Pedagogy and Cultural Studies
–Lingnan University Master of Cultural Studies Programme
Lecturers: Dr. Hui Shiu-lun and Dr. Lau Kin-chi
2013-14 Term 2
Course Description
This core course will question the ‘ordinary’ ways we learn to see, speak, know and experience things; that is, how we learn to behave both as subjects of our own actions and when we are subjected to the actions of others. Theoretical approaches in cultural studies to pedagogical processes formative of the person will be introduced to open up familiar aspects of our behaviour for critical discussion. These include language, memory, experience, culture, technology, knowledge, identity, and power. On the practical side, the course will examine how education as an institutional practice works to perpetuate established power relations. It will also examine how a ‘decolonizing’ approach to pedagogy can bring together learning experiences that are normally excluded or marginalized in formal education. The history and practice of education in Hong Kong will be the main focus of students’ investigations.
Aims and Objectives
- To analyze existing educational practices;
- To introduce transformative models and practices of pedagogy.
Indicative Contents
- Rethinking education with theoretical insights from cultural studies;
- Issues of language and discourse; politics of representation; critical literacy; knowledge and power relations; culture and experience;
- Existing pedagogical practices in Hong Kong;
- Case studies of alternative practices in decolonizing education.
Class Schedule
- Experience of learning
Wk1 Introduction: Pedagogy and Cultural Studies
Wk2 (1) 《窗边的小荳荳》; Divasvapna (Daydreaming);
(2) Danger School; How Children Fail
(3) Debates on modern education (Gandhi vs Tagore; Tao Xingzhi; Liang Shuming)
- II. Critical perspectives of knowledge
Wk3 (4) Institutionally validated knowledge (Introduction; Chapter 1 “What is knowledge?”; Chapter 3 “The structures of knowledge” in Knowledge as Culture)
Wk4 (5) Subjugated knowledge (Michel Foucault: “So is it important to think?”; “Two lectures” in Power and Knowledge: Selected Interviews and Other Writings 1972-1977)
III. Education and modern development
Wk5 (6) A different logic of development (Educating for Eco-Justice and Community Introduction; Chapter 4 “Elements of an Eco-Justice Curriculum”)
Wk6 (7) Andean culture confronting western notions of development (Chapter 1 “Introduction” in The Spirit of Regeneration)
- IV. The question of the modern subject
Wk7 (8) Governmentality (Mitchell Dean: Governmentality Chapter 1 “Basic concepts and themes”; Michel Foucault: “Governmentality”; interviews with Foucault by Paul Rabinow and Rux Martin)
Wk8 (9) Michel Foucault: “The subject and power”, in Power: Essential Works of Foucault 1954-1984.
- V. Critical Reflections
References
Required/Essential Reading
黑柳彻子 (2003): 《窗边的小荳荳》.海口：南海.
Apffel-Marglin, Frederique with PRATEC (eds) (1998): “Chapter 1: Introduction”, in The Spirit of Regeneration: Andean Culture Confronting Western Notions of Development. London and New York: Zed.
Bowers, C.A. (2001): “Introduction”, “Chapter 4”, in Educating for Eco-Justice and Community. Georgia: University of Georgia Press
Dean, Mitchell (1999): “Chapter 1”, Governmentality: Power and Rule in Modern Society. London: Sage.
Foucault, Michel (1994): “The subject and power”, in Power: Essential Works of Foucault 1954-1984; Volume 3. London: Penguins.
Gordon, Colin ed. (1980): “So is it important to think?”; “Two lectures” in Power/Knowledge: Selected Interviews and Other Writings 1972-77 by Michel Foucault. New York: Pantheon Books.
McCarthy, E. Doyle (1996): “Chapter 1”, “Chapter 3”, in Knowledge as Culture: New Sociology of Knowledge. London and New York: Routledge.
Recommended/Supplementary Reading
Website for books on education: www.arvindguptatoys.com
黑柳彻子 (2004):《小時候就在想的事》海口：南海.
山中康裕(2006):《哈利波特與神隱少女》臺北:心靈工坊.
Babiana學生(2005):《給老師的信》香港:進一步.
