Abstract
The history of communication research in Australia reveals that, like the history Australian television, it has involved a process of adaptation and innovation to suit a particular national context. In this article, I pursue the analogy between the two in order to illustrate how the peculiar history of Australian communication research (and Australian television) have created a pedagogical environment in which those who teach in the field of media, communication and cultural studies are already well equipped to deal with the invitation posed by Cunningham (2010) to ‘refine critical stances’, to rethink ‘core pedagogical ethics' and to take account of ‘vocational aspirations, workplace trends and the broader structure of the economy’.
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