and Migration: Globalization and the Politics of Belonging (New York: Routledge, 2000); Jeremy Brecher, John Brown Childs, and Jill Cutler, eds., Global Visions: Beyond the New World Order (Boston: South End Press, 1993); and Pheng Cheah and Bruce Robbins, eds., Cosmopolitics: Thinking and Feeling beyond the Nation (Minneapolis: University of Minnesota Press, 1998).
129. Marshall was concerned with the expansion of social rights and argued that, in order to actively participate in society, all citizens have a right to basic needs, without which they cannot exercise their civil and political rights. See Martin Bulmer and Anthony Rees, eds., Citizenship Today: The Contemporary Relevance of T. H. Marshall (London: UCL Press, 1996). For a basic introduction to citizenship in Western societies, see Keith Faulks, Citizenship (London: Routledge, 2000). On citizenship and globalization, see Stephen Castles and Alastair Davidson, Citizenship and Migration: Globalization and the Politics of Belonging (New York: Routledge, 2000); Jeremy Brecher, John Brown Childs, and Jill Cutler, eds., Global Visions: Beyond the New World Order (Boston: South End Press, 1993); and Pheng Cheah and Bruce Robbins, eds., Cosmopolitics: Thinking and Feeling beyond the Nation (Minneapolis: University of Minnesota Press, 1998).
130. Marshall was concerned with the expansion of social rights and argued that, in order to actively participate in society, all citizens have a right to basic needs, without which they cannot exercise their civil and political rights. See Martin Bulmer and Anthony Rees, eds., Citizenship Today: The Contemporary Relevance of T. H. Marshall (London: UCL Press, 1996). For a basic introduction to citizenship in Western societies, see Keith Faulks, Citizenship (London: Routledge, 2000). On citizenship and globalization, see Stephen Castles and Alastair Davidson, Citizenship and Migration: Globalization and the Politics of Belonging (New York: Routledge, 2000); Jeremy Brecher, John Brown Childs, and Jill Cutler, eds., Global Visions: Beyond the New World Order (Boston: South End Press, 1993); and Pheng Cheah and Bruce Robbins, eds., Cosmopolitics: Thinking and Feeling beyond the Nation (Minneapolis: University of Minnesota Press, 1998).
131. Cutbacks in social services and state funding are part of the ascendancy of neoliberalism. For a discussion of neoliberalism in relationship to education, see Michael Apple, Educating the "Right" Way: Markets, Standards, God, and Inequality (New York: Routledge, 2001), and Henry Giroux, "Educated Hope in an Age of Privatized Visions," Cultural Studies/Critical Methodologies, 2 (2002), 93-112. Much of the writing on globalization and education also addresses the global retreat of the state from its commitment to social rights. See Nicholas Burbules and Carlos Torres, eds., Globalization and Education: Critical Perspectives (New York: Routledge, 2000), and Globalization and Education: Integration and Contestation across Cultures (Lanham, MD: Rowman &Littlefield, 2000).
132. Cutbacks in social services and state funding are part of the ascendancy of neoliberalism. For a discussion of neoliberalism in relationship to education, see Michael Apple, Educating the "Right" Way: Markets, Standards, God, and Inequality (New York: Routledge, 2001), and Henry Giroux, "Educated Hope in an Age of Privatized Visions," Cultural Studies/Critical Methodologies, 2 (2002), 93-112. Much of the writing on globalization and education also addresses the global retreat of the state from its commitment to social rights. See Nicholas Burbules and Carlos Torres, eds., Globalization and Education: Critical Perspectives (New York: Routledge, 2000), and Globalization and Education: Integration and Contestation across Cultures (Lanham, MD: Rowman &Littlefield, 2000).
133. Cutbacks in social services and state funding are part of the ascendancy of neoliberalism. For a discussion of neoliberalism in relationship to education, see Michael Apple, Educating the "Right" Way: Markets, Standards, God, and Inequality (New York: Routledge, 2001), and Henry Giroux, "Educated Hope in an Age of Privatized Visions," Cultural Studies/Critical Methodologies, 2 (2002), 93-112. Much of the writing on globalization and education also addresses the global retreat of the state from its commitment to social rights. See Nicholas Burbules and Carlos Torres, eds., Globalization and Education: Critical Perspectives (New York: Routledge, 2000), and Globalization and Education: Integration and Contestation across Cultures (Lanham, MD: Rowman &Littlefield, 2000).
