Teaching Cultural Studies in Tunisian Universities: Post-Theory in Limbo
This article examines key issues in the conception of the content and methodology used in the teaching of CulturalStudies in Tunisian universities by setting out the range of areas where education policymakers and curriculumdesigners fail to grasp the rationale behind the very idea of teaching the course. The discrepancy between whatshould ideally be taught and how it provides a backdrop for the general argument that the difficulty with teachingCultural Studies lies not so much in its inimicality to disciplinariation as in the effort and skills required in the processof delineating goals and scopes for the course. A critical overview of the Cultural Studies curriculum eventuallyhelps to identify the flaws and pitfalls of the current approach.