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

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

3
Doing Cultural Studies in
Colleges of Education

Henry A. Giroux


Introduction

Given the popularity of Cultural Studies for a growing number of scholars, I have often wondered why so few academics have incorporated Cultural Studies into the language of educational reform, particularly as it applies to colleges and schools of education. In part, this indifference may be explained by the narrow technocratic models that dominate mainstream reform efforts and structure many education programs. Other considerations would include a history of educational reform overly indebted to practical considerations that often support a long tradition of anti-intellectualism. Within such a tradition, management issues become more important than understanding and furthering schools as democratic public spheres. Hence, the regulation, certification, and standardization of teacher behavior is emphasized over creating the conditions for teachers to undertake the sensitive political and ethical roles they might assume as public intellectuals educating students for responsible, critical citizenship. Moreover, the dominant tradition favors containing and assimilating cultural differences rather than treating students as bearers of diverse social memories with a right to speak and represent themselves in the quest for learning and self-determination. While other disciplines have appropriated, engaged, and produced new theoretical languages in keeping with changing historical conditions, colleges of education have maintained a deep suspicion of theory and intellectual dialogue. 1

Cultural Studies is largely concerned with the relationship among culture, knowledge, and power. Consequently, it is not surprising that mainstream educators rarely engage it except to dismiss it as another theoreti

-27-

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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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