What are we doing when we are "doing" cultural studies in education - and why?

Educational Theory

Volumn 49, Issue 1, 1999, Pages 107-123

  Casella, Ronnie ^a  

^a CENTRAL CONNECTICUT STATE UNIVERSITY   (United States)

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[No Author keywords available]

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EID: 25444523595     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1999.00107.x     Document Type: Article

References (48)

1. For example, Henry Giroux noted that "cultural studies challenges the alleged ideological and institutional innocence of mainstream educators by arguing that teachers always work and speak within historically and socially constructed relations of power, " in "Is There a Place for Cultural Studies in Colleges of Education?" Henry Giroux, Counternarratives: Cultural Studies and Critical Pedagogies in Postmodern Spaces, ed. Henry Giroux, Colin Lankshcar, Peter McLaren, and Michael Peters (New York: Routledge, 1996), 42.
2. Thomas S. Kuhn made the point that paradigms exist without there being agreement about the discoverable rules that govern practice; hence, I refer to "paradigm" here not as a set of rules that practitioners of cultural studies subscribe to, but as a manner of perceiving the world through a cultural studies "framework." Thomas S. Kuhn, The Structure of Scientific Revolutions (1962; reprint, Chicago: The University of Chicago Press, 1970), 42.
3. Kathy Hytten, "Cultural Studies of Education: Mapping the Terrain, " Educational Foundations 11, no. 4 (Fall 1997): 39-60. Richard Hoggart, The Uses of Literacy(Harmonsword: Penguin, 1958) isadefiningwork in cultural studies.
4. Sec Raymond Williams, What I Came To Say (London: Hutchinson Radius, 1989), 162.
5. I am referring to popular education here as a form of adult education that combines learning with radical community organizing, as it is most often associated with Lanin American notions of "popular education." See for example, Luis Sime, Los Discursos de la Edvcación Popular: Ensayo Critico and Memorias (Lima: Tarea, 1991) and Juan Luis Martinez, Algunas Experiencias de Educación Popular en Bolivia (La Paz: Centre Boliviano de Investigación y Acción Educativas, 1991).
6. Raymond Williams, "Adult Education, " in Raymond Williams, Politics and Letters: Interviews with New Left Review (London: NLB, 1979.
7. A discussion of these academic changes in cultural studies, primarily its institutionalization, can be found in Marjorie Ferguson and Peter Golding, "Cultural studies and Changing Times: An Introduction, " in Cultural Studies in Question, ed Marjore Fergusen and Peter Golding (Londen: SAGE Publication, 1997).
8. E.P. Thomoson, The Making of the English Working Class(New York: Vintage, 1963).
9. Herbert Blumer, Symbolic Interactionism: perspective and Method (N.J.: Prentice-Hall, 1969), 2.
10. Robert C. Bogdan and Sari knopp Biklen, Qualitative Research For Education: An Introducation to Theory and Methods(Boston: Allyn and Bacon, 1998).
11. E.P. Thompson, Making History: Writings on History and Culture (N.Y.: The New Press, 1994), 201.
12. Paul Willis noted, "To contract out of the messy business of day to day problems is to deny the active, contested nature of social and cultural reproduction: to condemn real people to the status of passive zombies, and actually cancel the future by default." Paul Willis, Learning to Labor: How Working Class Kids Get Working Class Lives (N.Y.: Columbia University Press, 1977), 186. See also Paul Corrigan and Simon Frith, "The Politics of Youth Culture, " in Resistance through Rituals: Youth Subcultures in Post-War Britain (London: Hutchinson, 1975).
13. Paul Willis, Common Culture: Symbolic Work at Play in the Everyday Cultures of the Young (Boulder: Westview Press, 1990), 98.
14. See Myles Horton and Paulo Freire, We Make the Road By Walking: Conversations on Education and Social Change (Philadelphia: Temple University Press, 1990) and Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1970).
15. Nancy Lesko, "The Curriculum of the Body: Lessons from a Catholic High School" in Becoming, Feminine: The Politics of Popular Culture, ed. Leslie Roman, Linda K. Christian-Smith, with Elizabeth Ellsworth (London: Palmer Press), 125.
16. Michel Foucault, Discipline and Punish: The Birth of the Prison (1977; reprint, New York: Vintage Books, 1995), 121-22.
