Transgressions: Cultural Studies and Education
Closed Series
Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative.
The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must understand these emerging realities in order to gain an important voice in the pedagogical conversation.
Without an understanding of cultural pedagogy's (education that takes place outside of formal schooling) role in the shaping of individual identity—youth identity in particular—the role educators play in the lives of their students will continue to fade. Why do so many of our students feel that life is incomprehensible and devoid of meaning? What does it mean, teachers wonder, when young people are unable to describe their moods, their affective affiliation to the society around them. Meanings provided young people by mainstream institutions often do little to help them deal with their affective complexity, their difficulty negotiating the rift between meaning and affect. School knowledge and educational expectations seem as anachronistic as a ditto machine, not that learning ways of rational thought and making sense of the world are unimportant.
But school knowledge and educational expectations often have little to offer students about making sense of the way they feel, the way their affective lives are shaped. In no way do we argue that analysis of the production of youth in an electronic mediated world demands some "touchy-feely" educational superficiality. What is needed in this context is a rigorous analysis of the interrelationship between pedagogy, popular culture, meaning making, and youth subjectivity. In an era marked by youth depression, violence, and suicide such insights become extremely important, even life saving. Pessimism about the future is the common sense of many contemporary youth with its concomitant feeling that no one can make a difference.
If affective production can be shaped to reflect these perspectives, then it can be reshaped to lay the groundwork for optimism, passionate commitment, and transformative educational and political activity. In these ways cultural studies adds a dimension to the work of education unfilled by any other sub-discipline. This is what Transgressions: Cultural Studies and Education seeks to produce—literature on these issues that makes a difference. It seeks to publish studies that help those who work with young people, those individuals involved in the disciplines that study children and youth, and young people themselves improve their lives in these bizarre times.
This book series is dedicated to the radical love and actions of Paulo Freire, Jesus “Pato” Gomez, and Joe L. Kincheloe.
Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative.
The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must understand these emerging realities in order to gain an important voice in the pedagogical conversation.
Without an understanding of cultural pedagogy's (education that takes place outside of formal schooling) role in the shaping of individual identity—youth identity in particular—the role educators play in the lives of their students will continue to fade. Why do so many of our students feel that life is incomprehensible and devoid of meaning? What does it mean, teachers wonder, when young people are unable to describe their moods, their affective affiliation to the society around them. Meanings provided young people by mainstream institutions often do little to help them deal with their affective complexity, their difficulty negotiating the rift between meaning and affect. School knowledge and educational expectations seem as anachronistic as a ditto machine, not that learning ways of rational thought and making sense of the world are unimportant.
But school knowledge and educational expectations often have little to offer students about making sense of the way they feel, the way their affective lives are shaped. In no way do we argue that analysis of the production of youth in an electronic mediated world demands some "touchy-feely" educational superficiality. What is needed in this context is a rigorous analysis of the interrelationship between pedagogy, popular culture, meaning making, and youth subjectivity. In an era marked by youth depression, violence, and suicide such insights become extremely important, even life saving. Pessimism about the future is the common sense of many contemporary youth with its concomitant feeling that no one can make a difference.
If affective production can be shaped to reflect these perspectives, then it can be reshaped to lay the groundwork for optimism, passionate commitment, and transformative educational and political activity. In these ways cultural studies adds a dimension to the work of education unfilled by any other sub-discipline. This is what Transgressions: Cultural Studies and Education seeks to produce—literature on these issues that makes a difference. It seeks to publish studies that help those who work with young people, those individuals involved in the disciplines that study children and youth, and young people themselves improve their lives in these bizarre times.
This book series is dedicated to the radical love and actions of Paulo Freire, Jesus “Pato” Gomez, and Joe L. Kincheloe.
A Tapestry of Ideas and Inquiries
Volume 134
978-90-04-38567-2
Original Essays about Educators in Popular Culture
Volume 132
978-90-04-39809-2
Urban Immigrant English Language Learners in STEM
Volume 131
978-90-04-38947-2
Grandparents, Grandchildren, Schools, Communities, and Churches
Volume 130
978-90-04-38754-6
Understanding, Complicating, and Transcending Police-Community Violence
Volume 128
978-90-04-37873-5
A Post-Constructivist Perspective on Education, Learning, and Development
Volume 127
978-90-04-37713-4
Stories, History, Memory from a Lost Time. Second Edition
Volume 126
978-90-04-37095-1
Stories, History, Memory from a Lost Time. Second Edition
Volume 126
978-90-04-37097-5
Indigenous Research Rising Up
Volume 125
Editor(s):
Jennifer Markides and Laura Forsythe
978-90-04-36739-5
Indigenous Research Rising Up
Volume 125
Editor(s):
Jennifer Markides and Laura Forsythe
978-90-04-36741-8
meditations on the dialogical philosophy of martin buber
Volume 123
978-94-6351-197-1
An Interpretation of Social and Political Misogyny
Volume 122
978-94-6351-071-4
An Innovative Approach to Integrate Arts Education
Volume 119
978-94-6300-959-1
An Autoethnography of a Beginning Teacher
Volume 118
978-94-6300-851-8
Donald Trump, Media Spectacle, and Authoritarian Populism
Volume 117
978-94-6300-788-7
Understanding Anti-Muslim Racism through the Lived Experiences of Muslim Youth
Volume 116
978-94-6300-779-5
Transformative Learning, Community Building & Solidarity
Volume 115
978-94-6300-480-0
The Role of Historically Black Colleges and Universities in the 21st Century
Volume 113
978-94-6300-322-3
Tales from Equine-Facilitated Counseling
Volume 111
978-94-6300-268-4
Poetic Inquiry from the Art Therapy Studio
Volume 108
978-94-6300-001-7
Reframing Whiteness, Privilege, and Identity in Education (Second Edition)
Volume 106
978-94-6209-869-5
Feminist Counter-narratives of Young Adult Literature by Women
Volume 104
978-94-6209-689-9
How We Can Reject Conventional Career Advice and Find Empowerment
Volume 103
978-94-6209-647-9
How a Community Created a Buddhist Education Program for State Schools
Volume 98
978-94-6209-416-1
Grandparents, Grandparenting, Community and School Relations
Volume 94
978-94-6209-302-7
Autonarrative Exploration of Racism, Discrimination, and the Doorways to Academic Citizenship in Canada
Volume 87
978-94-6209-040-8
A Learning Journey for Teachers, Schools and Communities
Volume 86
978-94-6091-888-9
Founding Editor:
Joe L. Kincheloe (1950-2008) The Paulo and Nita Freire International Project for Critical Pedagogy
Joe L. Kincheloe (1950-2008) The Paulo and Nita Freire International Project for Critical Pedagogy
Teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy.