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Autor/inn/enWright, Handel Kashope; Maton, Karl
TitelCultural Studies and Education: From Birmingham Origin to Glocal Presence
QuelleIn: Review of Education, Pedagogy & Cultural Studies, 26 (2004) 2-3, S. 73-89Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1071-4413
DOI10.1080/10714410490480359
SchlagwörterGlobal Approach; Foreign Countries; Personal Narratives; Adult Education; Essays; United Kingdom (England)
AbstractThis article examines the contemporary relationship between cultural studies and the field of education--the characteristics of cultural studies in/and education and the "glocal" presence of cultural studies in/and education. The article traces the development of cultural studies from its origins as an anti-disciplinary project of the Centre for Contemporary Cultural Studies at Birmingham University, England in the early 1960s to its present conception of "glocal presence." The notion of the "glocal" signals a focus on the dialectical and dialogical relationship between the global and the local as opposed to the dominant conceptualization of globalization as a virtually unidirectional process whereby global developments impact local sites. The article surveys a number of essays that are discussed in terms of how they are illustrative of, and contributory to, three selected characteristics of cultural studies and/in education, namely the institutionalization of cultural studies in the national academy; the institutionalization of cultural studies in education; and literacy, reading and cultural pedagogy as aspects of the discourse and praxis of cultural studies and/in education. (ERIC).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
BegutachtungPeer reviewed
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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