Cultural Studies 208 - A02: Culture, Science and Technology

This course offers an in-depth evaluation of culture in relation to science and technology aspects of life. It introduces students to critical debates and approaches in the cultural studies field.

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Name
Professor
Course
Date
Cultural Studies 208 – A02; Fall 2019: Culture, Science and Technology
Time and day Tuesday & Thursday 2 pm - 3:20pm
Instructor: Prof. Mattheus Huculake
Office: Clerihue D327
Office Hours: Tuesday 2:20-3:40pm
Thursday 12am-1pm
Email: [e-mail]
Description
The course offers an in-depth evaluation of culture in relation to science and technology
aspects of life. It introduces students to the critical debates and approaches in the cultural study
field (Luke, Annette and Katie, 23). The primary approach in the field will involve the use of
magazine culture by examining what Robert Scholes and Sean Latham refer to as ‘the need for
cultural studies.’ Learners will use theoretical methodologies and approaches related to cultural
studies. Lectures and tutorials will involve the applications of these objectives:
 To enable learners understand how ideas and knowledge on culture emerge from
theoretical and historical perspectives.
 Learners should be able to identify the arguments that have been applied in distinguishing
between mass culture and high art.
 Learners should be able to relate how gender, race, class and religion are consumed and
produced in mass markets.
 Students should be able to read by interpreting written texts flexibly and understand how
textual evidence should support the various literature interpretations on what is read and
implications obtained regardless of the possible multiple meanings (Rahimpour, 1662).
 Students will be able to write in all forms such as argumentative and expository
appropriately to the purpose, audience, occasion with the use of evidence in support of
interpretations.
 They should also learn how to apply research skills involving understanding of
conventions, technology and methods.

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 Students should be able to develop technological competence and information literacy
using software to write and research where appropriately.
The course is both writing and reading intensive emphasizing on the development of
skills in scholarly argumentation, documentation and critical thinking.
Texts required
 Popular Culture and Cultural Theory by A. Reader Ed. and John Storey
 Popular Culture and Cultural Theory; An Introduction to cultural studies by John Storey
 Cultural studies and how they relate to science and technology by F. Marcus
Texts online
 Modernist Articles and Journals Project at modjourn.org
Text Guide Recommended
 MLA and APA Handbooks for writers of essays and research projects and papers
Other supportive texts
 The students will be required to purchase a one current magazine to be used in critical
study
Format
 The course will apply lecture, tutorials and discussion teaching format. Lessons will be
introduced by brief lectures to identify the possible topics of discussions while queries
will be handled during tutorials at later times (Chostelidou, 4509). Learners are to prepare
points of discussion for all in-class conversations.
Readings
 All assigned readings are located in the given course textbooks. More readings will be
downloaded from our course website. Students may find the various readings in the
course being hard to understand and thus they should give themselves enough time for
proper engagement with all texts (Jalilzadeh, and Atefeh, 2).
Grading
Assignments Marks Grade
1. Participation 20% A-excellent
2. Paper 1 10% B-good

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3. Paper 2 10% C-average
4. Paper 3 20% D-below
average
5. Blog Entries 10% E- fail
6. Quizzes 10%
7. Final Exam 30%
Attendance
 It is the responsibility of all learners to avail themselves in class during lectures and
tutorials on time. This aspect is critical as almost a quarter of the total grade marks come
from participation in class. Students are also required to take part in class actively to earn
marks.
Participation
 Students will be required to attend classes ready to discuss texts and thus they need to be
well informed (Abbaszadeh, 1881). It is a requirement that students are active by asking
questions and taking part in group activities and discussions as the participation grade
will be affected.
Quizzes
 Briefs will be offered covering the reading assignments for the day. Permission to do the
quiz will not be given to students who do not attend classes on time. The make-up
quizzes will be given to students in cases of excused absence.
Exam papers & Self-Evaluation assignments
 Students will be needed to write up to three short term papers over the course with each
employing different critical approaches taught in class lecturers and tutorials. For
instance gender, popular culture or race. All essays are to be accompanied by forms of
self-evaluation from the course website. Any paper without the form will not be accepted
and marks will not be given (Voogt, et al.1239).
 Papers need to be 1,000 words, one-inch margin, double spaced and 12pt times roman
 Papers will apply APA and MLA guidelines to format as required
 Catchy and succinct titles should be used and plagiarism will not be allowed. Use in-text
citations and references for all copied statements used in essays as turnitin software will
be applied to detect any level.

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Works cited
Abbaszadeh, Zahra. "Genre-based approach and second language syllabus design." Procedia-
Social and Behavioral Sciences 84 (2013): 1879-1884.
Chostelidou, Dora. "A needs analysis approach to ESP syllabus design in Greek tertiary
education: a descriptive account of students’ needs." Procedia-Social and Behavioral
Sciences 2.2 (2010): 4507-4512.
Jalilzadeh, Kaveh, and Atefeh Tahmasebi. "Content-based syllabus." European Scientific
Journal (2014).p.2.
Luke, Allan, Annette Woods, and Katie Weir, eds. Curriculum, syllabus design, and equity: A
primer and model. Routledge, 2013.p. 23.
Rahimpour, Massoud. "Current trends on syllabus design in foreign language
instruction." Procedia-Social and Behavioral Sciences 2.2 (2010): 1660-1664.
Voogt, Joke, et al. "Teacher learning in collaborative curriculum design." Teaching and teacher
education 27.8 (2011): 1235-1244.