“…Rather, as we noted in our previous review (Sandlin, O'Malley, & Burdick, ), many authors simply utilize the term public pedagogy (frequently with a nod to Giroux's body of work) as a commonsensical and wholly legible construct. As such within this review, we use selected works to focus on extending and enriching research that clearly conceptualizes pedagogy, that explicates the intended or imagined pedagogies of particular sites in their work, and that explicates processes of pedagogical address in specific sites to broader theorizations of public pedagogy (e.g., Ellsworth, ; Giroux, , , ; Hickey‐Moody, Savage, & Windle, ; Hladki, ; Nieland, ; Rich, , ; Sandlin & Milam, ; Savage & Hickey‐Moody, ). The pedagogical mechanisms—operating across public pedagogy sites—we will be exploring include semiotic structures, narrative/rhetorical emplotment, temporal and spatial dynamics, the fostering of psychic disjunctions, and the use of desubjectifications and disidentifications, all of which have emerged in the literature as means of understanding pedagogies in non‐school sites.…”