Imagining pedagogy in public space: visions of cultural policies and practices in a city in transformation

Wildemeersch, Danny

doi:10.1080/02601370.2011.636638

Cited by 17 publications

(15 citation statements)

References 5 publications

(3 reference statements)

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“…Wright and Maton 2004) have highlighted the profoundly political, disempowering and discriminating character of media-saturated public space or the prospects of using the cultural and geographic spaces in learning citizenship (e.g. Wildemeersch 2012). Such considerations bring the sociable meaning of public immediately to the political terrain of power.…”

Section: Public: Two Plus Four Conceptual Meaningsmentioning

confidence: 99%

Becoming (a) public: what the concept of public reveals about a programmatic public pedagogy at the university

Ripatti-Torniainen

2017

High Educ

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This article extends the ongoing argumentation of 'public', publics and universities by providing a conceptual discussion of issues at the core of the public sphere: how does public form and exist amid private and individual life and pursuits, and how does a collective public body identify itself. The discussion is placed in dialogue with two earlier contributions to 'becoming (a) public' by Simons and Masschelein (European Educational Research Journal, 8(2), 204-217, 2009) and Biesta (Social & Cultural Geography, 13 (7), [683][684][685][686][687][688][689][690][691][692][693][694][695][696][697] 2012). Brought together, these contributions constitute a definition of a programmatic public pedagogy at the university. This article develops the definition of a programmatic public pedagogy by drawing on the conceptual core meanings of public in continental antiquity, Enlightenment and American pragmatism. The author discusses public as (1) indefinitely circulating discourses, (2) sociability between strangers, (3) macro structures and (4) the political public sphere. The article reveals that the 'becoming (a) public' extends and occurs across a broad spectrum, and that the discursive and sociable manifestations of public are not secondary to explicitly political action but have an inherent value in themselves. The article distinguishes the character of public as constant openness to the emergence of what is yet not known from interpretations that locate public in the existing structures, ideologies and forms of action. The dialogue with Simons and Masschelein and Biesta shows that this distinction has critical implications on how programmatic public pedagogy is understood at the university.

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Section: Public: Two Plus Four Conceptual Meaningsmentioning

confidence: 99%

Becoming (a) public: what the concept of public reveals about a programmatic public pedagogy at the university

Ripatti-Torniainen

2017

High Educ

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“…The purpose of this paper is to review the literature on arts-based approaches to adult environmental education through the theoretical lens of public pedagogy (Burdick, Sandlin & O'Malley, 2014;Sandlin, Wright & Clark, 2010). In particular, we aim to understand how various forms of arts-based learning and education for adults function as public pedagogy in the public sphere (Biesta, 2012;Welton, 2001) and public spaces (Ellsworth, 2005;Wildemeersch, 2012). We understand the arts to encompass both visual and performing arts.…”

Section: Introductionmentioning

confidence: 99%

Public pedagogies of arts-based environmental learning and education for adults

Walter

Earl

2017

RELA

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This paper examines how current theorizing on public pedagogy can be used to understand scholarship on creative, arts-based pedagogies in informal environmental education for adults. In particular, the study applies Biesta's (2012, 2014) typology of public pedagogies to three bodies of literature: arts-based adult learning and education in the environmental movement, eco-art, and Tactical Urbanism, respectively. Each of these is about public art, displayed or performed in public spaces, and connected to environmental learning and education. The scholarship reviewed came mostly from Canada and Australia. In the public, democratic spaces of these countries, we found that arts in the environmental movement and eco-art could be characterized by Biesta's pedagogy of the public, and partially by a pedagogy in the interest of publicness. The performance of Tactical Urbanism corresponded most closely to pedagogy in the interest of publicness. The paper concludes with a discussion of directions for further theorizing and research on public pedagogy and arts-based environmental learning and education for adults.

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“…We have intersected this anthropological point of view with the analyses on educational spaces and the relevance of spaces in learning processes (Roets, Vandenabeele & Bouverne-De Bie, 2012;Biesta & Cowell, 2012;Wildemeersch, 2012;De Visscher, Bouverne-De Bie & Verschelden, 2012).…”

Section: Introductionmentioning

confidence: 99%

Social housing, multi-ethnic environments and the training of social educators: combined anthropological and educational perspectives

Virgilio

2014

RELA

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The paper presents part of a broader project that explores the role played by informal citizenship learning in social housing urban environments (SHe) and the related educational challenges for social educators, NGO practitioners and also researchers. In this article, in particular, I focus on issues related with social educators' and NGO practitioners' professional training. The aim of the paper, in this perspective, is to offer some introductory theoretical and methodological remarks for the training of NGO practitioners working in SHe. The basis for this reflection is the idea of informal learning (Schugurensky, 2000), the concepts of learning for reflexive citizenship and learning for active citizenship (Johnston, 2005) and anthropology of citizenship (Ong, 1999, 2003). In the research process, we have intersected instruments and methodologies coming from the different fields of anthropology and educational sciences. Our hypothesis consists in considering the possibility that exploring the professional field of social educators in SHe with an ethnographic approach could contribute to improve reflexive attitudes of social educators and shape their educational attitudes.

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Imagining pedagogy in public space: visions of cultural policies and practices in a city in transformation

Cited by 17 publications

References 5 publications

Becoming (a) public: what the concept of public reveals about a programmatic public pedagogy at the university

Becoming (a) public: what the concept of public reveals about a programmatic public pedagogy at the university

Public pedagogies of arts-based environmental learning and education for adults

Social housing, multi-ethnic environments and the training of social educators: combined anthropological and educational perspectives

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