134. Cutbacks in social services and state funding are part of the ascendancy of neoliberalism. For a discussion of neoliberalism in relationship to education, see Michael Apple, Educating the "Right" Way: Markets, Standards, God, and Inequality (New York: Routledge, 2001), and Henry Giroux, "Educated Hope in an Age of Privatized Visions," Cultural Studies/Critical Methodologies, 2 (2002), 93-112. Much of the writing on globalization and education also addresses the global retreat of the state from its commitment to social rights. See Nicholas Burbules and Carlos Torres, eds., Globalization and Education: Critical Perspectives (New York: Routledge, 2000), and Globalization and Education: Integration and Contestation across Cultures (Lanham, MD: Rowman &Littlefield, 2000).
135. Katharyne Mitchell, "Education for Democratic Citizenship: Transnationalism, Multiculturalism, and the Limits of Liberalism," Harvard Educational Review, 71 (2001), 51-78.
136. Peggy Levitt, The Transnational Villagers (Berkeley: University of California Press, 2001).
137. Henry Giroux, for example, has argued this point in numerous publications, as have numerous other authors. See references in notes 22 and 23.
138. Quoted in David Trend, Cultural Democracy: Politics, Media, New Technology (Albany: State University of New York Press, 1997), 3. See also Chantal Mouffe, "Radical Democracy or Liberal Democracy?" in Radical Democracy: Identity, Citizenship, and the State, ed. David Trend (New York: Routledge, 1996).
139. Quoted in David Trend, Cultural Democracy: Politics, Media, New Technology (Albany: State University of New York Press, 1997), 3. See also Chantal Mouffe, "Radical Democracy or Liberal Democracy?" in Radical Democracy: Identity, Citizenship, and the State, ed. David Trend (New York: Routledge, 1996).
140. Toby Miller, Technologies of Truth: Cultural Citizenship and the Popular Media (Minneapolis: University of Minnesota Press, 1998), and "Exchange-Value Citizenship," Social Text, 56 (1997), 43-48.
141. Toby Miller, Technologies of Truth: Cultural Citizenship and the Popular Media (Minneapolis: University of Minnesota Press, 1998), and "Exchange-Value Citizenship," Social Text, 56 (1997), 43-48.
142. Cindy Patton and Robert L. Caserio, "Introduction: Citizenship 2000," Cultural Studies, 14 (2000), 1.
143. Levitt, Transnational Villagers, 19.
144. See Michael Apple, Official Knowledge: Democratic Education in a Conservative Age, 2nd ed. (New York: Routledge, 2000), xiii, and Apple, Educating the "Right" Way.
145. Greg Kot, "Who Sells Out?" Chicago Tribune, October 6, 2002, Sec. 7, p. 9, West Suburban edition.
146. See Lizabeth Cohen, "Citizens and Consumers in the United States in the Century of Mass Consumption," in The Politics of Consumption: Material Culture and Citizenship in Europe and America, ed. Martin Daunton and Matthew Hilton (Oxford, Eng.: Berg Press, 2001), 203-221. The example of the National Consumers League is drawn from Kathryn Kish Sklar's work, among others.
147. Meg Jacobs, "The Politics of Plenty in the Twentieth-Century United States," in Daunton and Hilton, The Politics of Consumption, 223-239.
148. There is a vast literature on consumption, society, and democracy. For a representative historical collection, see Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). A strong collection of key works in consumption studies is Juliet B. Schor and Douglas B. Holt, eds., The Consumer Society Reader (New York: New Press, 2000). For a global perspective, see David Howes, ed., Cross-Cultural Consumption: Global Markets, Local Realities (London: Routledge, 1996). For an approach grounded in cultural studies, see Hugh Mackay, ed., Consumption and Everyday Life (London: Sage, 1997).
149. There is a vast literature on consumption, society, and democracy. For a representative historical collection, see Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). A strong collection of key works in consumption studies is Juliet B. Schor and Douglas B. Holt, eds., The Consumer Society Reader (New York: New Press, 2000). For a global perspective, see David Howes, ed., Cross-Cultural Consumption: Global Markets, Local Realities (London: Routledge, 1996). For an approach grounded in cultural studies, see Hugh Mackay, ed., Consumption and Everyday Life (London: Sage, 1997).
