Books by Andrew Hickey
Pedagogy is foundational to cultural studies. From the very outset cultural studies positioned pe... more Pedagogy is foundational to cultural studies. From the very outset cultural studies positioned pedagogy as significantly more than just formalised and institutionally-centred activations of teaching and learning. For cultural studies, pedagogy is witnessed in the social practices, relationships, routines and life-ways people engage in the living of lives.
This collection presents accounts of pedagogy that move beyond simple (and simplistic) articulations of pedagogy as occurring solely within the classroom. Taking pedagogy beyond formal institutional settings The Pedagogies of Cultural Studies seeks to look again at the implications of pedagogy by (re)opening for consideration pedagogy as something fundamental to the disciplinary formulations of the discipline. Evident not only in the objects of study prefigured by cultural studies but also in the practice of the discipline itself, pedagogy mediates the formations of cultural studies’ disciplinary terrain. The Pedagogies of Cultural Studies seeks to look again at the deep-held assumptions that guide cultural studies in order to explicate the signature pedagogies that shape the discipline and provide the foundation for its disciplinarity.
This edited book works through possibilities for mobilising the SOSE and HPE curriculum areas for... more This edited book works through possibilities for mobilising the SOSE and HPE curriculum areas for social betterment and community participation. Each chapter author presents new ways of looking at the curriculum to generate effective participatory social engagement.
This book presents a cultural studies approach to reading the popular representations of teachers... more This book presents a cultural studies approach to reading the popular representations of teachers, schools and schooling in the mass media. It argues for a critical approach in dealing with the politics of representation in play, and works through a reading of print, film and television images of education.
Book Chapters by Andrew Hickey
Embodied and Walking Pedagogies Engaging the Visual Domain: Research, Creation and Practice, 2018
Using Tim Ingold’s (2011) assertion that walking provides the opportunity for “mobilising all of ... more Using Tim Ingold’s (2011) assertion that walking provides the opportunity for “mobilising all of our senses of smell and touch as well as vision” (42) this chapter presents a series of three case studies that explicate the role walking plays as an embodied, but deeply reflexive point of encounter. A series of walking case examples, drawn from the authors’ collaborations, are used to argue a case for a walking method that takes account of the sensory, liminal, but ultimately uncertain encounters walking provokes. We outlay within this chapter what Anita Sinner et al (2006) have identified as a “localised and evolving methodology” (p. 1224) that positions walking as central to its conduct. The act of walking opened opportunities for encounters that otherwise would not have been possible, and in taking this cue from the case examples, we connect walking with the possibility of the liminal; of being on the threshold. We will position walking as that which is quintessentially in-between, a space of disruption and uncertainty, but from which might emerge a “topology for new tasks toward other places of thinking and putting to work” (Lather, 1997, p. 486).
This past decade has seen an increasing focus on the effects and proliferation of incivility, aca... more This past decade has seen an increasing focus on the effects and proliferation of incivility, academic bullying, workplace harassment and similar other disruptive workplace behaviours within the university (Fogg 2008). Yet despite this growing awareness and charting of the costs of these behaviours - both individual and organisational - it remains that the maltreatment of academics, formulation of flawed and ineffective policy responses and the maintenance of organisational structures that encourage negative interpersonal behaviours remain entrenched (Giroux 2014; Chatterjee and Maira 2014). Within current contexts of tight funding climates, the questioning of the role of higher education within wider social contexts and epistemic changes in the shape and function of the university-as-institution, the university has become a space of outright competition and destructive interpersonal encounters.
Yet, the university remains a place of desirable employment and creativity. This chapter turns attention to charting the use and usefulness of testimonio writing as a possible method for recording experiences from the contemporary university in an effort to identify the pleasure that remains in academic labours. Rather than miring its concerns in the further diagnosis of, or lament for, the state the contemporary university finds itself in, this chapter will seek to explore testimonio as a method for recalling the authors’ experiences of academic life as a space of jouissance. In short, testimonio will be exhibited as a method of utility for excavating a sense of the individual via the production of collegial personal narratives that seek insight into the pleasurable aspects of the university, now. In charting the idios kosmos of the authors’ personal experiences of the university via testimonio, a sense of the affective, personal and inner experiences of the contemporary university as a site of collegial possibility will be uncovered.
