Vol 17, No 2 (2011)

Disciplining Innovation: New Pedagogies in Cultural Studies

co-edited by Nick Mansfield and Nicole Matthews

The themed section of this issue analyses the experience and future of pedagogical innovation in cultural studies, focusing on a variety of questions and issues. Has technological innovation allowed flexibility and an extension of the curriculum, or merely been used to reduce face-to-face teaching hours? Has the consistent demand to plan and report on teaching programs encouraged forward thinking or burdened academics with bureaucratic demands? Have universities truly internationalised their curriculums or merely exploited upwardly mobile international students? Has pedagogical innovation advanced or compromised the university’s ethical commitments: to social justice, equal access, human rights and environmental sustainability? What broader cultural developments does the consistent call to innovate in the classroom reflect?

 

The rest of the issue contains a wide range of innovative articles, new writing and reviews.


Table of Contents

Editorial
John Frow, Katrina Schlunke
PDF
1–3

Disciplining Innovations

Nick Mansfield, Nicole Matthews
PDF
4–10
Nick Mansfield
PDF
11–27
Nicole Matthews
PDF
28–48
Rebecca Rey, Golnar Nabizadeh
PDF
49–70
Helen Yeates, Margaret McVeigh, Tess Van Hemert
PDF
71–99
Agnes Bosanquet
PDF
100–14
Sue Saltmarsh
PDF
115–39
Kieryn McKay, Kylie Brass
PDF
140–64

New Writing

Robyn Ferrell
PDF
165–82
Lindsay Barrett
PDF
183–97

Articles

Jean Duruz
PDF
198–218
Fiona Nicoll
PDF
219–56
Lizardo Herrera
PDF
257–70
Bryoni Trezise
PDF
271–99
Bob Hodge, Ingrid Matthews
PDF
300–25
Deborah Bird Rose, Stuart Cooke, Thom van Dooren
PDF
326–43

Reviews

Ben Clarke
PDF
344–9
Gay Hawkins
PDF
350–5
Lachlan MacDowall
PDF
356–60
Mark Pendleton
PDF
361–6
Kyja Noack-Lundberg
PDF
367–75
Andrew King
PDF
376–80
Saer Maty Ba
PDF
381–91
Adam Stapleton
PDF
392–8
Jason Jacobs
PDF
399–405
Jonathan Marshall
PDF
406–10