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Awards, Honors, Associations

Hardie Fellow Hardie Fellow Award, Hardie Strategic Initiatives Program, 2012 - 2013

Hardie Fellow 2012-13 Hardie Fellow Foundation, College of Education, University of llinois, 2012 - 2012

Distinguished Alumni Lecturer, University of the West Indies, Cave Hill, Barbados, November Department of Philosophy and History, Cave Hill Conference, 2011 - 2011

Visiting Scholar, Saint Louis University of Madrid Unknown, 2007 - 2008

Center on Democracy in a Multiracial Society Fellow Center on Democracy in a Multiracial Society, University of Illinois, 2007 - 2007

CDMS Fellow, 2006-2007 Center on Democracy in a Multiracial Society Fellow, Unknown, 2006 - 2007

Distinguished Lecturer University of Salamanca, Unknown, 2006 - 2006

Xunta de Galicia Summer Fellow Offered by Government of Galicia in Spain through the Univeristy of A Coruna, Unknown, 2006 - 2006

Research & Service

My approach to research is interdisciplinary and I work at connecting my teaching, service and research as an integrated set of practices. To this end, besides my own efforts at researching and publications, I model thoughtfulness to my students and young colleagues in the field. I assist them in the process of research, publication and professionalizing endeavors. I have had opportunities to put this approach into practice. One important collaboration was a Mellon Foundation proposal, “Beyond Technological Fundamentalism: Educational Technologies and Digital Reform in the Global Americas,” for an interdisciplinary seminar aimed at putting into dialogue major international scholars and policy makers on ICT innovations for the classroom. The project aimed to emulate and put into discussion MIT's One Laptop per Child Program (OLPC) launched earlier in the decade. Our proposal was not funded but the exercise of preparation involved collaboration with representatives from CLACS, ICR, MACS, Informatics and Computing and GLIS. I have collaborated in the past year with six graduate students in AERA conference submissions, on joint presentations, and on publishing research produced from my “Elite Schools in Globalizing Circumstances” project—itself an international collaborative project with researchers from Australia, Singapore, South Africa, England and India.

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Publications

Kenway, J., Epstein, D., Koh, A., McCarthy, C., Rizvi, F., & , . Multi-sited global ethnography and elite schools: a methodological entrée. Handbook of Ethnography and Education, Wiley ( pp. pp.35). London: Wiley.

2013 with Ergin Bulut and Robert Mejia, ., McCarthy, C., & Mejia, R. (2014). Governance ThroughPhilitainment: Playing the Benevolent Subject. Communication and Critical-Cultural Studies.

McCarthy, C. (2013). The Aftermath of Race. ournal of Cultural Studies ? Critical Methodologies, XX (X), pp 1-4.

McCarthy, C. (2012). 2012 Unmasking Class and Tradition: Questioning Recuperative History and Affiliation in Cultural Studies. Media History and the Foundations of Media Studies ( pp. 684-711). Blackwell.

McCarthy, C. (2012). Recontrucció de la raça i l’enducació en la conquista de clase de la ciutat i la universitat, en una época de neoliberalisme i globalització. Convencia Intercultural i Educació Antiracista ( pp. . 17-36). Gerona, Spain: Univesitat de Girona.

2012 with Ergin Bulut, ., & McCarthy, C. (2012). You’ve got to find what you love—A Review of Melissa Gregg’s Work’s Intimacy the Canadian Journal of Communications, 37 2(pp. 363-376).

McCarthy, C. (2011). The Unmaking of Education in the Age of Globalization. Cognitive Capitalism, Education and Digital Labor ( pp. . 301-322). New York: Peter Lang.

McCarthy, C. (2011). Pensar la realidad de manera más compleja. Mugak ( vol. 54, pp. , 61-63).

McCarthy, C. (2011). Movement and Stasis in the Neoliberal Re-Orientation of Schooling and the University. The proceedings of the  International Seminar on Democratic and Secular Education organized by the Ministry of Education and Culture, Govt. of Kerala ( pp. 100-112). The Government of Kerala.