Pedagogy is foundational to cultural studies. At the very outset cultural studies positioned peda... more Pedagogy is foundational to cultural studies. At the very outset cultural studies positioned pedagogy as significantly more than just formalised and institutionally-centred activations of teaching and learning. For cultural studies, pedagogy is witnessed in the social practices, relationships, routines and life-ways that people engage in the living of lives. This collection presents accounts that move beyond simple (and simplistic) articulations of pedagogy as occurring solely within the classroom. Taking the Self, the disciplinary formations and institutional settings of cultural studies as its sites of activation, The Pedagogies of Cultural Studies seeks to look again at the implications presented by pedagogy and the foundation that pedagogy provides for doing cultural studies. Evident not only in the objects of study prefigured by cultural studies but also in the practice of the discipline itself, pedagogy mediates cultural studies' disciplinary terrain and the signatures that shape its conduct.
Pedagogy is foundational to cultural studies. At the very outset cultural studies positioned peda... more Pedagogy is foundational to cultural studies. At the very outset cultural studies positioned pedagogy as significantly more than just formalised and institutionally-centred activations of teaching and learning. For cultural studies, pedagogy is witnessed in the social practices, relationships, routines and life-ways that people engage in the living of lives. This collection presents accounts that move beyond simple (and simplistic) articulations of pedagogy as occurring solely within the classroom. Taking the Self, the disciplinary formations and institutional settings of cultural studies as its sites of activation, The Pedagogies of Cultural Studies seeks to look again at the implications presented by pedagogy and the foundation that pedagogy provides for doing cultural studies. Evident not only in the objects of study prefigured by cultural studies but also in the practice of the discipline itself, pedagogy mediates cultural studies' disciplinary terrain and the signatures that shape its conduct.
Pedagogy is foundational to cultural studies. At the very outset cultural studies positioned peda... more Pedagogy is foundational to cultural studies. At the very outset cultural studies positioned pedagogy as significantly more than just formalised and institutionally-centred activations of teaching and learning. For cultural studies, pedagogy is witnessed in the social practices, relationships, routines and life-ways that people engage in the living of lives. This collection presents accounts that move beyond simple (and simplistic) articulations of pedagogy as occurring solely within the classroom. Taking the Self, the disciplinary formations and institutional settings of cultural studies as its sites of activation, The Pedagogies of Cultural Studies seeks to look again at the implications presented by pedagogy and the foundation that pedagogy provides for doing cultural studies. Evident not only in the objects of study prefigured by cultural studies but also in the practice of the discipline itself, pedagogy mediates cultural studies' disciplinary terrain and the signatures that shape its conduct.
What does it mean to engage the community? In an era when the very idea of community is fraught w... more What does it mean to engage the community? In an era when the very idea of community is fraught with contestation (Bauman 2007) and definitional slippery-ness, how might the work of formal institutions like local governments engage that which is necessarily plural, diverse and not always immediately present to the eyes of the outsider? What might the nature of this engagement be and how might the politics of representation- around what is considered community and how this comes to be- frame the very construction of community itself? This chapter explores these questions from the perspective of projects undertaken by the Community Development and Facilities branch of a large regional council located in south-east Queensland, Australia, and the collaborations between this branch, a sociologist-researcher and the community undertaken through 2011-2012. These projects sought to pin-down what community meant to the work of the community engagement professionals of the branch, and in the process charted the contested terrain through which community engagement work navigates. This chapter will highlight the mechanism by which conceptualisations of community were deployed by the branch, the role that active, field-based research evaluation plays within this and some new ways of working that local governments might assume as ‘brokers’ of community.
