ABSTRACT

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.

part |63 pages

Framing

chapter |11 pages

Making Pedagogy Public

For the Public, of the Public, or in the Interest of Publicness?

chapter |12 pages

Putrid Deadagogies

Zombie Life and the Rise of the Chaosmopolis

chapter |13 pages

“Pushing Against”

Relationality, Intentionality, and the Ethical Imperative of Pedagogy

chapter |11 pages

Pedagogy in the Public Realm

Affective Diagrams of Thinking Feeling in the X-Men and Beyond

part |53 pages

Studying

chapter |12 pages

Chasing the Phantoms of Public Pedagogy

Political, Popular, and Concrete Publics

chapter |14 pages

Problematizing the Public Intellectual

Foucault, Activism, and Critical Public Pedagogy

chapter |12 pages

Turning Down the Dead Father

Eidolons in Public Pedagogy Research and Theorizing

part |67 pages

Enacting

chapter |16 pages

How to be an Artist by Night

Critical Public Pedagogy and Double Ontology

chapter |12 pages

Reclaiming the Public in Public Pedagogy

A Conversation Between Christopher G. Robbins and Suzanne Lacy

chapter |12 pages

3,417 Footnotes

Troubling the Public Pedagogy of CReATE

chapter |10 pages

Long Live the Pedagogical Turn

Brazen Claims Made for the Overflowing Art/Life Intersection and the Longevity of Its Eternal Pedagogy and Study

chapter |15 pages

Dolls as Dangerous Style

Occupying Public Spaces in Education Through Aesthetic Social Action