McCarthy, C. (2011). To interpose a Little Ease: Making Sense of Sort and Intellectual Labor in C.L.R. James’ Beyond A Boundary and His Other Works. Cultural Studies, Education and Youth ( pp. 127-150). New York: Lexington Books.

McCarthy, C. (2011). Reconstructing Race and Education in the Class Conquest of the City and the University in the Era of Neoliberalism and Globalization. New Times: Making Sense of Critical Cultural Theory in A Digital Age ( pp. ms. 27pp). Peter Lang.

Mejia, R., R., H., & McCarthy, C. (2011). New Times: Making Sense of Critical/Cultural Theory in a Digital Age. Peter Lang.

2010 With Yolanda Sealey-Ruiz, ., & McCarthy, C. (2011). The Role Of History and The Invention of Tradition: Eric William's Capitalism and Slavery and the Founding of Postcolonial Theory Caribbean Journal of Teacher Education and Pedagogy, 1 (1), pp. 1-17.

Pitton, V., Kim, S., Monje, D., & McCarthy, C. (2009). Movimento e inércia na reorientação neoliberal da educação. Mangualde, Portugal: Edições Pedago.

McCarthy, C. (2009). Contesting identity, contesting nation [Edited special issue]. ( 2 ed vol. 7,). Policy Futures in Education.

McCarthy, C. (2009). Introduction: Contesting identities, contesting nation. [Special Issue]. Policy Futures in Education, 7 (2), 138-144.

McCarthy, C., & Logue, J. (2009). Reading against the grain: Examining the status of the categories of class and tradition in the scholarship of British cultural studies in light of contemporary popular culture and literature. Policy Futures in Education, 7 (2), 145-160.

McCarthy, C., & Rezai-Rashti, G. (2009). Race, text, and the politics of official knowledge: A critical investigation of a social science textbooks in Ontario Discourse, 30 (1), (pp.36 ms, in press).

McCarthy, C., Pitton, V., Kim, S., & Monje, D. (2009). Movement and stasis in the neoliberal orientation to schooling. The Routledge international handbook, of critical education ( pp. 36-50). Oxford: Routledge.

McCarthy, C., Pitton, V., Kim, S., & Monje, D. (2009). Re-ordering the organization of knowledge in schooling and the university in a time of globalization and neoliberalism. Power in the academy ( pp. 35-60). Staffordshire, England: Trentham Books.

McCarthy, C., Rezai-Rashti, G., & Teasley, C. (2009). Race, diversity, and curriculum in the era of globalization. Curriculum Inquiry, 39 (1), 75-94.

McCarthy, C., & Teasley, C. (2008). Transnational perspectives on popular culture and public policy: Redirecting cultural studies in neoliberal times New York: Peter Lang.

McCarthy, C. (2008). O palácio do pavão. Wilson Harris e o currículo em tempos de perturbação Discursos curriculares contemporâneos ( pp. 161-177). Lisbon: EDIÇÕES PEDAGO.

McCarthy, C. (2008). Understanding the neoliberal context of race and schooling in the age of globalization. Transnational perspectives on popular culture and public policy: Redirecting cultural studies in neoliberal times ( pp. 319-340). New York: Peter Lang.

McCarthy, C., & Giardina, M. (2008). The popular racial order of “urban” America: Sport, identity, and the politics of culture. Transnational perspectives on popular culture and public policy: Redirecting cultural studies in neoliberal times ( pp. 113-142). New York: Peter Lang.

McCarthy, C., Durham, A., Engel, L., Filmer, A., Malagreca, M., & Giardina, M. (2007). Introduction: Confronting cultural studies in globalizing times. Globalizing cultural studies ( pp. pp. xxiii-xxxiii). New York: Peter Lang.

McCarthy, C., Malagreca, M., Giardina, M., Filmer, A., Durham, A., & Engel, L. (2007). Globalizing cultural studies (In “Intersections in Communications and Culture” Series). Peter Lang.

McCarthy, C. (2007). After 9/11: Thinking about the global, thinking about empathy, thinking about the postcolonial. Contesting empire: Globalizing dissent ( pp. 280-291). New York: Routledge.

