Drawing together reflexive practitioners from the UK, United States, Australia, and Spain, this book raises questions about the nature of knowledge and the simultaneously political and intellectual project that constitutes Cultural Studies in its specific geopolitical and historical locations.

This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the so-called 'knowledge economy' that operates in a globalising, high tech world. Further, these transitions are underpinned by neo-liberal economic ideas that assume that the public sector is a drag on the economy unless it is subject to the rules, regulations and assumptions that govern the private sector. This excellent volume - an important contribution to Education as well as Economics and Politics - furthers our understandings of universities as marketable entities as part of the globalized economy.

This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations as well as how these transitions are indicative of the wider shift from the welfare to the market state. The university is now considered a key site for training and wealth generation in the so-called 'knowledge economy' that operates in a globalising, high tech world. Further, these transitions are underpinned by neo-liberal economic ideas that assume that the public sector is a drag on the economy unless it is subject to the rules, regulations and assumptions that govern the private sector. This excellent volume -- an important contribution to Education as well as Economics and Politics -- furthers our understandings of universities as marketisable entities as part of the globalized economy.

Paradoxically, in spite of its origins in and the early allegiances to Adult Education, Cultural Studies as a field of scholarship has not paid significant attention to questions of pedagogy. In contrast, A Question of Discipline: Pedagogy, Power, and the Teaching of Cultural Studies draws together reflexive practitioners of Cultural Studies from the UK, United States, Australia, and Spain to consider their practices as teachers in higher education. In a lively and accessible collection, the various authors raise questions about the nature of knowledge, the relationship between theory and practice, and the simultaneously political and intellectual project that constitutes Cultural Studies in its specific geopolitical and historical locations. This book will be essential reading for all involved in teaching, researching, and studying Cultural Studies and will also be an invaluable resource for those interested in questions of pedagogy in higher education more generally.