Literacy in the context of cultural studies (CS) in Africa concerns less the ability to read and write than the quotidian practice of doing. This intervention argues that CS as taught and as its texts are imagined, in general terms, is the source of a continuing institutionalized limitation. CS for Africans is first and foremost a lived practice, before it is a discipline or ready-for-study academic subject. We discuss the notion of lived CS to confront a pedagogical issue: how much of CS should be text, and how much ‘doing’?
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