scholarly journals Speculative Harbouring: Wading into Critical Pedagogy and Practices of Care

2019 ◽  
Author(s):  
Susanne Pratt ◽  
Kate Johnston
Keyword(s):  
Critical Pedagogy ◽  
Public Pedagogy ◽  
Research Practices ◽  
Field Guide ◽  
Disciplinary Field ◽  
A Site ◽  
Critical Public Pedagogy ◽  
Sydney Australia

This text explicates a particular pedagogical event—Speculative Harbouring—a postgraduate workshop in which students from different disciplines formed around concerns of how we might better care for, and with, urban harbours. The harbour we attended to is presently referred to as Blackwattle Bay, which is a site in Eora Nation, Sydney, Australia currently undergoing significant redevelopment. The purpose of the workshop, or rather walkshop, was two-fold: to introduce participants to research practices from a range of disciplines, and to construct a field-guide to highlight ways in which Blackwattle Bay is, has, and might be, inhabited, cared for (or not) and the complex ecological and social demands this creates. To begin the walkshop, participants each shared a different method for examining place from their disciplinary field. During the twoday event, these different methods were activated through the practice of walking and were used to produce the Speculative Harbouring Field-Guide to Blackwattle Bay. In our discussion, we draw on feminist practices and politics of care, in particular, Maria Puig de la Bellacasa’s articulation of “matters of care,” alongside Anna Tsing’s “arts of noticing” and notions of critical public pedagogy, to examine ways in which walking and reflecting can attune people to learning to care and how a field guide might facilitate such attuning.

scholarly journals Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations

2021 ◽  
pp. 135050762110298
Author(s):  
Robin S Grenier ◽  
Jamie L Callahan ◽  
Kristi Kaeppel ◽  
Carole Elliott
Keyword(s):  
Cultural Change ◽  
Social Engagement ◽  
Book Clubs ◽  
Traditional Learning ◽  
Public Pedagogy ◽  
Cultural Artifact ◽  
Management Learning ◽  
Current Thinking ◽  
A Site ◽  
Critical Public Pedagogy

Book clubs are a well-known form of social engagement and are beneficial for those who take part, yet book clubs are not fully realized within management as a site for learning. This is unfortunate because book clubs that read fiction can foster social processes and help employees in search of more critical and emancipatory forms of learning. We theoretically synthesize the literature to advance current thinking with regard to book clubs as critical public pedagogy in organizations. We begin by introducing book clubs as non-formal adult learning. Then, book clubs that employ fiction as a cultural artifact are presented as a way for members to build relationships, learn together, and to engage in cultural change work. Next, the traditional notions of book clubs are made pedagogically complex through the lens of critical public pedagogy. Finally, we offer two implications: (1) as public pedagogy, book clubs can act as an alternative to traditional learning structures in organizations; and (2) book clubs, when valued as public pedagogy, can be fostered by those in management learning and HRD for consciousness raising and challenging existing mental models in their organizations.

scholarly journals Walking Borders, Risk and Belonging

2019 ◽  
Author(s):  
Maggie O’Neill ◽  
Ismail Einashe
Keyword(s):  
Critical Pedagogy ◽  
Research Method ◽  
Social Research ◽  
White Male ◽  
Public Pedagogy ◽  
Arts Based Research ◽  
Male Privilege ◽  
History Of ◽  
Critical Public Pedagogy

Walking borders, risk & belonging makes a case for using walking as a biographical interviewmethod (WIBM) in order to do critical public pedagogy—using conjunctural analysis—that engagesin unsettling and troubling the white, male privilege and basis of walking, and indeed the‘turn’ to walking rooted in Eurocentric practices. The authors build upon a long history of: i) usingwalking, participatory and arts-based methods (ethno-mimesis) to do social research on migrationwith migrants, and; ii) the importance of creating space for stories of asylum, migration andmarginalisation to be shared and heard through critical pedagogy, critical journalism, and walkingas an arts-based research method.

