HALL: When I said that part of what the Centre was about was trying to produce organic intellectual work, I of course had the question of pedagogy essentially in mind. I don’t think we can divorce theoretical work and pedagogy. At the Centre for Contemporary Cultural Studies there were only three academics, so the organic intellectuals we were trying to produce were not only ourselves but our students. So the question of pedagogy as a form of intellectual production is crucial. I agree with what I take to be an underlying criticism in your comment, namely that when we talk about the institutional position of Cultural Studies, we often fail to talk about questions of teaching and pedagogy. We talk about intellectual practice as if it is the practice of intellectuals in the library reading the right canonical texts or consulting other intellectuals at conferences or something like that. But the ongoing work of an intellectual practice for most of us, insofar as we get our material sustenance, our modes of reproduction, from doing our academic work, is indeed to teach. And I suppose my real silence was in not responding to Ros Brunt by saying that the first people we might make some connection with are our students. Before we invoke the great mass ranks out there, it might be quite important that our students are with us in the project and that we are helping them to conduct a little intellectual work. I’m sorry if I appeared to take that for granted.