Cultural Studies and Education: Perspectives on Theory, Methodology, and Practice

Cultural Studies and Education is a timely introduction to cultural studies and the ways in which it can enrich both education scholarship and practice.

An extensive field that in the last few decades has transformed many academic disciplines, cultural studies has yet to be fully considered by educators and education scholars. Cultural Studies and Education redresses this great shortcoming, bringing cultural studies and its implications for education to the fore.

The book aims to serve three main purposes. First, it is an introduction for educators and education researchers to some of the most important theoretical debates and analytic frameworks that have shaped the field of cultural studies. Second, it offers an introduction to and examples of three important areas of inquiry in which education and cultural studies overlap: gender and queer studies; postcolonial and ethnic studies; and popular culture and youth studies. Third, it illustrates how education scholars have dealt with the conceptual challenges of cultural studies and how education offers unique perspectives and contributions to the broader debates in the field."

• Format: Paperback
• Language: English
• ISBN: 0916690415
• ISBN13: 9780916690410
• Release Date: January 2004
• Publisher: Harvard Education PR
• Length: 296 Pages
• Weight: 1.13 lbs.
• Dimensions: 0.8" x 6.8" x 10.0"

Customer Reviews

The Cultural Studies Turn in Education

Rubén A. Gaztambide-Fernández et al. edited vol. on Cultural Studies and Education: Perpectives on Theory, Methodology, and Practice (Harvard Educational Review, 38) is an important contribution to the educational community. Besides compiling some of the classic works of established scholars (e.g., Patty Lather's articcle on "Research as Praxis") and some very innovative work from emerging scholars, the volume contains an excellent Introduction to the distinctive, cutting-edge, and critically radical endeavors of CS in the field of education. The Introduction could have benefited from an explicit, comprehensive discussion of the CS 'methods' proposed/used by the various contributors. However, from a theoretical point of view, the Introduction lucidly captures the essence of the relevance of CS in/for contemporary educational research without stripping the `field' from the complexities characterizing it.