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The development of education directly refers to the improvement of digital technologies that contribute to new opportunities in the learning process. Based on this, the primary purpose is to examine the features of divergent thinking formation influenced by distance learning. This was accomplished using polling methods. They defined the learning format that had previously been used to teach students. The results suggested that 52% of students took a traditional learning approach since non-standard approaches to the material presentation were not previously included in the educational process. Only 12% of students studied using enhanced teaching methods due to techniques and modern technologies. The author created distance learning approaches to study Chinese culture. After four months of training, it was found that 29% of students preferred an unconventional approach because they were able to form creative thinking using interactive technologies. Combining theoretical and practical material allowed for the development of elaboration skills in 27% of students, since it was possible to apply theoretical material to develop practical skills. The learning results revealed that 91% of students earned high marks in the study of Chinese culture, with an average score of 0.83. This was due to the possibility of using creative thinking to solve the tasks. The article holds significant scientific value for researchers actively involved in the development of methodologies concerning the distance learning format.

This paper centers two complementary theoretical approaches to advance the debate about transgender women's inclusion in elite women's sports – namely, non-ideal theory and cultural studies. In doing so, the paper highlights divisions between ideal theory and non-ideal theory, normative internalism in sports and normative externalism in sports, and essentialist views of sports compared to non-essentialist views of sports. The paper's main agenda is to show the value of applying non-ideal theory, externalism, and non-essentialism to the discourse over transgender inclusion. [ABSTRACT FROM AUTHOR]

We offer a Cultural Studies approach--a transdisciplinary field of study critically examining contemporary culture--to illuminate the roles of cultural producers and consumers in mediating the meaning of university rankings amidst a global media landscape. Using the case study of Quacquarelli Symonds (QS) and drawing on the concepts of: (1) meaning-making; (2) cultural texts; and (3) audiencing, we illuminate how QS, as a commercial ranker, aims to 'fix' meanings about quality and excellence in global higher education (HE) through its various outreach efforts. Based on a multi-method analysis of QS' digital texts, specifically a YouTube video and a press release, we demonstrate how interactions between cultural producers and consumers complicate a ranker's efforts to fix and diffuse meanings about HE. We argue that a Cultural Studies approach helps us probe the "meaning-making" process underlying university rankings amid a digital media culture.

Nanyin, a traditional Chinese music genre originating from Fujian Province, China, encompasses a wide range of singing and instrumental playing techniques. This study aims to analyze the historical development and performance form of Nanyin in Quanzhou, Fujian, China, employing an interdisciplinary approach that incorporates musicology, ethnomusicology, historical musicology, and organology, the study aims to gain a comprehensive understanding of Nanyin and its relevance to cultural studies and heritage education. Key informants, interviews, and observations were utilized as primary research tools, and a systematic data analysis approach was employed. The research results emphasize the enduring popularity and recognition of Nanyin. Nanyin's development is traced through different periods, highlighting its ancient origins, fusion with diverse musical influences, professionalization, and contemporary revitalization. The performance forms of Nanyin encompass various styles, including duet singing, chorus singing, enchant singing, rotating singing, and group singing, demonstrating the artistic versatility and expressive capabilities of this cultural heritage. The research findings align with theoretical principles in the field of musicology and contribute to a deeper understanding of Nanyin's cultural significance and its role in preserving China's traditional culture.

This essay explores Physical Cultural Studies (PCS) and shows how this field of studies raises challenges and possibilities for dialogue with the sociocultural and pedagogical subfields of the Brazilian physical education in a local reality. To this end, the text presents PCS based on theoretical productions by researchers who recognize themselves in this field of study, focuses on one of the basic concepts of PCS - physical culture - and how this concept is developed in Brazilian physical education, and bring autoethnographic narratives from experiences with PCS in a local reality. With this, I aim to inform how PCS is designed as a field of study that has impacted the way we produce knowledge and how it is fruitful to develop research in intersection with the sociocultural and pedagogical subfields of Brazilian physical education.

