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International Journal of Cultural Studies
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Teaching pleasure

Experiments in cultural studies and pedagogy

John Parham

Thames Valley University, UK, john.parham{at}tvu.ac.uk

•This article evaluates pedagogical debates on reconciling critical cultural studies with the increasingly vocational demands of students. The approach is experiential and describes teaching `popular pleasure' at the University of East London, UK. Highlighting a reflexive approach whereby students questioned the partialities of cultural studies in light of their own experience and pleasures, the article draws on student assignments to reach two findings: a failure of reflexivity (coursework was conventionally theoretical or uncritically autobiographical); and sharp discrepancies in student satisfaction. Concluding, then, that the vocational—critical split permeates student culture itself, the essay considers how to reconcile these two constituencies — identifying opportunities in both contemporary higher education and cultural theory (for example, proposing students as cultural intermediaries) — before diagnosing remaining obstacles (from cultural studies' failure to discuss popular culture `authentically' to difficulties in drafting assessment criteria for reflexive assignments). It concludes with some recommendations for future courses. •

Key Words: authority • contextuality • critical pedagogy • cultural intermediaries • cultural studies • identity • multiplicity • popular culture • reflexivity • vocationalism

International Journal of Cultural Studies, Vol. 5, No. 4, 461-478 (2002)
DOI: 10.1177/13678779020050040601
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