Successful resistance or resisting success? Surviving the silent social order of the theory classroom

Social Epistemology 22 (2):203 – 217 (2008)
Abstract
Fiona Nicoll and Melissa Gregg met on the job at a new university having both moved from Sydney to Brisbane to take up their appointments. Here they share reflections on teaching a cultural theory course that they inherited from a prominent Australian Professor of Cultural Studies, offering the perspectives of two consecutive generations of cultural studies theorists now teaching in the field since the early 1990s. This situation gives rise to new interpretations regarding the value and uses of theory in the classroom. Noting the subtle differences involved in teaching the same theoretical material in different cities, the ironies of teaching radical cultural theory in a conservative institutional environment, and the specific opportunities and challenges of teaching cultural studies theory as opposed to others, the article considers some of the silences teachers must also contend with in their classroom practice, drawing on and expanding the terrain established by Thorkelson's thesis.
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