ers who have issued this call within Cultural Studies a concern that Cultural Studies be a force for positive social and political change. Their reflections are indicative of the fact that, in the United States at least, Cultural Studies is no longer marginalised within higher education. These writers are seeking to identify a project or a feature of Cultural Studies (for example, theory for Rooney; an alternative to the liberal humanities for Denning; and an anti-scientific epistemology for Aronowitz) that will ensure its radicalism. As I have emphasised, these considered reflections are valuable invitations to re-evaluation and debate. But there is a strong existential dimension to their quest: these commentators are searching for some grand reassurance that they are on the 'right' ('left'?) track as radical teachers and practitioners of Cultural Studies. While I admire their posing of these questions and their considered proposals, I think that this Cultural Studies teacher has resigned herself to the fact that there can be no grand reassurance. For me, being a Cultural Studies teacher in the 1990s involves accepting and acknowledging considerable uncertainty about the relationship between my desire for social and political change, my practices as a Cultural Studies teacher, and the realisation of positive social and political transformation.
My thank to Michael Green for his insightful comments on an earlier draft of this chapter, Laura Quinn and Peter Schwenger for some key useful references, and Joyce Canaan and Debbie Epstein for helpful editing.