The term 'public pedagogy' is given a variety of definitions and
meanings by those who employ it. It is often used without
adequately explicating its meaning, its context, or its location
within differing and contested articulations of the construct.
Problematizing Public Pedagogy brings together renowned and
emerging scholars in the field of education to provide a
theoretical, methodological, ethical, and practical ground from
which other scholars and activists can explore these forms of
education. At the same time it increases the viability of the
concept of public pedagogy itself. Beyond adding a multifaceted set
of critical lenses to the genre of public pedagogy inquiry and
theorizing, this volume adds nuance to the broader field of
education research overall.
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