McCarthy, C., & Dimitriadis, G. (2007). Governmentality and the sociology of education: Media, educational policy and the politics of resentment. Education, globalization and change ( pp. 198-212). Oxford: Oxford University Press.

McCarthy, C. (2006). Writing race into the twenty-first century: An autobiographical perspective on hybridity, difference, and the postcolonial experience. Qualitative inquiry and the conservative challenge ( pp. 255-274). Walnut Creek, CA: Left Coast Press.

McCarthy, C. (2006). Representing the third world intellectual: C.L.R. James and the contradictory meanings of radical activism. Anglo-Saxonica, Série II. 23, 54-92.

McCarthy, C., & Logue, J. (2006). Shoot the elephant: Antagonistic identities, neo-Marxist nostalgia, and the remorselessly vanishing pasts. Journal of Curriculum Theorizing, 2 7-24.

McCarthy, C. (2006). English rustics in black skin: Postcolonial education, cultural hybridity and racial identity in the new century. Futures in Education, 3 (4), 413-422.

2007 With Jennifer Logue, R., Re-reading Cultural Studies, ., & McCarthy, C. Re-reading Tradition: Neo-Marxist Nostalgia and the Remorselessly Vanishing Pasts. The Way Class Works: Readings on School, Family and the Economy ( pp. 28). New York: Routledge.

2010 With Jennifer Logue, R., Re-Reading Cultural Studies, ., & McCarthy, C. Re-Reading Tradition: Neo-Marxist Nostalgia and the Remorselessly Vanishing Pasts Handbook of Cultural Politics ( pp. 269-288). Rotterdam: Sense Publishers.

Bulut, E., & McCarthy, C. Discovering the Material Child: A Review of David Buckingham’s The Material Child. ( pp. ms pp. 5). British Journal of Sociology of Education.

Logue, W., & McCarthy, C. Shooting an Elephant: Cultural Studies, Neo-Marxist Nostalgia and the Remorsely Vanishing Pasts. Youth Moves: Identities and Education In a Global Perspective ( pp. 19-38). New York: Routledge.

McCarthy, 2., Cameron, ., & McCarthy, C. To Interpose a Little Ease: Making Sense of Sport and Intellectual Labor in C.L.R. James'Beyond a Boundary and His Other Works. Cultural Studies, Education, and Youth: Beyond Schools ( pp. 131-156). Lanham, Maryrland: Lexington Books.

McCarthy, C. 2008 Representing the Third World Intellectual: C.L.R. James and the Contradictory Meanings of Radical Activism. Cultural Studies, Education and Youth ( pp. 113-136). New York: Roman and Littlefield.

McCarthy, C. 2011-Research Report on Year I & II of "Barbados Elite Schools In Globalizing Circumstances" to ARC (Australia research Council), Research Sponsor.

McCarthy, C. 2012 Unmasking Class and Tradition: Questioning Recuperative History and Affiliation in Cultural Studies. Media History and the Foundations of Media Studies ( pp. ms. pp. 51). Blackwell.

McCarthy, C. 2013 Race and Education in the Age of Digital Capitalism. Routledge International Handbook of Curriculum.

McCarthy, C. Neo-Marxist Nostalgia and the Vanishing Past: reconsidering the Subject of Class and Tradition in British Cultural Studies. Conversations in Philosophy ( vol. II, pp. ms. 25pp). Cambridge University Press.

McCarthy, C. The New Terms of Race in Light of Neoliberalism and the Transforming Contexts of Education and the City in the Era of Globalization University of Massachussetts Dartmouth.

McCarthy, C. To Interpose a Little Ease: Making Sense of Sport and Intellectual Labor C. L. R. James’ Beyond A Boundary and His Other Works. Cultural Studies, Education and Youth ( pp. ms., pp. 37). New York: Roman and Littlefield.

McCarthy, C. Unmasking Class and Tradition: Questioning Recuperative History and Affiliation in Cultural Studies. Media History and the Foundations of Media Studies.

