ABSTRACT
This chapter addresses the rearticulation of English teaching, cultural studies and curriculum inquiry, and the question of knowledge, pedagogy, culture and power. It considers the general nexus between cultural studies and curriculum inquiry, as fields of study, drawing mainly on debates in North America and Brazil. The chapter examines the specific relationship between English teaching and cultural studies and the move towards a cultural studies orientation within English teaching. It argues that English teaching in Australia, in particular, has been significantly although ambivalently shaped by cultural studies. The chapter presents a case study of the senior English curriculum as illustration, with particular reference to Western Australia. The significance of cultural studies for curriculum inquiry has been equally ambivalent and worthy of further discussion. The chapter concludes various issues regarding curriculum politics and cultural value a concept that turns out to be particularly important in this context.
