Teaching Cultural Studies in Tunisian Universities: Post-Theory in Limbo

Abstract

This article examines key issues in the conception of the content and methodology used in the teaching of Cultural
Studies in Tunisian universities by setting out the range of areas where education policymakers and curriculum
designers fail to grasp the rationale behind the very idea of teaching the course. The discrepancy between what
should ideally be taught and how it provides a backdrop for the general argument that the difficulty with teaching
Cultural Studies lies not so much in its inimicality to disciplinariation as in the effort and skills required in the process
of delineating goals and scopes for the course. A critical overview of the Cultural Studies curriculum eventually
helps to identify the flaws and pitfalls of the current approach.