This chapter will propose a ‘critical ethnography of the everyday’ in the hope that such a method... more This chapter will propose a ‘critical ethnography of the everyday’ in the hope that such a methodology- as a personal aesthetic- might reinvigorate democratic participation in our globalised, late-capitalist world. Such an approach carries a dual purpose; firstly, the reclamation of a sense of self via agentic social action, and secondly, the writing-back to a cultural dynamic that is currently unbalanced in terms of the way public dialogue is produced and mediated. It is contended that the contemporary cultural landscape of the global West is one in which the ability to speak is held increasingly by those few who possess an agency derived from their positioning as beneficiaries of the global economic-political complex. In conjunction with this, it will be argued that public space becomes the battle ground upon which cultural ‘logics’ and ‘sense’ are mediated according to corporatised pronouncements that serve specific interests whilst masquerading as shared.
I will propose that through acts of a purposeful flanerie, a critical ethnographic citizenry might engage and offer alternatives to the concerns of those multitudes of interest-ridden language games present in contemporary social contexts. To do so, I will suggest that nothing is as it might seem on first appearances in our late-capitalist, global networks, and that in this age of the image, a citizenry empowered through a critical aesthetic for engaging those ‘on-the-run’ constructions of identity and ‘being’ that demarcate and order collective understandings, a hope to rebalance the score in the interests of democratic participation might be realised.
What is proposed in this chapter is a research practice intended for the everyday. It works through the mobilization of the emancipatory concerns of critical ethnography (borne of the academy) writ public. But rather than being an all-encompassing language game by its own construction, such a practice seeks to incorporate the positionality of the citizen-as-critic in dialogue with the image-scape of public space. Hence, it is suggested that such an approach functions as an aesthetic from which ‘living critically’ might develop. This isn’t a methodology that is ‘tried on’ when needed, but a way-of-being as reflexive, conscious and critically minded.
The chapter will draw on evidence sources derived from the author’s own ‘critical ethnographies of the everyday’ and also combine this with resistant, community centred approaches to critique drawn from the work of activists including Bill Talen, Ron English and others in order to demonstrate how such a method might connect to more democratic participation in public culture.
This chapter builds on earlier work that explores the operation of the streetscape as host for pu... more This chapter builds on earlier work that explores the operation of the streetscape as host for public pedagogies. Using the signs and symbols presented in the street by the mass- communication complex, this chapter charts a critical process for ‘being’ in the street.
This chapter argues that the iPod and similar digital accoutrements of youth operate as a simulac... more This chapter argues that the iPod and similar digital accoutrements of youth operate as a simulacrum of 'youth-ness'. Represented in the mass-communication networks of contemporary Western locales, ‘youthness’ maintains a set of specific thematic tropes repeated throughout the cultural network. Using the iPod as a symbolic representation of youthful ‘hipness’, ideas of youth-ness as commodified through mass communication networks are deconstructed.
Papers by Andrew Hickey
This report outlines findings from this study of the region’s young people. In particular, focus ... more This report outlines findings from this study of the region’s young people. In particular, focus was given to identifying the ways that young people engage with services designed to support their own personal development and connection to their communities, and the perceptions young people have of life within the Toowoomba region. Within this, the data captured for this study highlighted that young peoples’ awareness of the opportunities available varied, and that perceptions of initiatives and services aimed at further supporting young peoples’ participation in community- formation remain, in some instances, ill-informed. In particular, the findings outlined in this report highlight that: • the ways that services are provisioned vary across the region; • the provision of opportunities for young people to participate as active members of the community require a more cohesive and planned agenda of inter-agency collaboration; • the ways that young people participate in initiatives and engage as active members of the community requires cognisance of the diverse backgrounds, lifestyles and interests that young people hold, and that; • the ways that young people are envisioned and conceptualised as a group requires attention in order to shape more positive representations of young people as integral members of the community. Using themes derived from the analysis of a dataset comprising interview, focus-group and documentary material, along with a comprehensive review of policy documentation from Local and State government levels, the findings outlined in this report identify that: • The meaningful engagement of young people in decision- making requires more than tokenistic consultation and engagement of young people in limited areas of focus. • The provision of services aimed at the support of young people would benefit from greater inter-agency collaboration and coordination. It emerged as a major theme in this study that those service providers currently working with young people in the Toowoomba region are ‘stretched’ (in some cases beyond capacity). Although a sector-wide challenge, the ‘separation’ experienced by the region’s service providers between policy directives and funding compacts and the day-to-day realities of service provision represent a major hurdle to effective service delivery and sustainable practice. • Young people do hold the capacity to contribute to decision-making and the formation of their communities, but are rarely afforded the opportunity to meaningfully do so. Further, providing young people with the skills and capacity to develop their own awareness of issues affecting their community, and opportunities to engage in directing their futures is crucial. • More can be done to shift, particularly negative, preconceptions of who young people are. Prevailing stereotypes of young people do exert an influence on how young people engage-with and are received-by their communities.
