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This special issue of 'Cultural Studies Review' will analyse the experience and future of pedagogical innovation in cultural studies. As a discipline heavily invested in making sense of the contemporary world, cultural studies is constantly engaging with new examples, new technologies, new political contexts and even new theoretical paradigms. The progressive political ethos of many working in this field makes many of us sympathetic to pedagogical innovations that promise to shake up existing practices, hierarchies and conventions. Yet many current innovations in university teaching repeat assumptions—instrumental progressivism, technological utopianism, the fetish of the new—that it has long been the business of cultural studies to deconstruct. For this special issue, to be published in 2011, we welcome papers exploring politics and consequences of “new pedagogies” in institutions preoccupied by audit, internationalization and technological innovation. Has pedagogical innovation advanced or compromised the university’s ethical commitments: to social justice, equal access, human rights and environmental sustainability? The aim of this special issue is to bring a cultural studies methodology to bear on recent changes in the pedagogy of cultural studies, as an insight into changes in the historical role of the academic and educational sector more generally.
Deadline for abstracts of 250 words: December 1, 2009. Please email to Nicole.Matthews@mq.edu.au with the subject line 'Disciplining Innovation'.
Deadline for full papers for peer review: May 15, 2010
For further information, contact Nicole Matthews
Nicole.Matthews@mq.edu.au or Nick Mansfield Nick.Mansfield@mq.edu.au
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