17. Michel Foucault, Power/Knowledge: Selected Interviews and Other Writings, 1972-1977 (New York: Pantheon Books, 1980), 131.
18. Sari Biklen, School Work: Gender and the Cultural Construction of Teaching (New York: Teacher's College Press, 1995).
19. Michelle Fine, "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire, " in Harvard Educational Review 58, no. 1 (February 1988), 29-53.
20. For a brief history of popular culture in academia, and for some practical examples of curricuhm outlines that focus on popular culture, see Mark Gordon and Jack Nachbar, Currents of Warm Life: Popular Culture in American Higher Education (Bowling Green, Ohio: Bowling Green University Popular press, 1980).
21. Warren is a geographer whose understanding of popular culture is the most interesting, I believe, and the least popular in the field of education. Stacy Warren, "This Heaven Gives Me Migraines: The Problems and Promise of Landscapes of Leisure, " in Place/Culture/Representation, ed. James Duncan and David Ley (New York: Routicdge, 1993), 174.
22. Linda K. Christian-Smith, "Romancing The Girl: Adolescent Romance Novels and the Construction of Femininity, " in Reman et al., Becoming Feminine, 77.
23. Cameron McCarthy, Alicia P. Rodriguez, Ed Buenida, Shuaib Meacham, Stephen David, Hertberto Godina, K.E. Supriya, and Carrie Wilson-Brown, "Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence and Suburban Security, " Cultural Studies, 11, no. 2 (1997): 274-95.
24. See also John Gabriel, "What Do you Do When Minority Means You? Falling Down and the Construction of "Whiteness, " Screen 37, no. 2 (Summer 1996). "
25. Henry Giroux, "Rewriting the Discourse of Racial Identity: Towards a Pedagogy and Politics of Whiteness, " Harvard Educational Review 67, no. 2 (Summer 1997) 285-320; and Hazel Carby, "Encoding White Resentment: Grand Canyon- A Narrative for our Times, " in Race. Identity, and Representation in Education, ed. Cameron McCarthy and Warren Crichlow (London: Routledge, 1993), 236-47.
26. See Lorraine Johnson-Riordan, "Teaching/Cultural Studies for Pedagogy for 'World'-Travelers/'World'- Travelling Pedagogy, " in A Question of Discipline: Pedagogy. Power, and the Teaching of Cultural Studic. ed. Joyce Canaan and Debbie Epstein (Boulder: Westview, 1997).
27. Raymond Williams, Culture (London: Fontana, 1981), 13.
28. Erving Goffman, The Presentation of Self in Everyday Life (Garden City, N.Y.: Doubleday, 1969). Blanche Geer, Learning to Work (Beverly Hills: Sage, 1974); Dean MacCannell, The Tourist: A New Theory of the Leisure Class (London: Macmillan, 1976); Howard Becker, "Do Photographs Tell the Truth?" in Doing Things Together, ed. Howard Becker (Chicago: Northwestern University Press, 1986).
29. John Dewey, Democracy and Education (New York: The Free P.ess, 1916), 163. My italics.
30. David Sholle wrote, "Any practice which intentionally tries to influence the production of meaning is a pedagogical practice, "David Sholie, "Authority on the Left: Critical Pedagogy, Postmodernism and Vital Strategies, " in Cultural Studies 6, no. 2 (May 1992): 272.
31. See for example, Stanley Aronowitz and Henry Giroux, Postmodern Education: Politics, Culture, and Social Criticism (Minneapolis: University of Minnesota Press, 1991); Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (London: Taylor and Francis, 1996); and bell hooks, Teaching to Transgress-Education as the Practice of Freedom (New York: Routledge, 1994).
32. For a discussion of pedagogy as an activity, see Moaeir Gadotti, Pedagogy of Praxis: A Dialectical Philosophy of Education (Albany: State University of New York Press, 1996). For an interesting looK at reading as an interpretative and pedagogical activity see Amelie O. Rorty, "The Ethics of Reading. A Traveler's Guide, " in Educational Theory 47, no. 1 (Winter 1997): 85.
33. Ali Behdad, Belated Travelers: Orientalism in the Age of Colonial Dissolution, (Durham, N.C: Duke University Press, 1994) and Edward Said, The World, The Text, and the Critic (Cambridge: Hanw University Press, 1983).
34. Henry Louis Gates, Jr., "Planet Rap: Notes on the Globalization of Culture, " in Field World: Sties of Literary and Cultural Studies, ed. Marjorie Garber, Rebecca L. Walkowitz, and Paul B. Franklin (London. Routledge, 1996); ind James Clifford, "Traveling Cultures, " in Cultural Studies, ed. Lawrence Cary Nelson, and Paula A. Treichler (London: Routledge, 1992), 96-116.
