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This article questions how cultural studies has been constructed as an educational project to examine if it might offer principles for learning about living in digital culture now. It first considers how the subject of Cultural Studies developed in relationship to education and then revisits empirical studies of cultural studies in schools. The essay engages with perspectives on evaluating the effects of these approaches and situates debates about learning with reference to theories of resistance and the field of reception studies. The final section of the article explores what cultural studies could and should be doing nowadays amidst considerable concern about the politics of digital culture. It challenges whether some of the underlying educational principles which animated its origins have any value in contemporary concerns with forms of surveillance capitalism.

Is there a ‘theory of learning’ for Cultural Studies and is it (still) relevant in an era of surveillance capitalism?