Introduction p.1

Historical pretext p.2

Framing Youth p.6

White Youth and the Politics of Despair p.9

Cultural Studies and Youth: The Pedagogical Issue p.14

Conclusion p.20

Bibliography p.21

Introduction

Educational theorists demonstrate as little interest in cultural studies as cultural studies scholars do in the critical theories of schooling and pedagogy. For educators, this indifference may be explained, in part, by the narrow technocratic models that dominate mainstream reform efforts and structure education programs. Within such a tradition, management issues become more important than understanding and furthering schools as democratic public spheres. Hence, the regulation, certification, and standardization of teacher behavior is emphasized over creating the conditions for teachers to undertake the sensitive political and ethical roles they might assume as public intellectuals who selectively produce and legitimate particular forms of knowledge and authority. Similarly, licensing and assimilating differences among students is more significant than treating students as bearers of diverse social memories with a right to speak and represent themselves in the quest for learning and self-determination. While other disciplines have appropriated, engaged, and produced new theoretical languages in keeping with changing historical conditions, colleges of education have maintained a deep suspicion of theory and intellectual dialogue and thus have not been receptive to the introduction of cultural studies. Other considerations in this wilful refusal to know would include a history of educational reform which has been overly indebted to practical considerations that often support a long tradition of anti-intellectualism. Moreover, educators frequently pride themselves on being professional, scientific, and objective.

The resistance to cultural studies may also be due to the fact that it reasserts the importance of comprehending schooling as a mechanism of culture and politics, embedded in competing relations of power that attempt to regulate and order how students think, act and live. Since cultural studies is largely concerned with the critical relationship among culture, knowledge, and power, it is not surprising that mainstream educators often dismiss cultural studies as being too ideological, or simply ignore its criticisms regarding how education generates a privileged narrative space for some social groups and a space of inequality and subordination for others.

Bibliography

Stanley Aronowitz

http://muse.jhu.edu/journals/pedagogy/toc/ped5.1.html

Micky Kaus

http://muse.jhu.edu/journals/pedagogy/v003/3.3contributors.html

William Bennett

http://muse.jhu.edu/journals/pedagogy/toc/ped2.1.html

Fabienne Worth

http://muse.jhu.edu/journals/ped/information/indexing.html

Peter Hitchcock

http://muse.jhu.edu/journals/pedagogy/toc/ped1.2.html

Peter Euben (ibid.)

Henry Giroux

http://www.gseis.ucla.edu/courses/ed253a/Giroux/Giroux1.html

Примечаний нет.