Oh Henry!: Physical Cultural Studies’ Critical Pedagogical Imperative

2012 ◽  
Vol 29 (3) ◽  
pp. 385-408 ◽  
Author(s):  
Ryan King-White
Keyword(s):  
United States ◽  
Cultural Studies ◽  
Critical Pedagogy ◽  
Classroom Practices ◽  
The United States ◽  
Public Pedagogy ◽  
The Past ◽  
Socioeconomic Context ◽  
Physical Cultural Studies ◽  
Critical Public Pedagogy

Over the past 30 years Physical Cultural Studies (PCS) (Andrews, 2008) has grown in the United States. This form of radical inquiry has been heavily influenced by the British Center for Contemporary Cultural Studies. PCS research has focused on the various ways the corporeal has been a/effected by, and, indeed, (re)informs the contemporary socioeconomic context. However, while theoretical rigor has long been the norm in American PCS, I argue that the critical (public) pedagogy that radically contextual Cultural Studies has always called for has been a little slower in developing. As such, I will demonstrate how Henry Giroux’s influence in, on, and for critical pedagogy has more recently become and should be an essential component of PCS—particularly in our classrooms. As such, I will provide examples outlining how critical pedagogy informs my classroom practices to begin the dialogue about what constitutes good pedagogical work.

scholarly journals Muslim Women, Transnational Feminism, and the Ethics of Pedagogy

2015 ◽  
Vol 32 (4) ◽  
pp. 104-109
Author(s):  
Hülya Arik
Keyword(s):  
Critical Pedagogy ◽  
Public Pedagogy ◽  
Post Colonial ◽  
The Public ◽  
Islamic Studies ◽  
Western Imperialism ◽  
Paulo Friere ◽  
Cultural Sphere ◽  
Critical Public Pedagogy ◽  
Cultural Media

The asphyxiation of subaltern voices and the disregard of Arab and Muslimwomen’s subjectivities in the cultural sphere of the post-9/11 era is the mainproblematic addressed by this collection. With the editorship of Lisa K. Taylorand Jasmin Zine, and based on the legacy of post-colonial writers like GayatriSpivak and Paulo Friere, this collection foregrounds how Orientalism operateson the ground and discusses how we can come up with new discursive toolsand spaces for articulations of difference and diversity and for “reading back” to resist the Empire. Critical public pedagogy is both the main objective and themain analytical tool in unmaking the epistemic frameworks of western imperialism,Orientalism, and patriarchy. The articles take up different stories to exposehow racist, patriarchal, imperialist, and neo-Orientalist legacies cooperate withwestern feminism in the public and cultural realms and determine the forms ofrepresentation and modalities of agency that Muslim and Arab women canclaim. Presenting examples from South Asia to North America to the MiddleEast through various cultural media (e.g., literature, the visual arts, film, andperformance art), this volume contributes to studies in critical pedagogy, transnationalfeminism, and cultural and Islamic studies. It addresses an audience thatranges from academics and students to artists and public pedagogues ...

Schooling, Popular Culture, and a Pedagogy of Possibility

1988 ◽  
Vol 170 (1) ◽  
pp. 9-26 ◽  
Author(s):  
Henry A. Giroux ◽  
Roger I. Simon
Keyword(s):  
Popular Culture ◽  
Critical Pedagogy ◽  
Everyday Life ◽  
Cultural Politics ◽  
Learning Process ◽  
Student Voice ◽  
A Site ◽  
The Relationship

In this paper, the authors analyze the importance of critical pedagogy by examining its potentially transformative relations with the sphere of popular culture. Popular culture is viewed not only as a site of contradiction and struggle but also as a significant pedagogical terrain that raises important questions regarding such issues as the relevance of everyday life, the importance of student voice, the significance of both meaning and pleasure in the learning process, and the relationship between knowledge and power in the curriculum. In the end of the piece, the authors raise a number of questions that suggest important inquiries that need to be analyzed regarding how teachers and others can further develop the notion of critical pedagogy as a form of cultural politics.

