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Drawing on the ideas of Hannah Arendt and Michel Foucault, this
book extends the theoretical understanding of public pedagogy and
brings into sharp focus the elements that constitute the public
realm; the site of public pedagogy. Karen Charman and Mary Dixon
offer a new theorisation of the public, a term at the heart of
debate in the field, heightened in this post-truth era by the
COVID-19 pandemic, the rise of fake news and the technological
reconfigurations of public life. The new theorization addresses the
‘public’, ‘pedagogy’ and their confluence in ‘public
pedagogy’. The book explores a deep engagement with the
architecture and dynamics of pedagogy and argues for the
positioning of pedagogy with the public. The authors contribute to
a theorisation that re-considers the individual and their capacity
for agency within the public realm. The book presents knowledge and
pedagogical encounters as key elements of public pedagogy and most
significantly, the educative agent as a means of critically
rethinking social life and learning in public spaces. Presenting an
innovative theoretical approach, this book will be of interest to
academics in the fields of public and critical pedagogy and
postgraduate students in education, cultural studies and politics.
Theory and Methods for Public Pedagogy Research introduces
promising new methods of public pedagogy research centered around
transforming rather than explaining knowledge. The new methods are
premised on a new theorisation of public pedagogy which recognises
the educative agent. The agency of the public to speak, to be
heard, to know is manifest as the educative agent speaks their
knowledge and the researcher must be attentive to that speaking.
This work extends the well-established intellectual projects in the
field to introduce four new methods for public pedagogy research:
organisation, performance, curation and researcher. A key focus of
this work is attending to how the circulation of knowledge in
non-formal settings can be recognised. It examines the
under-published area of pedagogy and research in public spaces and
engages post-qualitative approaches to inquiry to open up the
field. Moreover, it explores the possibility of performances, art
exhibitions and museums as public spaces of knowledge generation
and pedagogy. It also shows how research can be applied in practice
in public pedagogy to discover best practices for working in these
spaces. Finally, it confronts and critiques the dilemmas of public
pedagogy research and the limits of research methods which have
previously been deployed in this field. This book will be of
interest to researchers and students in the field of public
education and teaching in a variety of social science and arts
disciplines, and education.
Theory and Methods for Public Pedagogy Research introduces
promising new methods of public pedagogy research centered around
transforming rather than explaining knowledge. The new methods are
premised on a new theorisation of public pedagogy which recognises
the educative agent. The agency of the public to speak, to be
heard, to know is manifest as the educative agent speaks their
knowledge and the researcher must be attentive to that speaking.
This work extends the well-established intellectual projects in the
field to introduce four new methods for public pedagogy research:
organisation, performance, curation and researcher. A key focus of
this work is attending to how the circulation of knowledge in
non-formal settings can be recognised. It examines the
under-published area of pedagogy and research in public spaces and
engages post-qualitative approaches to inquiry to open up the
field. Moreover, it explores the possibility of performances, art
exhibitions and museums as public spaces of knowledge generation
and pedagogy. It also shows how research can be applied in practice
in public pedagogy to discover best practices for working in these
spaces. Finally, it confronts and critiques the dilemmas of public
pedagogy research and the limits of research methods which have
previously been deployed in this field. This book will be of
interest to researchers and students in the field of public
education and teaching in a variety of social science and arts
disciplines, and education.
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