In this essay, I discuss my appointment as co-editor of this journal within the context of its history across its 25 years of life thus far, as well as within the field of cultural studies more broadly. I briefly consider the value and crucial importance of conjunctural analysis, cultural studies' complex but crucial relationship to Marxism, and the generative feminist possibilities of engaging with, rather than ignoring or wholly disavowing, 'classic' theories of media and culture that may be problematic or limited. I also briefly identify some areas of inquiry that I see as important focal points for future cultural studies scholarship, particularly around contemporary mutations of popular and conservative feminisms, popular left politics, and the 'culture wars'. [ABSTRACT FROM AUTHOR]

Tested against the global political struggles of feminist and anti-colonialist activists, cultural studies scholarship during the 1970s shifted from the subversion of humanist and empiricist dichotomies to the problematization of the limits and possibilities of postmodern critical knowledges themselves. Arguing for analyses that acknowledge the persistence of hierarchical systems and structures—such as neo-imperialism, and the persistent division of labor by sex—as social relations and subjectivities have become more individualized, fragmented, and unstable, we may recognize the year of 1980 as the symbolic moment cultural studies scholars would particularly problematize the categories, oppositions, and dichotomies on which conventional notions of race and sex rely. This article chronicles some of the key debates coming to a head over the course of the late 1970s which would prove fundamental to the development and continued importance of the cultural studies project over the course of the 1980s.

In the contemporary moment, systemic failures – from climate change to pandemics to political repression – have created embodied vulnerabilities worldwide. I argue here that the increasing precaritization of individual bodies is an index of the political formations that create and condition vulnerabilities among certain populations. Recognizing this, analyses of the conditions of embodied vulnerability are crucial to cultural studies in that they contribute to understanding and challenging neocolonial and patriarchal power and injustice. Feminist materialism and theories of post- and neo-colonialism reveal the processes of embodiment as complex modes of epistemic violence. To reorient cultural studies theoretically and methodologically, I propose the feminist ethics of care as a working framework for mapping, challenging, and changing the processes of materialization at work in unjust and asymmetric embodied vulnerabilities. [ABSTRACT FROM AUTHOR]

This paper engages with the transculturalization of Cultural Studies by focusing on the theoretical and political implications of translating it. This is a question that has been discussed over the years, especially in the context of the global spread and the institutionalization (or lack thereof) of cultural studies in universities outside of Britain in the early 1990s. In this context cultural studies practitioners have questioned the very use of labels such as 'internationalization' or 'globalization', and expressed concerns about whether its expansion would happen at the expense of its distinctiveness. I pick up this discussion while re-framing it from a perspective which focuses on the politics of translation. I argue that translation is not a linear or automatic process (you bring something from A to B and it gets translated), but a collective work which is translingual, trans- and extradisciplinary. From this perspective, cultural studies has always been characterized by a strong commitment to translation. If labels such as 'British' or 'American' cultural studies obscure this commitment, this is because of a narrow understanding of translation as a cultural practice. In light of these considerations, I point to translation as a fundamental means to oppose cultural elitism, and the fragmentation of intellectual engagement produced by disciplinary, (inter)nationalizing and globalizing trends. Against this background, the paper stresses the potential of translation work with respect to re-thinking cultural studies' distinctiveness in the current conjuncture. [ABSTRACT FROM AUTHOR]

We offer a Cultural Studies approach—a transdisciplinary field of study critically examining contemporary culture—to illuminate the roles of cultural producers and consumers in mediating the meaning of university rankings amidst a global media landscape. Using the case study of Quacquarelli Symonds (QS) and drawing on the concepts of a) meaning-making, b) cultural texts, and c) audiencing, we illuminate how QS, as a commercial ranker, aims to 'fix' meanings about quality and excellence in global higher education (HE) through its various outreach efforts. Based on a multi-method analysis of QS' digital texts, specifically a YouTube video and a press release, we demonstrate how interactions between cultural producers and consumers complicate a ranker's efforts to fix and diffuse meanings about HE. We argue that a Cultural Studies approach helps us probe the meaning-making process underlying university rankings amid a digital media culture. [ABSTRACT FROM AUTHOR]

There is a tension in current literary studies brought about by the methodological proposal of cultural studies, namely: "Does it make sense to talk about literary value?". Under the argument that literature does not have an essence and that traditional standards of critical judgment are elitist, cultural studies point to a priority, if not exclusivity (even if disguised and undeclared) of the political component as the fundamental aspect to be explored in analyses. Is this assumption sustainable? Does expanding the representativeness of the authorial field, in a quest for democratization, exclude the possibility of an aesthetic sense? This essay seeks to discuss these questions. [ABSTRACT FROM AUTHOR]

