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
1–3

Disciplining Innovations (Peer Reviewed)

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

New Writing (Peer Reviewed)

Robyn Ferrell
165–82
Lindsay Barrett
183–97

Articles (Peer Reviewed)

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

Reviews

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