Education was one of the first disciplines in the United States to incorporate the ongoing work of British cultural studies. For instance, Paul Willis’s book, Learning to Labor, played a significant role in the educational debates of the late 1970s and early 1980s concerning theories of reproduction and resistance within critical educational thought. In the eighties and nineties, a small number of cultural-studies scholars in the United States attempted to address the importance of pedagogy as a continuing and significant dimen­ sion of cultural studies, but such attempts were uneven and often ignored.1 Surprisingly, few critical educators attempted in the 1980s either to keep up with the developing work in cultural studies or to incorporate some of its best insights into the field of critical pedagogy. Fortunately, more and more critical educators are incorporating cultural studies into their work in the 1990s. This book reflects some of that work.