ABSTRACT

In this opening contribution to the Special Issue Cultural Studies and Education: A Dialogue of Disciplines?, Guest Editors Bill Green and Andrew Hickey survey the pedagogical and disciplinary intersections of Cultural Studies and Education. Positioning an account of Cultural Studies that draws attention (back) to Cultural Studies’ founding pedagogical project, Green and Hickey note that Cultural Studies has always maintained a pedagogical imperative. Attention is given to how this concern for the pedagogical translates, now, across a range of educational settings, both formal and informal. The Editors cast a distinction between the pedagogical and educational, and from this basis argue that predominant accounts of Cultural Studies’ educative purpose derive from the relationship that the field has maintained with formal and institutional sites of Education. The paper then moves to survey the contributions for this issue with attention given to the conceptual and theoretical connections that run through the collection. Highlighting that emphasis is given to Cultural Studies’ attendant practices and intellectual foundations, the Editors identify how Education and Cultural Studies might continue to engage in dialogue and how common intellectual threads that generate critically motivated scholarly practices might (continue to) recognize the implications of the conjuncture.

摘要

在特刊文化研究与教育的开场白中：学科对话？，客座编辑比尔格林和安德鲁希基调查了文化研究和教育的教学和学科交叉点。Green 和 Hickey 将文化研究的描述定位于将注意力（回）到文化研究的创始教学项目上，指出文化研究始终保持着教学的必要性。现在，人们关注的是这种对教学的关注如何在正式和非正式的一系列教育环境中转化。编辑们区分了教学和教育, 并以此为基础认为，文化研究教育目的的主要说明源于该领域与正式和机构教育场所保持的关系。然后，本文着眼于对贯穿整个系列的概念和理论联系的关注，调查了对此问题的贡献。强调强调文化研究的伴随实践和知识基础，编辑们确定了教育和文化研究如何继续进行对话，以及产生批判性动机的学术实践的共同知识线索如何（继续）认识到时势。