"the primacy of culture's role as an educational site where identities are being continually tran... more "the primacy of culture's role as an educational site where identities are being continually transformed, power is enacted, and learning assumes a political dynamic as it becomes not only the condition for the acquisition of agency but also the sphere for imagining oppositional social change" (Giroux 2004 p. 60). "Youth" or "the young person" is an abstract concept; used often, unthinkingly, but without concrete, or universally agreed upon definition. Are young people the future or the 'problem' with society? Varying discourses define the young person in a number of ways, with the formative features of young derived from their social position and status, age and demographic, and role in wider social hierarchies. Adding to this complexity of definition, young people themselves also define themselves and the idea of 'youth' in a variety of ways. How a young person forms an identity 1 , and on whose terms, is hence a vexed problem. Certification Page This Thesis is entirely the work of Tanya Pauli-Myler except where otherwise acknowledged. The work is original and has not previously been submitted for any other award, except where acknowledged.
How is it that a group of young people, encountered in a program designed to remedy behaviour iss... more How is it that a group of young people, encountered in a program designed to remedy behaviour issues and disengagement from schooling, can be found to be engaged (and engaging) learners? What does it mean for these young people when the ‘regular’ classroom becomes a site within which they cannot effectively engage in learning? More intrinsically, what might it mean for these young people, and the communities within which they live, when the prospects for those who leave formal education early will likely include extended periods of unemployment, increased probability of reliance on government assistance and a greater likelihood of social exclusion (The Longitudinal Study of Australian Youth, 2000; Flint, 2011; Deloitte Access Economics, 2012)? Informal Learning in the Secondary School: Behaviour Remediation Programs and the Informal Learning Environment as a Space for Re-engagement (hereon Informal Learning in the Secondary School), sought to respond to these questions. Drawn from e...
Continuum
In this opening contribution to the Special Issue Cultural Studies and Education: A Dialogue of D... more In this opening contribution to the Special Issue Cultural Studies and Education: A Dialogue of Disciplines?, Guest Editors Bill Green and Andrew Hickey survey the pedagogical and disciplinary intersections of Cultural Studies and Education. Positioning an account of Cultural Studies that draws attention (back) to Cultural Studies' founding pedagogical project, Green and Hickey note that Cultural Studies has always maintained a pedagogical imperative. Attention is given to how this concern for the pedagogical translates, now, across a range of educational settings, both formal and informal. The Editors cast a distinction between the pedagogical and educational, and from this basis argue that predominant accounts of Cultural Studies' educative purpose derive from the relationship that the field has maintained with formal and institutional sites of Education. The paper then moves to survey the contributions for this issue with attention given to the conceptual and theoretical connections that run through the collection. Highlighting that emphasis is given to Cultural Studies' attendant practices and intellectual foundations, the Editors identify how Education and Cultural Studies might continue to engage in dialogue and how common intellectual threads that generate critically motivated scholarly practices might (continue to) recognize the implications of the conjuncture.