Teaching and Practice: Composing Texts, Composing Lives

1994 ◽  
Vol 64 (4) ◽  
pp. 427-450 ◽  
Author(s):  
Sondra Perl
Keyword(s):  
Adult Learners ◽  
Critical Pedagogy ◽  
Adult Students ◽  
Teaching Practice ◽  
Composition Studies ◽  
Literary Texts ◽  
Feminist Studies ◽  
Learning And Development ◽  
Reader Response Theory ◽  
A Site

In this article, Sondra Perl draws on the work of theorists in composition studies, reader response theory, critical pedagogy, and feminist studies to explicate a pedagogy that incorporates her own learning and development with that of her adult students. She emphasizes not only the importance of her students' responding critically to various literary texts, but also the importance of teachers' critically analyzing the texts of their teaching practice. Perl asserts that a classroom of adult learners has the potential to be a supportive milieu in which both students and teachers use writing as a way of brining their own experience to their interpretation of texts. In this way, Perl believes, students and teachers alike author their coming together, and the classroom becomes a site in which they compose not only texts, but also themselves.

scholarly journals Crosswalk: Performing the City as a Learning Experience

2017 ◽  
Author(s):  
Raffaele Rufo
Keyword(s):  
Learning Experience ◽  
Public Pedagogy ◽  
Pedagogical Agent ◽  
Argentine Tango ◽  
Failed Attempt ◽  
A Site ◽  
Pedestrian Crossing ◽  
The City

Crosswalk is a site-responsive performance conducted in the middle of a pedestrian crossing in the inner streets of Melbourne and exposed in the homonymous video attached to this article. The performance – an experiment with the duet dance form of Argentine tango – emerged out of a practice-based process of inquiry. My failed attempt to find my tango in the city while finding my place in the city through the tango becomes a drive to explore the nexus between learning and the experience of publicness and defuse the rationalist reliance on the isolated cognitive individual as the key pedagogical agent and target. I argue that, in Crosswalk tango worked (or could have worked) as a reverse public pedagogy through somatic connection not only between dance partners but also with the broader environment. Becoming vulnerable to the otherness of the outside world is one way of promoting diversity and fostering plurality.

Public Pedagogy Theories, Methodologies, and Ethics

2020 ◽  
Author(s):  
Michael P. O'Malley ◽  
Jennifer A. Sandlin ◽  
Jake Burdick
Keyword(s):  
Critical Pedagogy ◽  
Public Sphere ◽  
Public Space ◽  
Approaches To Learning ◽  
Theoretical Concept ◽  
Public Pedagogy ◽  
Formal Schooling ◽  
The Public ◽  
Public Scholarship ◽  
The Public Sphere

Public pedagogy is a theoretical concept focusing on forms, processes, and sites of education and learning occurring beyond formal schooling and practices. Scholars have drawn from the theoretical arenas of cultural studies, critical pedagogy, and artistic/aesthetic approaches to learning in the public sphere. Focusing on both the hegemonic and the resistant aspects of public educational sites, educational scholars employing the term typically explicate its feminist, critical, cultural, performative, and/or activist pedagogical dimensions. Other scholars studying public pedagogy take up the challenge of redefining education in order to deinstitutionalize its conceptualization and uncouple it from its automatic associations with schools; and yet others take these criticisms further to explore posthuman reconceptualizations of pedagogy. Public pedagogy scholarship between 2011-2019 deploys various imaginings of the nature of the public, bringing divergent yet needed specificity to inquiry. Conceptualizations of public pedagogues and intellectualism in this time period focus less on a heroic figure advocating for marginalized groups and more on educative interruptions of public space, on popular yet disqualified knowledges, and on communal engagement that organizes around shared dissent from marginalization and alliances across difference. Theoretical and methodological investments in the study of public pedagogies have expanded to highlight poststructural and postcolonial radical critiques of the subject and nationalized legacies of colonialism. There is greater attention to the processes of becoming publics, with an emergent turn to decolonial, queer of color, posthumanist, and similar frameworks. Understandings of the pedagogical processes of public pedagogy have emphasized Marxist critical perspectives on ideological transfer; embodied, performative, and aesthetic relational dimensions; and posthumanist efforts to complicate ordained and boundaried familiar narratives, inclusive of viewing the public as a plurality of relations constituted by the human and other than human. Two productive tensions that call for further exploration in public scholarship involve the need to problematize and exceed its colonialist and humanist origins, and amplifying a relationship between scholarship and activism so that public pedagogies outside and inside institutional spaces foster an ethical vocation of the public sphere.

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