In this closing article, Cameron McCarthy, Michael Giardina, Susan Harewood, and Jin-Kyung Park draw on the preceding articles of this Special Issue to develop the argument that educators need to pay special attention to developments associated with human immigration, cultural globalization, and the rapid migration of cultural and economic capital and electronically mediated images. In the plurality of social and cultural sites of practice reflected in these articles, McCarthy et al. find implications for pedagogical practice and the educational preparation of school youth. They specifically address questions concerning the reproduction of culture, identity, and community as they relate to contemporary educational debates. Given this range of cultural practices, how should we address the topic of culture and identity in the organization of school knowledge? McCarthy et al. suggest that pedagogical interventions that privilege popular culture as a site of legitimate critique can open up new avenues of exploration and investigation to a radical, progressive democracy premised on the basic values of love, care, and equality for all humanity.
In this article, we identify various points of ontological, epistemological, and methodological intersection from which an embodied, generative Physical Cultural Studies project can emerge. We follow scholars such as Ingham (1997) and Andrews (2008) in arguing that contemporary “body work” scholars might benefit from “framing” (Butler 2009) embodiment and corporeality within the general coordinates of 1) cultural studies’ politics of articulation (as theory and method) and radical-contextualism and 2) the cultural exigencies of the body (i.e., cultural physicalities)—and in the “messy” practices of reflexivity, empirical vulnerability, and writing (as representation and performance) such embodied research as/in practice demands.
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