Social alternatives, 2015
Queensland. Andrew is an ethnographer and social researcher and has undertaken large-scale collab... more Queensland. Andrew is an ethnographer and social researcher and has undertaken large-scale collaborative research projects exploring identity and the role of place and social harmony within community with a range of government and community partners. His most recent book, Cities of Signs: Learning the logic of urban spaces (Peter Lang) charts the tensions that surrounded the formation of community identity in a large master-planned and highly marketed urban development. Andrew can be contacted via the
New Perspectives on Education for Democracy, 2021
Approaches to learning and teaching cast under the designation of 'relational pedagogy' provide t... more Approaches to learning and teaching cast under the designation of 'relational pedagogy' provide the focus of this chapter. We argue that democratic education is most apparent in the moment of encounter between students and teachers. When deliberative negotiation of learning occurs and recognition is given to the mutuality of the pedagogical encounter, moves towards a democratic education are established. For this pedagogic deliberation to occur, the formation of meaningful relationships between students and teachers is fundamental. By meaningfully coming into relation and setting about the task of negotiating how learning should proceed, teachers and students give credence to the immediacy of the moment-to the immediacy of the pedagogical encounter-and the effects exerted by the context within which this relationship is activated. This chapter asserts that it is in these terms that relational pedagogies actively resist the normalising effects of dominant expressions of schooling typical of this present moment-approaches to schooling that preface reductive, decontextualized, 'one size fits all' logics-to instead provoke recognition of the idiosyncratic, in-the-moment character of learning. It is in these moments that deliberation and negotiation become crucial to learning and expose formations of a democratic education that positions the relational at its core.
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Books by Andrew Hickey
This collection presents accounts of pedagogy that move beyond simple (and simplistic) articulations of pedagogy as occurring solely within the classroom. Taking pedagogy beyond formal institutional settings The Pedagogies of Cultural Studies seeks to look again at the implications of pedagogy by (re)opening for consideration pedagogy as something fundamental to the disciplinary formulations of the discipline. Evident not only in the objects of study prefigured by cultural studies but also in the practice of the discipline itself, pedagogy mediates the formations of cultural studies’ disciplinary terrain. The Pedagogies of Cultural Studies seeks to look again at the deep-held assumptions that guide cultural studies in order to explicate the signature pedagogies that shape the discipline and provide the foundation for its disciplinarity.
Book Chapters by Andrew Hickey
Yet, the university remains a place of desirable employment and creativity. This chapter turns attention to charting the use and usefulness of testimonio writing as a possible method for recording experiences from the contemporary university in an effort to identify the pleasure that remains in academic labours. Rather than miring its concerns in the further diagnosis of, or lament for, the state the contemporary university finds itself in, this chapter will seek to explore testimonio as a method for recalling the authors’ experiences of academic life as a space of jouissance. In short, testimonio will be exhibited as a method of utility for excavating a sense of the individual via the production of collegial personal narratives that seek insight into the pleasurable aspects of the university, now. In charting the idios kosmos of the authors’ personal experiences of the university via testimonio, a sense of the affective, personal and inner experiences of the contemporary university as a site of collegial possibility will be uncovered.
I will propose that through acts of a purposeful flanerie, a critical ethnographic citizenry might engage and offer alternatives to the concerns of those multitudes of interest-ridden language games present in contemporary social contexts. To do so, I will suggest that nothing is as it might seem on first appearances in our late-capitalist, global networks, and that in this age of the image, a citizenry empowered through a critical aesthetic for engaging those ‘on-the-run’ constructions of identity and ‘being’ that demarcate and order collective understandings, a hope to rebalance the score in the interests of democratic participation might be realised.
What is proposed in this chapter is a research practice intended for the everyday. It works through the mobilization of the emancipatory concerns of critical ethnography (borne of the academy) writ public. But rather than being an all-encompassing language game by its own construction, such a practice seeks to incorporate the positionality of the citizen-as-critic in dialogue with the image-scape of public space. Hence, it is suggested that such an approach functions as an aesthetic from which ‘living critically’ might develop. This isn’t a methodology that is ‘tried on’ when needed, but a way-of-being as reflexive, conscious and critically minded.
The chapter will draw on evidence sources derived from the author’s own ‘critical ethnographies of the everyday’ and also combine this with resistant, community centred approaches to critique drawn from the work of activists including Bill Talen, Ron English and others in order to demonstrate how such a method might connect to more democratic participation in public culture.