McCarthy, C., & Sealey-Ruiz, . The Role of History and the Invention of Tradition: Eric William’s Capitalism and Slavery and the Founding of Postcolonial Theory Itineraries: Global Forum of Educational Research, 1 (2).

McCarthy, C. (2016). Neo-Marxist Nostalgia and the Vanishing Past: reconsidering the Subject of Class and Tradition in British Cultural Studies. Conversations in Philosophy ( vol. II, pp. ms. 25pp). Cambridge, UK: Cambridge University Press.

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Presentations

Argonauts of the Gentrified Working Class: Reconsidering Transnational Elite Class Theory in Light of Global Ethnographic Research in British Grammar Schools in Barbados (Presidential Panel Invitation (2013).: San Francisco.

Race, Re-Spatialization and the Struggle Over the Iconography of the Global City (2013).: San Francisco.

The Aftermath of Race: The Politics and Perils of Theorizing Racial Identities in Education in the Age of Information (Vice Presidential Invitation) (2013).: San Francisco.

Wrestling with the Future in Vocabularies of Tradition: Reflections on Field Research on the Globalizing Circumstances of British Grammar Schools in Barbados (2013).: Oxford, UK.

Memory as It Flashes Up at a Moment of Danger: Comments on the History of Education Panel Presentations (2012).: Sydney.

The Field of Visual Culture (2012).: Sydney Australia.

Argonauts of the Gentrified Working Class: Reconsidering Transnational Elite Formation in Light of Global Ethnographic Research in British Grammar Schools in Barbados (2012).

Barbados The Argonauts of Postcolonial Modernity: A Multi- Sited Global Ethnography of Schools in Barbados, AERA (2012).: Vancouver.

Wrestling with the Future in Vocabularies of Tradition: Reflections on Field Research on the Globalizing Circumstances of British Grammar Schools, Global Studies Association Conference (2011).: Prague.

Meritocratic Elitism and the Making of Transnational Class in the Postcolonial Context: The Globalizing Circumstances of British Grammar Schools in Barbados (2011). University of North Dakota.

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Service

Member of AERJ Editorial Borad American Association for the Advancement of Curriculum Studies, American Educational Research Association, 2007 - 2010

Speaker/Presenter AERA, Division G, 2006 - present

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Courses

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related. 4 graduate hours. No professional credit. Approved for Letter and S/U grading.

Independent Study (EPOL 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. 1 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated with approval.

Thesis Research (EPOL 599) Individual direction of research and thesis writing. 0 to 16 graduate hours. No professional credit. Approved for S/U grading only. May be repeated with approval.

Education and Globalization (EPS 530) Analyses of the role and functions of education in social, political, and economic development, with particular reference to the new and the developing countries.

Globalizing Educational Policy (EPS 537) Dynamics associated with globalization are now fully articulated to modern schooling and the social and cultural environments in which both school youth and educators operate. This course will reconsider the boundaries of educational policy and practice beyond the mainstream emphasis on subject matter specialization, as educators more fully engage with the complex range of experiences, images, and practices that now compel modern school youth and affect their articulation of needs, interests and desires.

Postcolonial Theory & Methods (EPS 570) Since the 1990s, scholarship focusing on center-periphery relations has grown considerably. This scholarship is often identified with postcolonial theories of education and society. The purpose of this course is to acquaint students with this body of literature that addresses the way in which post-independent states are currently engaged in massive institutional transformations in light of globalization. Ultimately, we will explore the theoretical and methodological traditions foregrounded in postcolonial research and their implications for educational policy. 4 graduate hours. No professional credit.

Cult Studies and Crit Interp (EPS 575) Explores the history, applications and limitations of various theoretical and methodological approaches to the study of contemporary culture and popular media. Examines debates and issues within cultural studies and with other schools of thought. The impact of cultural studies across the disciplines. Same as MDIA 575. 4 graduate hours. No professional credit.

Visualizing the Global Context (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. May be repeated.

McCarthy, Cameron

Professor, Education Policy, Organization and Leadership

Contact

Office

373 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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