This special section challenges the conventional view of islands as isolated entities, aiming to portray island life through various lenses like literature, geography, and history. By merging mobility studies with island studies, it explores how movements within and around islands shed light on societal phenomena such as climate change, infrastructure development, migration policies, and trauma borne out of violent historical events. The articles, stemming from a conference on Jeju Island, South Korea, analyze power dynamics, imagination, and re-imagination between mainland and island, center and periphery. They reflect on islands as subjects for social scrutiny and platforms for cultural expression. Through diverse subjects like Robert Smithson's Floating Island, Korean island literature museums, Zainichi Korean literature, wartime mobilization policies, film, and migration, the section showcases the richness and complexity of island experiences. It examines themes of identity politics, violence, and migration within island contexts. Ultimately, the articles engage in critical dialogues, revealing how various factors shape mobility and influence the movement of ideas, resources, and commodities on islands. Through interdisciplinary perspectives, the section highlights the interconnectedness of islands with broader socio-cultural and historical dynamics, emphasizing the need for nuanced understandings of island life. [ABSTRACT FROM AUTHOR]

The aim of the study is to illustrate a comprehensive approach to item bias in cross-cultural research by integrating quantitative and qualitative data in a mixed methods design. We studied responses and response processes of Dutch and Spanish participants to quality of life items from five international studies. Item bias was evaluated by analyzing differential item functioning (DIF) with several statistical procedures. Statistical results were combined with qualitative evidence of response processes from cognitive interviewing (CI). These integrated results yielded a coherent picture of bias sources. Nonuniform DIF was linked to differences in the response processes, whereas uniform DIF was associated with differential meaning of the item contents. We conclude that the mixed methods approach holds important promise for understanding bias.

This study investigates the transfer of communication skills acquired in a Lebanese university. All eight professors teaching in the four courses in the Cultural Studies program that are taught in English were interviewed to elicit their beliefs and perceptions about students' communicative skill in English and about their responsibility as Cultural Studies professors to develop the skill. Student focus groups were also conducted to glean insight into students' perceptions of the function of the Cultural Studies courses in their overall academic development and if they were aware of transferring skill in English to the cultural studies context. The results showed that teachers and students do not believe that Cultural Studies courses promote the enhancement of English communication skills. In addition, students do not equate reading in Cultural Studies with communication skill development.

In response to [Tomaselli, Keyan, and Xiao Yao. 2023. "Cultural Studies in Interhemispherical Perspective. China, Africa, Asia and Australasia." Critical Arts. doi: ], this work locates the status of Cultural Studies as an export' and "import" discipline in the wake of the Birmingham School being subject to two "restructures." It is argued that in the face of inevitable audit cultures in the neoliberal University, the classics remain relevant for the purposes of preserving the legacies of Cultural Studies as a discipline of "export" rather than "import". At a time when there are regimes of authoritarian governance curtailing academic freedom in Asian countries, I suggest that there is promise in the materialist and post-materialist perspectives found in Cultural Studies which facilitates the engagement of issues affecting wider publics. [ABSTRACT FROM AUTHOR]

This study serves as a follow-up to VanPatten's (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings.

In my inquiry, I explore Chinese urban youth culture under the one-child policy through analyses of two Chinese Internet subcultural artifacts--"A Bloody Case of a Steamed Bun" and "Du Fu Is Busy." Using Douglas Kellner's "multiperspectival cultural studies" (i.e., cultural studies, critical theory, and critical media literacy) as the theoretical framework, and diagnostic critique and semiotics as the analytical method, I examine three general themes--resistance, power relations, and consumerism. The power of multiperspectival cultural studies, an interdisciplinary inquiry, lies in its potentials to explore Chinese urban youth culture under the one-child policy from multiple perspectives; explore historical backgrounds and complexity of cultural artifacts to understand contradictions and trajectories of Chinese urban youth culture; recognize alternative medias as a space for urban Chinese youth to express frustrations and dissatisfactions, to challenge social injustices, and to create dreams and hopes for their futures; recognize that the intertexuality among cultural artifacts and subcultures creates possibilities for Chinese urban youth to invent more alternative media cultures that empower them to challenge dominations, perform their identities, and release their imagination for the future; invite Chinese youth to be the change agents for the era but not to be imprisoned by the era; and overcome misunderstanding, misrepresentation, or underrepresentation of Chinese urban youth cultural texts to promote linguistic and cultural diversity in a multicultural, multilingual, and multiracial world.

This paper traces Heesoon Bai's contributions to science education. Over the course of her career, Heesoon has written many scholarly articles that explore the foundational theories relevant to the culture of science education. Drawing from Eastern contemplative traditions, Heesoon aims to repair the separation between subject and object, a dualism that often operates in Western Science. She enjoins an animistic view of the world, where all things are alive and imbued with intrinsic value, and presents a view of education characterized by relational warmth and care. The essay is a compilation of testimonies from students who have worked with Heesoon Bai in the past. We present these accounts as a tribute to an outstanding educator who has made a positive contribution both in the field of science education and to the lives of many students.

