Titlebook: Cultural Studies in the Classroom and Beyond; Critical Pedagogies Jaafar Aksikas,Sean Johnson Andrews,Donald Hedrick Book 2019 The Editor(

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Cultural Studies in Practice: Toward a ‘Thick Description’ of a Methodology Course in Cultural Studi intervention in the growing debates around issues of methodology and epistemology in cultural studies. Aksikas refuses to make any claims about the successes and merits of the course and warns against seeing his ‘thick description’ as an ideal to be followed. Rather, he wants us to approach it as a

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Teaching Conjuncturally: Cultural Studies as the Practice of Conjunctural Analysisese considerations form the basis for discussing the design and implementation of the course Practices of Cultural Studies as taught at the University of North Carolina—Chapel Hill. I offer practical information on course design, syllabus construction, reading selections and implementation of group

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Conjuncturally Teaching: Cultural Studies Pedagogy Beyond Common Sense in which public pedagogy takes place. She describes some of what this responsibility to conjunctural thinking has looked like for her own and her undergraduate students’ experiences practicing cultural studies in the “Cultural Studies classroom.”

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The Ethics of Postgraduate Supervision: A View from Cultural Studiesupervisors’ ethical responsibilities in relation to what Christine Halse and Peter Bansel (.(4), 377–392, 2012) call ‘learning alliances’. While endorsing conceptions of learning as a collective practice, we foreground instances where the language of moral obligation can risk displacing important co

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Systems Determine Our Behavior,ial goal. While such an assignment might seem more playful than rigorous, one notes Hall’s claim that metaphors can be life or death matters. Hedrick’s sample might open up a thread of possible cultural studies pedagogy through serious, radical, exploratory and creative imagination.

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Transparency, a Weapon for Citizens,ode of education as essential to the project of cultural studies. My intervention here goes against the newer trends in higher education and the growth of virtual learning systems and recovers and adjusts to the classroom the merits of established fieldwork principles of scholarly fields such as ant

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Atlantis Ambient and Pervasive Intelligence an age of economic uncertainty and ballooning student debt. The aim is to generate and stimulate a productive conversation about the institutional, theoretical, and pedagogical challenges and rewards of such a project: cultural studies in the undergraduate curriculum.