150. There is a vast literature on consumption, society, and democracy. For a representative historical collection, see Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). A strong collection of key works in consumption studies is Juliet B. Schor and Douglas B. Holt, eds., The Consumer Society Reader (New York: New Press, 2000). For a global perspective, see David Howes, ed., Cross-Cultural Consumption: Global Markets, Local Realities (London: Routledge, 1996). For an approach grounded in cultural studies, see Hugh Mackay, ed., Consumption and Everyday Life (London: Sage, 1997).
151. There is a vast literature on consumption, society, and democracy. For a representative historical collection, see Lawrence Glickman, ed., Consumer Society in American History: A Reader (Ithaca, NY: Cornell University Press, 1999). A strong collection of key works in consumption studies is Juliet B. Schor and Douglas B. Holt, eds., The Consumer Society Reader (New York: New Press, 2000). For a global perspective, see David Howes, ed., Cross-Cultural Consumption: Global Markets, Local Realities (London: Routledge, 1996). For an approach grounded in cultural studies, see Hugh Mackay, ed., Consumption and Everyday Life (London: Sage, 1997).
152. See Henry Giroux, Impure Acts: The Practical Politics of Cultural Studies (Routledge: New York, 2000), and Michel Foucault, Power/Knowledge: Selected Interviews and Other Writings, 1972-1977 (New York: Pantheon, 1980).
153. See Henry Giroux, Impure Acts: The Practical Politics of Cultural Studies (Routledge: New York, 2000), and Michel Foucault, Power/Knowledge: Selected Interviews and Other Writings, 1972-1977 (New York: Pantheon, 1980).
154. Jacobs, "The Politics of Plenty," 203-221.
155. Apple, Educating the "Right" Way, 63-65. On the concept of "gritty materialities," Apple observes, "While the construction of new theories and utopian visions is important, it is equally critical to base these theories and visions in an unromantic appraisal of the material and discursive terrain that now exists" (p. 64).
156. I use examples that focus on race, as that is one of my areas of research and scholarship. However, one can certainly find parallel examples in other arenas.
157. Harvard Educational Review editorial policy is to capitalize racial identifiers such as White, Black, and Coloured. From my perspective, such a practice perpetuates the reification of "race" and fails to engage the historical, political, social, and cultural contingencies of power that surround the concept. While I encourage the HER Editorial Board to reconsider this policy, usage in this article reflects their current practice. I express a similar concern in my book review essay of Sound Identities: Popular Music and the Cultural Politics of Education, Harvard Educational Review, 71 (2001), 742-751, as does Wendy Luttrell in her article, "'Good Enough' Methods for Ethnographic Research," Harvard Educational Review, 79 (2000), 499-523.
158. Harvard Educational Review editorial policy is to capitalize racial identifiers such as White, Black, and Coloured. From my perspective, such a practice perpetuates the reification of "race" and fails to engage the historical, political, social, and cultural contingencies of power that surround the concept. While I encourage the HER Editorial Board to reconsider this policy, usage in this article reflects their current practice. I express a similar concern in my book review essay of Sound Identities: Popular Music and the Cultural Politics of Education, Harvard Educational Review, 71 (2001), 742-751, as does Wendy Luttrell in her article, "'Good Enough' Methods for Ethnographic Research," Harvard Educational Review, 79 (2000), 499-523.
159. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
160. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
161. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
162. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
163. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
164. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
165. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
166. For a more developed discussion of Pamela Perry, Greg Dimitriadis, and Sunaina Maira's research, see Nadine Dolby, "Youth, Culture, and Identity: Ethnographic Explorations," Educational Researcher, 31 (2002), 37-42. And see Perry, Shades of White (Durham, NC: Duke University Press, 2002); Maira, Desis in the House (Philadelphia: Temple University Press, 2002); and Dimitriadis, Performing Identity/Performing Culture (New York: Peter Lang, 2001); Amy Best's Prom Night: Youth, Schools, and Popular Culture (New York: Routledge, 2000); Amira Proweller's Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany: State University of New York Press, 1998) and Kathleen Hall, Lives in Translation: Sikh Youth as British Citizens (Philadelphia: University of Pennsylvania Press, 2002) are other recent books that similarly look at youth's cultural practices as productive spaces of democracy. See also Arun Saldanha, "Music, Space, Identity: Geographies of Youth Culture in Bangalore," Cultural Studies, 16 (2002), 332-350.