The article provides an overview of the pedagogical ideas of Jerome Bruner set out in the work "Culture of Education". J. Bruner, being a representative of cognitive psychology, considers pedagogical processes from the standpoint of the cultural-historical theory of L. Vygotsky. The pedagogy of J. Bruner is based on the culture of that society in which a child's thinking is formed. The article highlights three explicative characteristics of J. Bruner's pedagogy. The primary explication is the transition of Bruner's cognitive psychology into the field of practical pedagogy. The second manifestation of Bruner's theory explication is the culture concept in pedagogy, forms and methods of practical implementation of this concept. The third manifestation of J. Bruner's pedagogical explication is the emphases in analysis of the theme of culture and education from the perspective of the relationship between positions of the collective and individual in the system of teaching and upbringing, and mainly the specificity of these relationships according to J. Bruner. In the review, all three manifestations of the pedagogical explication of J. Bruner are concretized in two main elements of J. Bruner's scientific theory, the first one is the role of culture in the education system in general and in pedagogy in particular. And the second element is the practical reflection of the theme of culture in pedagogical forms and methods, as it is seen by J. Bruner. The article highlights the main idea of J. Bruner that education is ensuring reproduction of the culture on the basis of which it arose. Moreover, not just to reproduce, but to be a conductor of economic, political and cultural goals inherent in a given society. This thesis constitutes the main meaning and spirit of the pedagogical explication of cultural studies of J. Bruner. [ABSTRACT FROM AUTHOR]

This paper presents findings from the first half of a study focusing on workforce competence (WFC) and open educational practices (OEP) in a core unit for university students. Approximately 500 students per semester from across college disciplines take the unit in cultural studies. This unit has been redeveloped by our team at a university in remote northern Australia with a well-established blended delivery practice. I used developmental evaluation and content analysis to identify criteria for developing WFC skills in unit content, students' feedback, and work samples. Initial findings suggest that OEP, interdisciplinary use of educational technology and critical pedagogies embed WFC skills for many students. Students endorsed how we used technologies, OEP and unit content as vehicles for desirable skills. OEP can cultivate workforce skills in different qualifications and could sidestep the conflicting dilemmas graduates face with futures that demand flexibility and specific job fit. This short piece shares initial analysis of emergent links between OEP and WFC and points to ways OEP, related interactions and workforce skills can improve learning design strategies across the education sector.

This bibliography mostly straddles 2023–2024, covering the period since the summer 2023 publication of last year’s bibliography in this journal. Each year’s bibliography may also be supplemented by previously published items earlier not included. Although this bibliography series can only concentrate on English-language items, occasional items of particular interest in other languages may be included. For a more extensive bibliography of Hungarian Studies from about 2000 to 2014, for which this is a continuing update, see Louise O. Vasvári, Steven Tötösy de Zepetnek, and Carlo Salzani. “Bibliography for Work in Hungarian Studies as Comparative Central European Studies.” CLCWeb: Comparative Literature and Culture (published by Purdue University) (2011): http://docs.lib.purdue.edu/clcweblibrary/hungarianstudiesbibliography

The text summarizes a corpus of articles in the field of Balkan Cultural Studies published in thejournal Études balkaniques during the period 2014-2023. In view of the plethora of topics and methodological approaches, the review is structured in three main categories covering the following areas: Literature and Cultural Relations, Theatre and Cinema, Visual Culture. The text outlines the general tendencies and contributions observed in the above-mentioned publications. [ABSTRACT FROM AUTHOR]

This article updates the problem of cultural studies as a specific field of humanitarian knowledge. It has been stated that, with a certain similarity in the understanding of the ontology of culture (and in relation to the general boundaries of the problem field of humanitarian knowledge), the knowledge about various aspects of the cultural life of man and society is separated by the existing boundaries of the scientific competence of various social and human sciences, which contradicts the process of understanding the integrity of the cultural phenomenon itself. Cultural studies, learning culture as a whole, already by virtue of this circumstance cannot be a humanitarian science „among others”. This circumstance complicates the process of self-determination of cultural studies as an independent science (including the reflection of its method). Despite the fact that the emphasis on cultural studies as a specific area of theoretical knowledge is recognized by the Humanities, however, the problem of identifying the scientific method, which is associated with the final legitimization of this field of knowledge of culture, has not been sufficiently convincing yet. It is concluded that the Humanities are in dire need of rigor and improvement of their scientific status. With the exception of the descriptive part in these sciences, everything else remains the opinion of individual authors.