Catherine Driscoll

The 2012 film The Hunger Games and its three sequels, appearing quickly over the following three years, represent one of the most successful examples of the contemporary popularity of youth-oriented speculative film and television series. This book considers "The Hunger Games" as an intertextual field centred on this blockbuster film franchise but also encompassing the successful novels that preceded them and the merchandised imagery and the critical and fan discourse that surrounds them. It explores the place of The Hunger Games in the history of youth-oriented cinema; in the history of speculative fiction centred on adolescents; in a network of continually evolving and tightly connected popular genres; and in the popular history of changing ideas about girlhood from which a successful action hero like Katniss Everdeen could emerge.

The Australian Country Girl: History, Image, Experience offers a detailed analysis of the experience and the image of Australian country girlhood. In Australia, 'country girl' names a field of experiences and life-stories by girls and women who have grown up outside of the demographically dominant urban centres. But it also names a set of ideas about Australia that is surprisingly consistent across the long twentieth century despite also working as an index of changing times. For a long period in Australian history, well before Federation and long after it, public and popular culture openly equated 'Australian character' with rural life. This image of Australian-ness sometimes went by the name of the 'bush man', now a staple of Australian history. This has been counterbalanced post World War II and increased immigration, by an image of sophisticated Australian modernity located in multicultural cities. These images of Australia balance rather than contradict one another in many ways and the more cosmopolitan image of Australia is often in dialogue with that preceding image of 'the bush'. This book does not offer a corrective to the story of Australian national identity but rather a fresh perspective on this history and a new focus on the ever-changing experience of Australian rural life. It argues that the country girl has not only been a long-standing counterpart to the Australian bush man she has, more importantly, figured as a point of dialogue between the country and the city for popular culture and for public sphere narratives about Australian society and identity.

Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors. This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes? This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.

The 2012 film The Hunger Games and its three sequels, appearing quickly over the following three years, represent one of the most successful examples of the contemporary popularity of youth-oriented speculative film and television series. This book considers "The Hunger Games" as an intertextual field centred on this blockbuster film franchise but also encompassing the successful novels that preceded them and the merchandised imagery and the critical and fan discourse that surrounds them. It explores the place of The Hunger Games in the history of youth-oriented cinema; in the history of speculative fiction centred on adolescents; in a network of continually evolving and tightly connected popular genres; and in the popular history of changing ideas about girlhood from which a successful action hero like Katniss Everdeen could emerge.

Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors. This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes? This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.

The Australian Country Girl: History, Image, Experience offers a detailed analysis of the experience and the image of Australian country girlhood. In Australia, 'country girl' names a field of experiences and life-stories by girls and women who have grown up outside of the demographically dominant urban centres. But it also names a set of ideas about Australia that is surprisingly consistent across the long twentieth century despite also working as an index of changing times. For a long period in Australian history, well before Federation and long after it, public and popular culture openly equated 'Australian character' with rural life. This image of Australian-ness sometimes went by the name of the 'bush man', now a staple of Australian history. This has been counterbalanced post World War II and increased immigration, by an image of sophisticated Australian modernity located in multicultural cities. These images of Australia balance rather than contradict one another in many ways and the more cosmopolitan image of Australia is often in dialogue with that preceding image of 'the bush'. This book does not offer a corrective to the story of Australian national identity but rather a fresh perspective on this history and a new focus on the ever-changing experience of Australian rural life. It argues that the country girl has not only been a long-standing counterpart to the Australian bush man she has, more importantly, figured as a point of dialogue between the country and the city for popular culture and for public sphere narratives about Australian society and identity.

For many scholars, cultural studies is viewed as a product of post modern criticism and as the antithesis of modernism. In this brilliant work, Catherine Driscoll argues persuasively that we must view what we call cultural studies as a direct continuation of the innovations and concerns of modernism and the modernists. In making her case, Driscoll provides a fresh take on arguments--some seemingly unresolvable--that pivot on modernism's desire for novelty. Defining modernity as a critical attitude rather than a time period, she describes the many things these ostensibly different fields of inquiry have in common and reveals why cultural studies must be viewed as a fundamentally modernist project. Casting a wide net across the shared interests of modernism and cultural studies, including cinema, fiction, fashion, art, and popular music, Driscoll explores such themes as love and work, adolescence and everyday life, the significance of the everyday, the popular as a field of power, and the importance of representation to identity and experience in modernity.

What makes a film a teen film? And why, when it represents such powerful and enduring ideas about youth and adolescence, is teen film usually viewed as culturally insignificant? Teen film is usually discussed as a representation of the changing American teenager, highlighting the institutions of high school and the nuclear family, and experiments in sexual development and identity formation. But not every film featuring these components is a teen film and not every teen film is American. Arguing that teen film is always a story about becoming a citizen and a subject, Teen Film presents a new history of the genre, surveys the existing body of scholarship, and introduces key critical tools for discussing teen film. Surveying a wide range of films including The Wild One, Heathers, Akira and Donnie Darko, the book's central focus is on what kind of adolescence teen film represents, and on teen film's capacity to produce new and influential images of adolescence.

What makes a film a teen film? And why, when it represents such powerful and enduring ideas about youth and adolescence, is teen film usually viewed as culturally insignificant? Teen film is usually discussed as a representation of the changing American teenager, highlighting the institutions of high school and the nuclear family, and experiments in sexual development and identity formation. But not every film featuring these components is a teen film and not every teen film is American. Arguing that teen film is always a story about becoming a citizen and a subject, Teen Film presents a new history of the genre, surveys the existing body of scholarship, and introduces key critical tools for discussing teen film. Surveying a wide range of films including The Wild One, Heathers, Akira and Donnie Darko, the book's central focus is on what kind of adolescence teen film represents, and on teen film's capacity to produce new and influential images of adolescence.

The Spice Girls, Tank Girl comicbooks, Sailor Moon, Courtney Love, Grrl Power: do such things really constitute a unique "girl culture?" Catherine Driscoll begins by identifying a genealogy of "girlhood" or "feminine adolescence," and then argues that both "girls" and "culture" as ideas are too problematic to fulfill any useful role in theorizing about the emergence of feminine adolescence in popular culture. She relates the increasing public visibility of girls in western and westernized cultures to the evolution and expansion of theories about feminine adolescence in fields such as psychoanalysis, sociology, anthropology, history, and politics. Presenting her argument as a Foucauldian genealogy, Driscoll discusses the ways in which young women have been involved in the production and consumption of theories and representations of girls, feminine adolescence, and the "girl market."

The Spice Girls, Tank Girl comicbooks, Sailor Moon, Courtney Love, Grrl Power: do such things really constitute a unique "girl culture?" Catherine Driscoll begins by identifying a genealogy of "girlhood" or "feminine adolescence," and then argues that both "girls" and "culture" as ideas are too problematic to fulfill any useful role in theorizing about the emergence of feminine adolescence in popular culture. She relates the increasing public visibility of girls in western and westernized cultures to the evolution and expansion of theories about feminine adolescence in fields such as psychoanalysis, sociology, anthropology, history, and politics. Presenting her argument as a Foucauldian genealogy, Driscoll discusses the ways in which young women have been involved in the production and consumption of theories and representations of girls, feminine adolescence, and the "girl market."