Problematizing Public Pedagogy
Edited by Jake Burdick, Jennifer A. Sandlin, Michael P. O'Malley
Routledge – 2014 – 212 pages
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.
“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
Foreword, William Ayers
CHAPTER 1: Breaking without Fixing: Inhabiting Aporia - Jake Burdick, Jennifer A. Sandlin, and Michael P. O’Malley
PART ONE: FRAMING
FIRST APORETIC TURN || A FRAME || JORGE R. LUCERO featuring the work of Samantha Hill, The Great Migration Project
CHAPTER 2: Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness? - Gert Biesta
CHAPTER 3: Public Pedagogy as an Historically Feminist Project - Audrey M. Dentith, Michael P. O’Malley, and Jeanne F. Brady
CHAPTER 4: Putrid Deadagogies: Zombie Life and the Rise of the Chaosmopolis - Jason J. Wallin
CHAPTER 5: “Pushing Against”: Relationality, Intentionality, and the Ethical Imperative of Pedagogy - Rubén A. Gaztambide-Fernández and Alexandra Arráiz Matute
CHAPTER 6: Pedagogy in the Public Realm: Affective Diagrams of Thinking Feeling in the X-Men and Beyond - jan jagodzinski
PART TWO: STUDYING
SECOND APORETIC TURN || A STUDY || JORGE R. LUCERO featuring the work of Jim Duignan and Stockyard Institute, The Nomadic Studio
CHAPTER 7: Chasing the Phantoms of Public Pedagogy: Political, Popular, and Concrete Publics - Glenn C. Savage
CHAPTER 8: Problematizing the Public Intellectual: Foucault, Activism, and Critical Public Pedagogy - Jory Brass
CHAPTER 9: Turning Down the Dead Father: Eidolons in Public Pedagogy Research and Theorizing - Jake Burdick and Jennifer A. Sandlin
CHAPTER 10: Little Public Spheres - Anna Hickey-Moody
PART THREE: ENACTING
THIRD APORETIC TURN || AN ENACTMENT || JORGE R. LUCERO featuring the work of Bert Stabler and Mike Bancroft, The Piñata Project
CHAPTER 11: How to Be an Artist by Night: Critical Public Pedagogy and Double Ontology - Stephanie Springgay and The Torontonians
CHAPTER 12: Reclaiming the Public in Public Pedagogy: A Conversation between Christopher G. Robbins and Suzanne Lacy - Christopher G. Robbins and Suzanne Lacy
CHAPTER 13: 3,417 Footnotes: Troubling the Public Pedagogy of CReATE - Isabel Nuñez, Pamela Konkol, and Brian D. Schultz
CHAPTER 14: Long Live the Pedagogical Turn: Brazen Claims Made for the Overflowing Art/Life Intersection and the Longevity of its Eternal Pedagogy and Study - Jorge R. Lucero
CHAPTER 15: Dolls as Dangerous Style: Occupying Public Spaces in Education Through Aesthetic Social Action - Morna M. McDermott
Jake Burdick is Assistant Professor of Curriculum Studies at Purdue University, USA.
Jennifer A. Sandlin is Associate Professor in the Justice and Social Inquiry Program within the School of Social Transformation at Arizona State University, USA.
Michael P. O’Malley is Associate Professor of Educational and Community Leadership and Director of the Ph.D. in Education-School Improvement Program at Texas State University, USA.