Peel, R. (2010). The 'Cultural studies' model of English

Notes major shift in emphasis from ‘literature’ and ‘ language’ to 'literatures' and 'languages'; from idea of 'literary heritage' to idea of 'text'
3 major paradoxes:
Personal paradox
Students like the way English provides the space to talk about human issues and problems, and which values their own experiences, perceptions and imaginations (Peel & Curtis 1996). This element would appear to be in direct contrast to the critical thinking and reading that the 'Cultural Studies' model requires.

Professional paradox
It would appear to be one of balance. Professionally teachers understand that students need to be critical readers and thinkers. Cultural studies is important but literacy also regarded as a central tenant of English & a fundamental skill.  Students need to be able to create, produce as well as consume.

Theoretical paradox
Cultural Studies seeks to break down barriers between subjects. It is interdisciplinary. There are certain concepts absent from the model such as personal response, pleasure and enjoyment? How do they fit in?

These issues can be resolved. Peel remarks that because CS is all embracing, then students can study any products of culture whether they be traditional literature, cultural icons such as Ned Kelly to shopping malls, film, art, media, television, press, songs, games. The importance is that students are taught to question, to discuss, to analyze:

      Why and with whom is (or was) this phenomenon popular?

      What implicit messages is it sending out? And

      How is it read?

Including a CS model within the classroom does not have to exclude the importance of personal response, enjoyment of literature. I think too, it comes down to students being aware of these different elements of English - both create the whole.