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Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field.
For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.
Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice,
both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.
Foreword, William F. Pinar
Preface 1: Understanding, Mapping, and Exploring the Terrain of Public Pedagogy, Jennifer A. Sandlin, Brian D. Schultz, Jake Burdick
Part 1: Historical, Theoretical, and Methodological Perspectives on Public Pedagogy Cæsura John Jota Leaños 58: Intellectuals and the Responsibilities of Public Life, Noam Chomsky, Robert Borofsky 59: A Conversation with Grace Lee Boggs at the Jane Addams-Hull House Museum, Grace Lee Boggs 60: Talking Beyond Schools of Education: Educational Research as Public Pedagogy, Marc Lamont Hill 61: Teacher as Public Intellectual: Richard Dudley and the Fight Against South African Apartheid, Alan Wieder, Crain Soudien 62: Protest, Activism, Resistance: Public Pedagogy and the Public Square, William Ayers 63: Not a Minute to Hate, Cornel West 64: Entertaining Ideas and Embodied Knowledge: Musicians as Public Intellectuals, Walter S. Gershon 65: Public Pedagogy as Critical Educational and Community Leadership: Implications from East St. Louis School District Governance, Michael P. O’Malley, Donyell L. Roseboro Afterword: Public Pedagogy and the Challenge of Historical Time, Peter McLaren