By purchasing this content you agree and accept the terms and conditions
Over the past 30 years Physical Cultural Studies (PCS) (Andrews, 2008) has grown in the United States. This form of radical inquiry has been heavily influenced by the British Center for Contemporary Cultural Studies. PCS research has focused on the various ways the corporeal has been a/effected by, and, indeed, (re)informs the contemporary socioeconomic context. However, while theoretical rigor has long been the norm in American PCS, I argue that the critical (public) pedagogy that radically contextual Cultural Studies has always called for has been a little slower in developing. As such, I will demonstrate how Henry Giroux’s influence in, on, and for critical pedagogy has more recently become and should be an essential component of PCS—particularly in our classrooms. As such, I will provide examples outlining how critical pedagogy informs my classroom practices to begin the dialogue about what constitutes good pedagogical work.
King-White is with the Department of Kinesiology Towson University, Towson, MD.