Parham, John (2002) Teaching pleasure: experiments in cultural studies and pedagogy. International Journal of Cultural Studies, 5 (4). pp. 461-478. ISSN 1367-8779Full text not available from this repository.
This article evaluates pedagogical debates on reconciling critical cultural studies with the increasingly vocational demands of students. The approach is experiential and describes teaching `popular pleasure' at the University of East London, UK. Highlighting a reflexive approach whereby students questioned the partialities of cultural studies in light of their own experience and pleasures, the article draws on student assignments to reach two findings: a failure of reflexivity (coursework was conventionally theoretical or uncritically autobiographical); and sharp discrepancies in student satisfaction. Concluding, then, that the vocational—critical split permeates student culture itself, the essay considers how to reconcile these two constituencies — identifying opportunities in both contemporary higher education and cultural theory (for example, proposing students as cultural intermediaries) — before diagnosing remaining obstacles (from cultural studies' failure to discuss popular culture `authentically' to difficulties in drafting assessment criteria for reflexive assignments). It concludes with some recommendations for future courses.
|Subjects:||Social sciences > Communication and culture|
|Depositing User:||Rod Pow|
|Date Deposited:||19 Apr 2012 15:23|
|Last Modified:||22 Feb 2017 10:40|
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