35. Cited by Caren Kaplan, "The Politics of Location as Transnational Feminist Critical Practice, " in Scattered Hegemonies: Postmodernity and Transnational Feminist Practices, ed. Inderpal Grewal and Caren Kaplan (Minneapolis: University of Minnesota Press, 1994), 143; see also Maria Lugones, ""Playfulness, 'World'-Traveling, and Loving Perception, " in Making Face, Making Soul: Haciendo Coras, ed. Gloria Anzaldúa (San Francisco: Aunt Lute Foundation Books, 1990).
36. See for example, bell hooks, Teaching to Transgress and Horton and Freire, We Make the Road by Walking.
37. Leslie Roman, "'On the Ground' with Antiracist Pedagogy and Raymond William's Unfinished Project to Articulate a Socially Transformative Critical Realism, " in Views Beyond the Border Country: Raymond Williams and Cultural Politics, ed. Donald L. Dworkin and Leslie Roman (New York: Routledgc, 1993).
38. For an interesting discussion of Walt Disney Enterprise's attempts to enter the field of education with a reconstructed nineteenth century town called Celebration, a tour of which is meant to be educative, see Tom Vanderbilt, "Mickey Goes to Town(s), "The Nation (28 August-4 September 1995): 197-200.
39. Images of youth are also subject to changes in educational policy. For a discussion of how educational policy constructs youth, especially those labeled "at-risk, " and affects their choices about education, see Nancy Lesko, "Past, Present, and Future Conceptions of Adolescence, " in Educational Theory 46, no. 4 (Fall 1996): 453-72.
40. Stuart Hall, "The Local and the Global: Globalization and Ethnicity, " in Culture. Globalization, and the World-System: Contemporary Conditions for the Representation of Identity (Minneapolis: University of Minnesota Press, 1997), 27.
41. Michael Apple is noted for his economic and cultural work around the politics, distribution, and production of knowledges associated with textbooks and other public forums where commonscnsc, or "official, " knowledge is produced. Michacl Apple, Official Knowledge (New York: Routiedge, 1993).
42. For discussions of media knowledge and film pedagogy see Elizabeth Ellsworth and M.H. Whatley, The Ideology of Images in Educational Media: Hidden Curriculums in the Classroom (New York: Teachers College Press, 1990); Henry Giroux and Peter McLaren, "Introduction, Media Hegemony: Towards a Critical Pedagogy of Representation, " in Media Knowledge, ed. fames Schwoch, Mimi White and Susan Reilly (Albany: State University of New York Press, 1992); and bell hooks, Reel to Real: Race. Sex, and Class at the Movies (London: Routledge, 1996). With increased use of computers by greater numbers of people, computer literacy and computer knowledge will be increasingly significant for people's lives; see, for example, David J. Gunkel and Ann Hetzcl Gunkel, "Virtual Geographies: The New Worlds of Cyberspace, " Critical Studies in Mass Communication, 14, 1997: 123-37.
43. Conrad P. Pritscher, "Creating New Concepts to Clarify What is Worthy of the Name 'Education, " Journal of Curriculum Theorizing 8, no. 2 (Summer 1988): 61-75.
44. This is discussed in Marjorie Ferguson and Peter Golding, "Cultural Studies and Changing Times: An Introduction, " in Ferguson and Golding, Cultural Studies in Question.
45. David Morley noted that ethnographic textualism was partly a product of "writing culture" anthropology and was taken up in cultural studies partly to study audience responses to media, in "Theoretical Orthodoxies: Textualism, Constructivism and the 'New Ethnography' in Cultural Studies, " in Ferguson and Golding, Cultural Studies in Question, 121-37.
46. Ben Agger, Cultural Studies as Critical Theory (New York: Palmer Press, 1992), 178.
47. Jeftrey R. Di Leo and Christian Moraru, "Posttheory, Cultural Studies, and the Classroom: Fragment of a New Pedagogical Discourse, " in Class Issues: Pedagogy, Cultural Studies, and the Public Sphere, ed. Amitava Kumar (New York: New York University Press, 1997), 237.
48. See for example Francis Schrag, "On Style in Theorizing, " Educational Theory 46, no. 2 (Spring 1996): 151-59. and Gary Thomas, "What's the Use of Theory?" Harvard Educational Review 67, no. 1 (Spring 1997): 75-104.