concerned with questions of hierarchical observation and the normalizing gaze ( Foucault, 1977), though from somewhat different perspectives. Canaan is interested in the normalizing gaze which students and faculty turn on each other and, in particular, how systems of examination and grading reinforce the disciplinary practices we adopt. Steinberg focuses more on questions of marginality for inter-disciplines like Cultural Studies and Women's Studies and the disciplinary gaze of the institutions of the academy on them. Her conclusion, however, is not a call for centralizing Cultural Studies and Women's Studies within the academy. Rather, she is interested in the subversive power that marginalization brings. Epstein's article bears similarities to both Steinberg's and Canaan's. Like Steinberg, Epstein is concerned to explore questions of expertise, authorship, and speech; like Canaan, Epstein is focused on the question of the pedagogic practices involved in lecturing.
Deborah Lynn Steinberg's chapter brings the book to a close with the evocative sentence, 'I figure that if "home" makes me a stranger, making "home" strange is the least I can do'. In a way, this summarises what we have attempted to do in this book. Teaching Cultural Studies (that study of everyday lived experiences) constitutes the day-to-day existence of the contributors to this book. In turning our gaze upon our own lived experiences as teachers in the academy, and making it strange, it is our belief that we can illuminate the experiences of others, involved in the academy as students and/or teachers, especially those who have a commitment to the development of 'really useful (or subversive) knowledge'.