Catherine Driscoll – författare

For many scholars, cultural studies is viewed as a product of postmodern criticism and as the antithesis of modernism. In this brilliant work, Catherine Driscoll argues persuasively that we must view what we call cultural studies as a direct continuation of the innovations and concerns of modernism and the modernists.

In making her case, Driscoll provides a fresh take on arguments--some seemingly unresolvable--that pivot on modernism''s desire for novelty. Defining modernity as a critical attitude rather than a time period, she describes the many things these ostensibly different fields of inquiry have in common and reveals why cultural studies must be viewed as a fundamentally modernist project.

Casting a wide net across the shared interests of modernism and cultural studies, including cinema, fiction, fashion, art, and popular music, Driscoll explores such themes as love and work, adolescence and everyday life, the significance of the everyday, the popular as a field of power, and the importance of representation to identity and experience in modernity.

The 2012 film The Hunger Games and its three sequels, appearing quickly over the following three years, represent one of the most successful examples of the contemporary popularity of youth-oriented speculative film and television series. This book considers "The Hunger Games" as an intertextual field centred on this blockbuster film franchise but also encompassing the successful novels that preceded them and the merchandised imagery and the critical and fan discourse that surrounds them. It explores the place of The Hunger Games in the history of youth-oriented cinema; in the history of speculative fiction centred on adolescents; in a network of continually evolving and tightly connected popular genres; and in the popular history of changing ideas about girlhood from which a successful action hero like Katniss Everdeen could emerge.

The 2012 film The Hunger Games and its three sequels, appearing quickly over the following three years, represent one of the most successful examples of the contemporary popularity of youth-oriented speculative film and television series. This book considers "The Hunger Games" as an intertextual field centred on this blockbuster film franchise but also encompassing the successful novels that preceded them and the merchandised imagery and the critical and fan discourse that surrounds them. It explores the place of The Hunger Games in the history of youth-oriented cinema; in the history of speculative fiction centred on adolescents; in a network of continually evolving and tightly connected popular genres; and in the popular history of changing ideas about girlhood from which a successful action hero like Katniss Everdeen could emerge.

There has been a recent expansion of interest in cultural approaches to rural communities and to the economic and social situation of rurality more broadly. This interest has been particularly prominent in Australia in recent years, spurring the emergence of an interdisciplinary field called ''rural cultural studies''.

This collection is framed by a large interdisciplinary research project that is part of that emergence, particularly focused on what the idea of ''cultural sustainability'' might mean for understanding experiences of growth, decline, change and heritage in small Australian country towns. However, it extends beyond the initial parameters of that research, bringing together a range of senior and emerging Australian researchers who offer diverse approaches to rural culture. The essays collected here explore the diverse forms that rural cultural studies might take and how these intersect with other disciplinary approaches, offering a uniquely diverse but also careful account of life in country Australia. Yet, in its emphasis on the simultaneous specificity and cross-cultural recognisability of rural communities, this book also outlines a field of inquiry and a set of critical strategies that are more broadly applicable to thinking about the "rural" in the early twenty-first century.

This book will be valuable reading for students and academics of Geography, History, Literary Studies, Cultural Studies, Anthropology and Sociology, introducing rural cultural studies as a new dynamic and integrative discipline.

There has been a recent expansion of interest in cultural approaches to rural communities and to the economic and social situation of rurality more broadly. This interest has been particularly prominent in Australia in recent years, spurring the emergence of an interdisciplinary field called ''rural cultural studies''.

This collection is framed by a large interdisciplinary research project that is part of that emergence, particularly focused on what the idea of ''cultural sustainability'' might mean for understanding experiences of growth, decline, change and heritage in small Australian country towns. However, it extends beyond the initial parameters of that research, bringing together a range of senior and emerging Australian researchers who offer diverse approaches to rural culture. The essays collected here explore the diverse forms that rural cultural studies might take and how these intersect with other disciplinary approaches, offering a uniquely diverse but also careful account of life in country Australia. Yet, in its emphasis on the simultaneous specificity and cross-cultural recognisability of rural communities, this book also outlines a field of inquiry and a set of critical strategies that are more broadly applicable to thinking about the "rural" in the early twenty-first century.

This book will be valuable reading for students and academics of Geography, History, Literary Studies, Cultural Studies, Anthropology and Sociology, introducing rural cultural studies as a new dynamic and integrative discipline.

This collection offers a range of cultural studies perspectives on the ways gender and modernity intersect in media produced in the Asia-Pacific region. It spans different ideas about modernity in the region, different approaches to cultural analysis, and different media forms: from Taiwanese lifestyle television to avant-garde Indian cinema, from the emergence of a Chinese youth culture in online social networks to the alienation of country girls as imagined by Australian soap opera, and from the fantastic politics of migrating bodies in Korean cinema to the masculine mimicry of fighting women in South-East Asian action movies. Together, these essays explore the ways that media both records and helps produce images and experiences of modernity and the integral role gender plays in those processes.

This book was originally published as a special issue of Cultural Studies.

This collection offers a range of cultural studies perspectives on the ways gender and modernity intersect in media produced in the Asia-Pacific region. It spans different ideas about modernity in the region, different approaches to cultural analysis, and different media forms: from Taiwanese lifestyle television to avant-garde Indian cinema, from the emergence of a Chinese youth culture in online social networks to the alienation of country girls as imagined by Australian soap opera, and from the fantastic politics of migrating bodies in Korean cinema to the masculine mimicry of fighting women in South-East Asian action movies. Together, these essays explore the ways that media both records and helps produce images and experiences of modernity and the integral role gender plays in those processes.

This book was originally published as a special issue of Cultural Studies.

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.

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.

How do adults understand youth? How do their conceptions inform interventions into young lives or involve young people’s experiences?

This volume tackles these questions by exploring adults’ ideas about youth. Specifically, Youth, Technology, Governance, Experience examines the four titular concepts and their implications for a range of relationships between youth and adults. Utilising interdisciplinary methods, the contributing authors deliver a broad range of analyses of young people differentiated by gender, class, race, and geography across an array of contexts, including within the home, in media representations, through government bureaucracies, and in everyday life.

Youth, Technology, Governance, Experience also interrogates the meaning of technology and governance for youth studies, considering a range of ways they interact, including through social media, technologies of regulation, and educational tools. It will appeal to students and academic researchers interested in fields such as youth studies, cultural studies, sociology, and education.

How do adults understand youth? How do their conceptions inform interventions into young lives or involve young people’s experiences?

This volume tackles these questions by exploring adults’ ideas about youth. Specifically, Youth, Technology, Governance, Experience examines the four titular concepts and their implications for a range of relationships between youth and adults. Utilising interdisciplinary methods, the contributing authors deliver a broad range of analyses of young people differentiated by gender, class, race, and geography across an array of contexts, including within the home, in media representations, through government bureaucracies, and in everyday life.

Youth, Technology, Governance, Experience also interrogates the meaning of technology and governance for youth studies, considering a range of ways they interact, including through social media, technologies of regulation, and educational tools. It will appeal to students and academic researchers interested in fields such as youth studies, cultural studies, sociology, and education.