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This collection of readings aims to bring together in one volume representative statements of the different theoretical traditions which have been influential in shaping the subject of cultural studies, now an established part of the teaching of sociology, literature and related areas. Conceived to meet the needs of students on the Open University course Popular Culture, the volume aims to provide an introduction to the main concepts and contemporary debates in the field. Amongst the major themes are the contrast between culturalist and structuralist approaches, the relevance of Gramsci's work to cultural theory, and the contribution of perspectives standing outside Marxist debate.
Intends to assemble a set of essays that invent, develop, and/or demonstrate strategies for theorizing one or several dynamic processes, so as to identify, illustrate by example, and analyze specific problems as well as connect theorizations of process across different disciplines of inquiry.
Research shows that between birth and early adulthood the brain requires sensory stimulation to develop physically. The nature of the stimulation shapes the connections among neurons that create the neuronal networks necessary for thought and behavior. By changing the cultural environment, each generation shapes the brains of the next. By early adulthood, the neuroplasticity of the brain is greatly reduced, and this leads to a fundamental shift in the relationship between the individual and the environment: during the first part of life, the brain and mind shape themselves to the major recurring features of their environment; by early adulthood, the individual attempts to make the environment conform to the established internal structures of the brain and mind. In Brain and Culture, Bruce Wexler explores the social implications of the close and changing neurobiological relationship between the individual and the environment, with particular attention to the difficulties individuals face in adulthood when the environment changes beyond their ability to maintain the fit between existing internal structure and external reality. These difficulties are evident in bereavement, the meeting of different cultures, the experience of immigrants (in which children of immigrant families are more successful than their parents at the necessary internal transformations), and the phenomenon of interethnic violence. Integrating recent neurobiological research with major experimental findings in cognitive and developmental psychology—with illuminating references to psychoanalysis, literature, anthropology, history, and politics—Wexler presents a wealth of detail to support his arguments. The groundbreaking connections he makes allow for reconceptualization of the effect of cultural change on the brain and provide a new biological base from which to consider such social issues as "culture wars" and ethnic violence.
This book lays bare the ideological and political character of the positivist rationality that has been the primary theoretical underpinning of educational research in the United States. These assumptions have expressed themselves in the form and content of curriculum, classroom social relations, classroom cultural artifacts, and the experiences and beliefs of teachers and students. Have existing radical critiques provided the theoretical building blocks for a new theory of pedagogy? The author attempts to move beyond the abstract, negative characteristics of many radical critiques, which are often based on false dualisms that fail to link structure and intentionally, content and process, ideology and hegemony, etc. He also is critical of the over-determined models of socialization and the abstract celebration of subjectivity that underlies much of the false utopianism of many radical perspectives. Professor Giroux begins to lay the theoretical groundwork for developing a radical pedagogy that connects critical theory with the need for social action in the interest of individual freedom and social reconstruction. Author note: Henry A. Giroux is Assistant Professor of Education at Boston University. He is the co-editor of Curriculum and Instruction: Alternatives in Education and The Hidden Curriculum and Moral Education.
Whether used on its own or in conjunction with Cultural Theory and Popular Culture: An Introduction, this reader is a theoretical, analytical, and historical introduction to the study of popular culture within cultural studies. The readings cover the culture and civilization tradition, culturalism, structuralism and poststructuralism, Marxism, feminism, and postmodernism, as well as current debates in the study of popular culture. New to this edition: Four new readings by Stuart Hall, Ernesto Laclau and Chantal Mouffe, Judith Butler, and Savoj Žižek Fully revised general and section introductions that contextualize and link the readings with key issues in Cultural Theory and Popular Culture: An Introduction Fully updated bibliography Ideal for courses in: cultural studies media studies communication studies sociology of culture popular culture visual studies cultural criticism
Revisits key texts central to the formation of cultural studies as a discipline and project.
Tracing the development of one of the most influential and respected figures within cultural studies, Helen Davis focuses on Stuart Hall's writings over a period of nearly 50 years, offering students and academics a cogent and explanatory route through complex and overlapping areas of analysis.
In this major new work, Thompson develops an original account of ideology and relates it to the analysis of culture and mass communication in modern Societies. Thompson offers a concise and critical appraisal of major contributions to the theory of ideology, from Marx and Mannheim, to Horkheimer, Adorno and Habermas. He argues that these thinkers - and social and political theorists more generally - have failed to deal adequately with the nature of mass communication and its role in the modern world. In order to overcome this deficiency, Thompson undertakes a wide-ranging analysis of the development of mass communication, outlining a distinctive social theory of the mass media and their impact.
Culture is unquestionably a central topic in the contemporary social sciences. In order to understand how people think, feel, value, act and express themselves, it is necessary to examine the cultures they create, and are in turn created by. Here, David Inglis shows how the study of culture can be transformed by focusing in on how cultural forces shape, influence, structure - and occasionally disrupt - the day-to-day activities of individuals. Reconsidering different views on 'culture' - what it is, how it operates, and how it relates to other aspects of the human (and non-human) world - this new book covers key areas such as: high culture versus popular culture modern and postmodern culture globalization and culture culture and nature. Specific issues covered range from the everyday aspects of sportive play, artistic production and the mass media, to car culture and global cuisine, and students are introduced to some of the major thinkers on culture from Matthew Arnold to Bakhtin and Bourdieu. Written in a concise, student-friendly manner, theoretical arguments are illustrated with examples from film, architecture and daily life, making this an informative and indispensable introduction for those wishing to understand the complexities of culture.