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

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

About the Contributors

Rey Chow teaches in the Department of English and Comparative Literature at the University of California, Irvine. She is the author of Woman and Chinese Modernity ( 1991), Writing Diaspora ( 1993), Primitive Passions: Visuality, Sexuality, Ethnography, and Contemporary Chinese Cinema ( 1995), and (in Chinese) Xie zai jia guo yi wai ( 1995).

Ramón Flecha is professor of sociology and director of CREA ( Center for Research for Adult Education) at the University of Barcelona. His most recent books are Racismo no gracias, ni moderno ni postmoderno ( 1995) and Compartiendo palabras: Aprendizaje comunicativo en una tertulia literatura with Jesus Gomez (forthcoming).

Victòria dels Àngels Garcia is teacher of adult education in a working-class area of Barcelona. Her most recent research is on participation in adult education. She has developed a method of teaching literacy for adults who have Catalan as their mother tongue (with Ramón Flecha, Ma Jose Brianso, and Rosa Valls).

Henry A. Giroux is the Waterbury Chair Professor at Pennsylvania State University. His most recent books are Disturbing Pleasures and Fugitive Cultures: Race, Violence and Youth.

Richard Johnson taught Cultural Studies at Birmingham from 1974 to 1993. He is professor of cultural studies at Nottingham Trent University. He has written on education, cultural theory, national and other identities, and historiography. He is currently working primarily on sexuality and education.

Lorraine Johnson-Riordan holds a PhD from the City University of New York. She is currently senior lecturer in the Centre for Indigenous Australian Cultural Studies at the University of Western Sydney (Macarthur).

Maureen McNeil is reader at the Centre for Women's Studies, University of Lancaster. She taught at the Cultural Studies Department, University of Birmingham from 1980 to 1996. Her publications include Under the Banner of Science: Erasmus Darwin and His Age ( 1987) and the edited collection Gender and Expertise ( 1987). Among her current research projects is a book on cultural studies of science and technology.

Mimi Orner teaches gender, media, and popular culture in the Women's Studies Program at the University of Wisconsin-Madison. Her publications include articles on educational film studies, alternative pedagogical practices, and the implications for curriculum of poststructuralist, antiracist, queer, and feminist theories. She is currently writing about the cultural and educational contexts surrounding the politics of body size and the relentless pursuit of thinness.

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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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