ABSTRACT
This chapter reviews three of the most influential versions of the anti-disciplinary vision of Cultural Studies, provided by three scholars from the United States: Ellen Rooney, Michael Denning, and Stanley Aronowitz. From the mid-1980s, more and more time was devoted to undergraduate teaching, and the reconstituted Cultural Studies Department launched a full undergraduate programme in 1988. The chapter describes strong protestations against disciplinarity generally do not acknowledge institutional entanglements, concrete dilemmas around teaching, students' sometimes rather different perspectives on these issues, and the relational nature of disciplinarity. It examines three approaches to Cultural Studies teaching that have emerged from the United States during the years under the labels of: critical pedagogy, transgressive teaching, and anti-disciplinary revolution. Critical pedagogy has long been associated with education for social and political change, particularly in schools and teacher education. In some respects, declaring that Cultural Studies should be anti disciplinary may be irrelevant to Cultural Studies teaching.
