ABSTRACT
In their introduction to the essay collection Between Borders: Pedagogy and the Politics of Cultural Studies, editors Henry Giroux and Peter McLaren emphasize that those critical thinkers working with issues of pedagogy who are committed to cultural studies must combine “theory and practice in order to affirm and demonstrate pedagogical practices engaged in creating a new language, rupturing disciplinary boundaries, decentering authority, and rewriting the institutional and discursive borderlands in which politics becomes a condition for reasserting the relationship between agency, power, and struggle.” Given this agenda, it is crucial that critical thinkers who want to change our teaching practices talk to one another, collaborate in a discussion that crosses boundaries and creates a space for intervention. It is fashionable these days, when “difference” is a hot topic in progressive circles, to talk about “hybridity” and “border crossing,” but we often have no concrete 130examples of individuals who actually occupy different locations within structures, sharing ideas with one another, mapping out terrains of commonality, connection, and shared concern with teaching practices.