程介明 (1995):《政治變動中的香港教育》. 香港: 牛津大學出版社.
陳曉蕾 (2000):《教育改革由一個夢想開始》. 香港: 明窗出版社.
大江健三郎 (2002):《為什麼孩子要上學》.台北: 時報.
Adam, Barbara (1998): Timescapes of Modernity: the Environment and Invisible Hazards. London and New York: Routledge.
Badheka, Gijubhai (1990). Divasvapna (Daydreaming). Delhi: National Book Trust.
Bar On, Bat-Ami and Ann Ferguson eds. (1998): Daring to be Good: Essays in Feminist Ethico-Politics. London and New York: Routledge.
Bhattacharya, Sabyasachi, ed. (1997) The Mahatma and the Poet: Letters and Debates between Gandhi and Tagore 1915-1941. Delhi: National Book Trust.
Bender, Gretchen and Timothy Druckrey eds. (1994): Culture on the Brink: Ideologies of Technology. Seattle: Bay.
Conley, Verena Andermatt (1997): Ecopolitics: the Environment in Poststructuralist Thought. London and New York: Routledge.
Culler, Jonathan (1973) “The linguistic basis of structuralism”, Structuralism: An Introduction. Oxford: Clarendon.
Cummins, Jim and Dennis Sayers (1995) Brave New Schools: Challenging Cultural Illiteracy through Global Learning Networks. New York: St. Martin’s Press.
Donald, James (1992): Sentimental Education: Schooling, Popular Culture and the Regulation of Liberty, London and New York: Verso.
Feenberg, Andrew and Alastair Hannay eds. (1995): Technology and the Politics of Knowledge. Bloomington and Indianapolis: Indiana University.
Gane, Mike and Terry Johnson eds. (1993): Foucault’s New Domains. London and New York: Routledge.
Giroux, Henry A (2000): Stealing Innocence: Corporate Culture’s War on Children. New York: Palgrave
Giroux, Henry, Colin Lankshear, Peter McLaren and Michael Peters (1996): Counternarratives: Cultural Studies and Critical Pedagogies in Postmodern Spaces. London and New York: Routledge.
Giroux, Henry A. and Patrick Shannon eds. (1997): Education and Cultural Studies: Toward a Performative Practice. London and New York: Routledge.
Harvey, Penelope and Peter Gow eds. (1994): Sex and Violence: Issues in Representation and Experience. London and New York: Routledge.
Hernandez, Adriana (1997): Pedagogy, Democracy and Feminism: Rethinking the Public Sphere. Albany: State University of New York.
Holt, John (1995) How Children Fail. New York: Merloyd Lawrence.
hooks, bell (1994): Teaching to Transgress: Education as the Practice of Freedom. London and New York: Routledge.
Kumar, Satish ed. (1980): The Schumacher Lectures. London: Blond and Briggs.
Leeson, Lynn Hershman ed. (1996): Clicking In: Hot Links to a Digital Culture. Seattle: Bay.
Long, Norman and Ann Long eds. (1992): Battlefields of Knowledge: The Interlocking of Theory and Practice in Social Research and Development. London and New York: Rouledge
McLaren, Peter and Peter Leonard eds. (1993): Paulo Freire: A Critical Encounter. London and New York: Routledge.
Morley, David and KH Chen eds. (1996): Stuart Hall: Critical Dialogues in Cultural Studies. London and New York: Routledge.
Popkewitz, Thomas S, Barry M. Franklin, and Miguel A. Pereyra eds. (2001): Cultural History and Education: Critical Essays on Knowledge and Schooling. London and New York: Routledge Falmer.
Richards, Glyn (2001). Gandhi’s Philosophy of Education. Delhi: Oxford.
Said, Edward (1994): Culture and Imperialism. New York: Vintage.
Schumacher, E.F. (1973). Small is Beautiful: A Study of Economics as if People Mattered. London: Vintage.
Williams, Raymond (1989): The Politics of Modernism: Against the New Conformists. London: Verso.
Wirzbe, Norman ed. (2002): The Art of the Commonplace: the Agrarian Essays of Wendell Berry. Washington D.C.: Shoemaker and Hoard.