Problematizing Public Pedagogy

by Jake Burdick (Editor), Jennifer A. Sandlin (Editor), Michael P. O'Malley (Editor)

Overview

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.

Product Details

ISBN-13:	9780415534833
Publisher:	Taylor & Francis
Publication date:	09/23/2013
Pages:	236
Product dimensions:	5.90(w) x 8.80(h) x 0.50(d)

About the Author

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.

Table of Contents

Foreword William Ayers xi

Preface xv

Acknowledgements xxi

1 Breaking Without Fixing: Inhabiting Aporia Jake Burdick Jennifer A. Sandlin Michael P. O'Malley 1

Part I Framing: First Aporetic Turn: A Frame Jorge R. Lucero 13

2 Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness? Gert Biesta 15

3 Public Pedagogy as a Historically Feminist Project Audrey M. Dentith Michael P. O'Malley Jeanne F. Brady 26

4 Putrid Deadagogies: Zombie Life and the Base of the Chaosmopolis Jason J. Wallin 40

5 "Pushing Against": Relationality, Intentionality, and the Ethical Imperative of Pedagogy Rubén A. Gaztambide-Fernández Alexandra Arráiz Matute 52

6 Pedagogy in the Public Realm: Affective Diagrams of Thinking Feeling in the X-Men and Beyond jan jagodzinski 65

Part II Studying: Second Aporetic Turn: A Study Jorge R. Lucero 77

7 Chasing the Phantoms of Public Pedagogy: Political, Popular, and Concrete Publics Glenn C. Savage 79

8 Problematizing the Public Intellectual: Foucault, Activism, and Critical Public Pedagogy Jory Brass 91

9 Turning Down the Dead Father: Eidolons in Public Pedagogy Research and Theorizing Jake Burdick Jennifer A. Sandlin 105

10 Little Public Spheres Anna Hickey-Moody 117

Part III Enacting: Third Aporetic Turn: An Enactment Jorge R. Lucero 131

11 How to Be an Artist by Night: Critical Public Pedagogy and Double Ontology Stephanie Springgay The Torontonians 133

12 Reclaiming the Public in Public Pedagogy: A Conversation Between Christopher G. Robbins and Suzanne Lacy Christopher G. Robbins Suzanne Lacy 149

13 3,417 Footnotes: Troubling the Public Pedagogy of CReATE Isabel Nuñez Pamela Konkol Brian D. Schultz 161

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 173

15 Dolls as Dangerous Style: Occupying Public Spaces in Education Through Aesthetic Social Action Morna M. McDermott 183

Contributors 199

Index 205

Editorial Reviews

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

From the Publisher