__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.". (shrink)

Reflecting the current turn in curriculum work that underscores the relationship between theory and practice, this volume brings together the voices of curriculum theorists working within academic setting and practitioners working in schools and other educational settings. The book traces their collaborative work, challenging the assumption that practitioners should be only consumers of the theory produced by academics. Thus, this collection engages readers in the complicated conversation about the relationship between theory and practice, between theoreticians and practitioners. Although every author (...) is, to some degree, a practitioner as well as a theorist, their collaboration emerges from the particular positions and identification that each assumes in the practice of their craft. From working with homeless youth to deepening one's personal commitment to antiracist pedagogy in schools, each author's experience implodes the false binary of the theory/practice dichotomy, illuminating a different dimension of the challenges therein. (shrink)

This collection of groundbreaking studies breaks with the tradition of gauging inequality by looking 'down' at at-risk or poverty-disadvantaged schools and shifts the gaze of inquiry 'up' toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources.