A Question of Discipline: Pedagogy, Power, and the Teaching of Cultural Studies

By Joyce E. Canaan; Debbie Epstein | Go to book overview

1
Questions of Discipline/
Disciplining Cultural Studies

Joyce E. Canaan and Debbie Epstein

When we talk about the institutional position of cultural studies, we often fail to talk about the questions of teaching and pedagogy. We talk about intellectual practice as if it is the practice of intellectuals in the library, reading the right canonical texts or consulting other intellectuals at conferences. . . . But the ongoing work of an intellectual practice for most of us, insofar as we get our material sustenance, or modes of reproduction, from doing our academic work, is indeed to teach. ( Hall, 1992: 290)

Reluctant as we are to begin this book, as ever so many books do begin, with words of wisdom from a 'founding father', we believe that the above epigraph by Stuart Hall aptly captures the intention of this book. We are well aware that in Cultural Studies, as in most other (inter)disciplines and, indeed, in disciplined university departments, teaching has been considered merely the means of material reproduction which enables us to do what we 'really" want to do -- that is, research. It is research and its material results in the form of publications which are generally rewarded in the academy. It is largely by our publications that we are measured in the race for jobs, especially those prime jobs in the most prestigious institutions, which are also often the richest ones, able to offer their favoured faculty the best conditions of labour. And the best conditions of labour in the culture of the academy are those which provide us with the least teaching and the most time for research. 1 Teaching may also be devalued for another reason; it is a key activity that we share with our primary/elementary and secondary school colleagues. Our focus as academics tends to be mainly on those activities which distinguish us from our primary and secondary school counterparts, and we tend to view teaching as merely the means to our loftier end of doing research.

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A Question of Discipline: Pedagogy, Power, and the Teaching of Cultural Studies
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgments vii
  • 1 - Questions of Discipline/ Disciplining Cultural Studies 1
  • Notes 9
  • References 10
  • 2 - Theory, Area Studies, Cultural Studies: Issues of Pedagogy in Multiculturalism 11
  • Notes 23
  • References 25
  • 3 - Doing Cultural Studies in Colleges of Education 27
  • Notes 39
  • References 40
  • 4 - Teaching Without Guarantees: Cultural Studies, Pedagogy, and Identity 42
  • Notes 69
  • References 71
  • 5 - 'It Ain't like Any Other Teaching': Some Versions of Teaching Cultural Studies 74
  • Notes 93
  • References 95
  • 6 - Mediating Desire: Visual Representation, Power, and Informed Consent in Teaching Feminist Cultural Studies 97
  • Notes 115
  • References 115
  • 7 - Teaching/Cultural Studies (or Pedagogy for 'World'-Travellers/ 'World'-Travelling Pedagogy) 117
  • Notes 128
  • References 128
  • 8 - Mirrors, Paintings, and Romances 131
  • Notes 151
  • References 154
  • 9 - Examining the Examination: Tracing the Effects of Pedagogic Authority on Cultural Studies Lecturers and Students 157
  • Notes 175
  • References 177
  • 10 - The Voice of Authority: on Lecturing in Cultural Studies 178
  • Notes 189
  • References 191
  • 11 - All Roads Lead to . . . Problems with Discipline 192
  • Notes 201
  • References 203
  • About the Book and Editors 205
  • About the Contributors 206
  • Index 208
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