167. Perry, Shades of White, 124.
168. George Lipsitz examines this critical dynamic in his book, Dangerous Crossroads: Popular Music, Postmodernism, and the Poetics of Place (London: Verso, 1994).
169. For more detailed discussions of my research at Fernwood, see Nadine Dolby, Constructing Race: Youth, Identity, and Popular Culture in South Africa (Albany: State University of New York Press, 2001); "Changing Selves: Multicultural Education and the Challenge of New Identities," Teachers College Record, 102 (2000), 898-912; and "Making White: Constructing Race in a South African High School," Curriculum Inquiry 32 (2002), 7-29.
170. For more detailed discussions of my research at Fernwood, see Nadine Dolby, Constructing Race: Youth, Identity, and Popular Culture in South Africa (Albany: State University of New York Press, 2001); "Changing Selves: Multicultural Education and the Challenge of New Identities," Teachers College Record, 102 (2000), 898-912; and "Making White: Constructing Race in a South African High School," Curriculum Inquiry 32 (2002), 7-29.
171. For more detailed discussions of my research at Fernwood, see Nadine Dolby, Constructing Race: Youth, Identity, and Popular Culture in South Africa (Albany: State University of New York Press, 2001); "Changing Selves: Multicultural Education and the Challenge of New Identities," Teachers College Record, 102 (2000), 898-912; and "Making White: Constructing Race in a South African High School," Curriculum Inquiry 32 (2002), 7-29.
172. "Rave" has its roots in the acid house dance club culture of the 1980s in Britain. By the mid-1990s, rave arrives in Fernwood and it becomes a site of public racial negotiation among young people. Rave is often portrayed historically as a genre of music favored by White youth, although it has its roots in the Black music and communities of Detroit. On rave and club cultures, see Sarah Thornton, Club Cultures: Music, Media and Subcultural Capital (Hanover, NH: University Press of New England/Wesleyan Press, 1996).
173. Under apartheid, individuals were classified as African, Indian, Colored, or White. Despite the legal demise of these categories in 1994, they continue to be significant ways that youth define themselves. However, as I demonstrate throughout my research, the categories and meanings are never static.
174. Panther, dir./prod., Mario Van Peebles, Gramercy, 1995, and Eyes on the Prize, prod. Blackside, Public Broadcasting Service, 1987.
175. Panther, dir./prod., Mario Van Peebles, Gramercy, 1995, and Eyes on the Prize, prod. Blackside, Public Broadcasting Service, 1987.
176. Lois Weis and Michelle Fine, "Construction Sites: An Introduction," in Construction Sites: Excavating Race, Class, and Gender among Urban Youth, ed. Lois Weis and Michelle Fine (New York: Teachers College Press, 2000), xii.
177. Miller, Technologies of Truth, 4.
178. C. L. R. James, American Civilization (Oxford, Eng.: Blackwell, 1993). For critical commentary on James, see Grant Farred, ed., Rethinking C. L. R. James (Cambridge, MA: Blackwell, 1996).
179. C. L. R. James, American Civilization (Oxford, Eng.: Blackwell, 1993). For critical commentary on James, see Grant Farred, ed., Rethinking C. L. R. James (Cambridge, MA: Blackwell, 1996).
180. See Dimitriadis and McCarthy, "Stranger in the Village"
181. Andrew Ross, No Sweat: Fashion, Free Trade, and the Rights of Garment Workers (New York: Verso, 1997).
182. Benjamin Barber, "Malled, Mauled, and Overhauled: Arresting Suburban Sprawl by Transforming Suburban Malls into Usable Civic Spaces," in Public Space and Democracy, ed. Marcel Henaff and Tracy B. Strong (Minneapolis: University of Minnesota Press, 2001), 201-220, 211.
183. Naomi Klein, No Logo (New York: Picador, 2002).
184. Apple, Official Knowledge, xi-xii.