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Vocabulary Terms

Morley, “Cultural Studies and Common Sense: Unresolved Questions”

Essay is a defense of “the interdisciplinary nature of the cultural studies project” (245).
Critiques from sociology, anthropology, and political economy have variously claimed that cultural studies reached a political dead end, abandoned politics altogether, or simply reinvented theoretical wheels.
Morley argues that cultural studies reinvigorated, and expanded the scope and methodology of these fields.
Morley counters that some of these very critiques use language and/or make assumptions that reveal the importance of cultural studies for understanding why the “macro,” “real,” and “public” realms are seen as “important” topics of study.
Concludes by emphasizing the importance of understanding works in the contexts in which they are produced; the attention of cultural studies to producing questions and maintaining an open-endedness; and understanding intellectual progress in terms of dialogue and transformation, not linear displacement.

Argues that Hall’s writing on culture provides a “theoretical framework for making pedagogy central to the politics and practice of cultural production” (134).
Begins by noting critiques of cultural studies from New Left “renegades” and why they fall short.
Culture shapes how individuals understand themselves, others, and the world around them; thus, it is crucial for understanding agency and politics.
The educational force of culture shifts our understandings of power, representation, and the reach of pedagogy.
Critical public pedagogy should start at the intersections of meaning-making in peoples’ lives and “ascertain how certain meanings under particular historical conditions become more legitimate as representations of reality and take on the force of commonsense assumptions” (143).
Conclusion: “Hall's call for a cultural politics implies a public pedagogy in which learning becomes indispensable to the very process of social change, and social change becomes the precondition for a politics that moves in the direction of a less hierarchical, more radical democratic social order” (145).

Students should be surrounded by multicultural influences and antiracist pedagogy — especially those intending to become educators.
“In using the themes of community building, crossing boundaries, and sharing voices to frame my tenure statement in 1994, I challenged the “scholarship-teaching-service” design of the tenure review process. In its place, I modeled an alternative approach to make the review more valid and conceptually meaningful, both for me and for colleagues who might follow” (Kiang 50).
Kiang highlights the power imbalances within higher education that can severely impact what is taught (and who teaches it).

“My adolescence was spent continuously negotiating these cultural spaces” (Chen 487).

Hall discusses his colonial education and the impact it had on his migration to England and his views on diaspora

“Having been prepared by the colonial education, I knew England from the inside. But I’m not and never will be ‘English’. I know both places intimately, but I am not wholly of either place. And that’s exactly the diasporic experience, far away enough to experience the sense of exile and loss, close enough to understand the enigma of an always-postponed ‘arrival’” (Chen 492).

Heavily focused on the role of colonialism on the diasporic.
Discusses the growth of feminism during his time at CCCS, clarifies that “feminism did actually merge autonomously” (Chen 501).