Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors.
This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes?
This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.
Foreword, Meaghan Morris 1. Pedagogy: The unsaid of socio-cultural theory, Megan Watkins, Greg Noble and Cathrine Driscoll PART I: Pedagogical Processes and Relations 2. Unpacking Pedagogy: Didactics, paideia and how we come to be, Megan Watkins 3. Pedagogies of Civic Belonging, Greg Noble 4. The Problem of Pedagogy and Everyday Life or When is Pedagogy not a Pedagogy?, Julian Sefton-Green PART II: Shaping Conduct/Forming Citizens 5. The Plastic Adolescent: Classification and minority, Liam Grealy and Cathrine Driscoll 6. Little Publics and Youth Arts as Cultural Pedagogy, Anna Hickey-Moody 7. Helping Themselves: Men and the kitchen, James Hay 8. Cultural Pedagogies and the Logics of Culture: Learning to be a ‘community type of person,’ Andrew Hickey PART III: Institutional Pedagogies 9. Learning to be an Academic: Tacit and explicit pedagogies, Ruth Barcan 10. Educating for Inequality: Indigenous schooling in Northern Australia, Tess Lea 11. Cultural Pedagogies in the Museum: Walking, listening and feeling, Andrea Witcomb PART IV: Habituation, Affect and Materialities 12. Habits of Mood: Cultural pedagogy and home-front morale in Britain in the Second World War, Ben Highmore 13. An Autoethnography of Strings: An experiment in materialising learning, Elaine Lally 14. Yoga: Cultural pedagogy and embodied ethics, David Mcinnes 15. Pedagogies of Incorporation: Touch and the technology of writing, Megan Watkins and Greg Noble
This series establishes the importance of innovative contemporary, comparative and historical work on the relations between social, cultural and economic change. It publishes empirically-based research that is theoretically informed, that critically examines the ways in which social, cultural and economic change is framed and made visible, and that is attentive to perspectives that tend to be ignored or side-lined by grand theorising or epochal accounts of social change. The series addresses the diverse manifestations of contemporary capitalism, and considers the various ways in which the `social', `the cultural' and `the economic' are apprehended as tangible sites of value and practice. It is explicitly comparative, publishing books that work across disciplinary perspectives, cross-culturally, or across different historical periods.
We are particularly focused on publishing books in the following areas that fit with the broad remit of the series:
The series is actively engaged in the analysis of the different theoretical traditions that have contributed to critiques of the `cultural turn'. We are particularly interested in perspectives that engage with Bourdieu, Foucauldian approaches to knowledge and cultural practices, Actor-network approaches, and with those that are associated with issues arising from Deleuze's work around complexity, affect or topology. The series is equally concerned to explore the new agendas emerging from current critiques of the cultural turn: those associated with the descriptive turn for example. Our commitment to interdisciplinarity thus aims at enriching theoretical and methodological discussion, building awareness of the common ground has emerged in the past decade, and thinking through what is at stake in those approaches that resist integration to a common analytical model.