Problematizing Public Pedagogy (Hardback)
  • Problematizing Public Pedagogy (Hardback)

Problematizing Public Pedagogy (Hardback)

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Hardback 212 Pages / Published: 16/09/2013
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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.

Publisher: Taylor & Francis Ltd
ISBN: 9780415534789
Number of pages: 212
Weight: 454 g
Dimensions: 229 x 152 mm


"Ideas bubble up in the work of this volume, not because anyone has a fully worked-out and internally consistent argument as well as a set of concrete action steps that will take us from here to there-there being some vibrant and viable future characterized by peace and love and joy and justice-but because [of] the necessary sense of perpetual uncertainty that accompanies social learning while at the same time trying to upend the system of oppression and exploitation, opening spaces for more participatory democracy, more peace, more ideas, and more fair-dealing in large and small matters."
William Ayers, University of Illinois at Chicago, USA (1987-2010). From the Foreword

"With a concern for the emancipatory ends public pedagogical work might engage, and the role that public pedagogues might play in publics that are increasingly marginalised, splintered, under attack and corporatised, this book represents a significant contribution to the literature of public pedagogy."
Andrew Hickey, University of Southern Queensland, Australia

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