Αποδελτίωση περιοδικού Policy Futures in Education

Policy Futures in Education


ISSN 1478-2103

Volume 7 Number 2 2009

SPECIAL ISSUE
Contesting Identities, Contesting Nation
Guest Editors: CAMERON McCARTHY, AISHA DURHAM, C. MICHAEL ELAVSKY, ALICE FILMER, MICHAEL GIARDINA, SUSAN HAREWOOD, SOOCHUL KIM, JENNIFER LOGUE, MIGUEL MALAGRECA & RASUL MOWATT


Introduction. Contesting Identities, Contesting Nation, pages 138‑144 doi:10.2304/pfie.2009.7.2.138 VIEW FULL TEXT
Cameron McCarthy & Jennifer Logue. Reading against the Grain: examining the status of the categories of class and tradition in the scholarship of British cultural studies in light of contemporary popular culture and literature, pages 145‑160
Susan Harewood. Metaphor and the Work of Cultural Studies, pages 161‑171
Michael D. Giardina. Flexibly Global? Performing Culture and Identity in an Age of Uncertainty, pages 172‑184
Rasul Mowatt. The King of the Damned: reading lynching as leisure, pages 185‑199
Alice A. Filmer. Discourses of Legitimacy: a love song to our mongrel selves, pages 200‑216
Aisha S. Durham. Behind Beats and Rhymes: working class from a Hampton Roads hip hop homeplace, pages 217‑229
C. Michael Elavsky. Moving Beyond the Wall(s): theorizing, corporate identity for global cultural studies, pages 230‑243
Miguel A. Malagreca. Writing Queer across the Borders of Geography and Desire, pages 244‑255
Soochul Kim. Re-locating the National: spatialization of the national past in Seoul, pages 256‑265

OBAMA’S AMERICA
Michael A. Peters. Automobilism, Americanism and the End of Fordism, pages 266‑270 doi:10.2304/pfie.2009.7.2.266 VIEW FULL TEXT

OCCASIONAL THOUGHTS
Henry A. Giroux. Beyond the Audacity of Hope: the promise of an educated citizenry, pages 271‑274 doi:10.2304/pfie.2009.7.2.271 VIEW FULL TEXT

Reading against the Grain: examining the status of the categories of class and tradition in the scholarship of British cultural studies in light of contemporary popular culture and literature

CAMERON MCCARTHY Institute of Communications Research, University of Illinois, Urbana-Champaign, USA
JENNIFER LOGUE Department of Educational Policy Studies, University of Illinois, Urbana-Champaign, USA

doi:10.2304/pfie.2009.7.2.145