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This manuscript offers an insider's critique of Penn State's broader university culture as it relates to understanding more fully the Sandusky scandal and its fallout.

This article considers how the intersection of cultural theory and pedagogy in the classroom might be utilized to foster greater global awareness and engagement. Specifically, it addresses how critical examinations of theories regarding the constitution of subjectivity relate to developing and advancing progressive conceptions of global corporate behavior and how liberatory pedagogies (i.e., addressing questions of culture, knowledge, power, representation, and agency) might intercede in the development of more ethically conscious conceptions of corporate professionalism. Such exercises force new considerations for imagining the world and one's role in it, potentially stimulating new forms of social engagement within and against the logics and reality of global capital; forms that promote progressive thinking and social justice while reinvigorating how we collectively conceptualize and engage the dynamics of the corporate sphere in our global age.

This article considers the practical methodological challenges and variances related to doing research in the cultural industries. More specifically, it seeks to illuminate how considering the specific proclivities of prescribed, historically inflected, fields of study and concomitant sites therein (e.g., in our case study, the infrastructural/cultural dynamics of media organizations in a small, central-European media market) force methodological (re)considerations which can enhance doing practical research in this realm.