Papers by Andrew Hickey
This collection presents accounts of pedagogy that move beyond simple (and simplistic) articulations of pedagogy as occurring solely within the classroom. Taking pedagogy beyond formal institutional settings The Pedagogies of Cultural Studies seeks to look again at the implications of pedagogy by (re)opening for consideration pedagogy as something fundamental to the disciplinary formulations of the discipline. Evident not only in the objects of study prefigured by cultural studies but also in the practice of the discipline itself, pedagogy mediates the formations of cultural studies’ disciplinary terrain. The Pedagogies of Cultural Studies seeks to look again at the deep-held assumptions that guide cultural studies in order to explicate the signature pedagogies that shape the discipline and provide the foundation for its disciplinarity.
Yet, the university remains a place of desirable employment and creativity. This chapter turns attention to charting the use and usefulness of testimonio writing as a possible method for recording experiences from the contemporary university in an effort to identify the pleasure that remains in academic labours. Rather than miring its concerns in the further diagnosis of, or lament for, the state the contemporary university finds itself in, this chapter will seek to explore testimonio as a method for recalling the authors’ experiences of academic life as a space of jouissance. In short, testimonio will be exhibited as a method of utility for excavating a sense of the individual via the production of collegial personal narratives that seek insight into the pleasurable aspects of the university, now. In charting the idios kosmos of the authors’ personal experiences of the university via testimonio, a sense of the affective, personal and inner experiences of the contemporary university as a site of collegial possibility will be uncovered.
I will propose that through acts of a purposeful flanerie, a critical ethnographic citizenry might engage and offer alternatives to the concerns of those multitudes of interest-ridden language games present in contemporary social contexts. To do so, I will suggest that nothing is as it might seem on first appearances in our late-capitalist, global networks, and that in this age of the image, a citizenry empowered through a critical aesthetic for engaging those ‘on-the-run’ constructions of identity and ‘being’ that demarcate and order collective understandings, a hope to rebalance the score in the interests of democratic participation might be realised.
What is proposed in this chapter is a research practice intended for the everyday. It works through the mobilization of the emancipatory concerns of critical ethnography (borne of the academy) writ public. But rather than being an all-encompassing language game by its own construction, such a practice seeks to incorporate the positionality of the citizen-as-critic in dialogue with the image-scape of public space. Hence, it is suggested that such an approach functions as an aesthetic from which ‘living critically’ might develop. This isn’t a methodology that is ‘tried on’ when needed, but a way-of-being as reflexive, conscious and critically minded.
The chapter will draw on evidence sources derived from the author’s own ‘critical ethnographies of the everyday’ and also combine this with resistant, community centred approaches to critique drawn from the work of activists including Bill Talen, Ron English and others in order to demonstrate how such a method might connect to more democratic participation in public culture.
What hasn't emerged to date however is a conceptualisation of the way that constraint features as a theoretical tool for understanding young peoples’ active citizenship, and more particularly how constraints around youth and childhoods might be mediated via walking as an act of critique and resistance. Constraint has been theorised within the literature of leisure studies (Godbey, Crawford and Shen 2010) and tourism (Fliescher and Pizam 2002), and provides a useful lens for understanding the experience of youth in contemporary Western societies. When considered against the mobile and liberatory opportunities walking provides, new possibilities for considering childhoods, child agency and actualisation emerge.
To situate this analysis, experiences drawn from a large scale community arts initiative ‘The Walking Neighbourhood’ (Hickey and Phillips 2013, Phillips and Hickey 2013), a collaboration between a group of young people, community arts workers, academic researchers and participating community members will be used as an evidence base for exploring the ways young people came to negotiate and establish social geographies of a major urban space via walking as active citizenship. What developed from this project however was not a total emergence of young people’s agencies- a simple inversion of existing age-based power relations- but a heightened awareness of just how entrenched views of young people are, the constraints placed on young peoples’ expression, and the structural dynamics of a society that positions young people (and adults) in very specific ways.
Via a discussion around the role that walking-as-method played within this project, some observations on the ways that young peoples’ identities, agency and actualisation were formulated will be broached.