Critical Public Pedagogy and the Paidagogos

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.

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Walking Borders, Risk and Belonging

Journal of Public Pedagogies ◽

10.15209/jpp.1173 ◽

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.

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See the light: ‘Biking-with’ as an a/r/tographic method of public pedagogy

Journal of Arts & Communities ◽

10.1386/jaac_00025_1 ◽

2020 ◽

Vol 12 (1-2) ◽

pp. 105-118

Author(s):

Rebecca Mayers

Keyword(s):

British Columbia ◽

Lived Experience ◽

Public Space ◽

Public Pedagogy ◽

Recreational Activity ◽

Political Practice ◽

Civic Action ◽

Mode Of Transportation ◽

The City ◽

Critical Public Pedagogy

Given the prevalence of cycling as a recreational activity and mode of transportation, cities are continuously increasingly incorporating cycling into their plans for the future. Considering the rise of cycling in popular and academic discourse, it is paramount to consider the lived experience of cycling and be able to conduct and disseminate research in a meaningful way. Drawing upon a/r/tography as a methodology, whereby the artist/researcher/teacher coexist, this article explores ‘biking-with’ as a political practice and critical public pedagogy opposed to dominant discourse of mobility and space in the city of Vancouver, British Columbia, Canada. The findings suggest that ‘biking-with’ as civic action and challenge norms around private/public space.

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Education in the Trump Era: Educators’ Mobilizations as Critical Public Pedagogy

The International Journal of Critical Media Literacy ◽

10.1163/25900110-00102005 ◽

2019 ◽

Vol 1 (2) ◽

pp. 228-245

Author(s):

Panayota Gounari

Keyword(s):

United States ◽

Public Education ◽

The United States ◽

Theoretical Framework ◽

Public Pedagogy ◽

Critical Public Pedagogy

In this article, teacher mobilizations in 2018–2019 are presented and analyzed as a form of critical public pedagogy. Critical public pedagogy is an important theoretical framework to understand educator radicalization in the United States, in the context of the ongoing capitalist assault on public education, increased authoritarianism, the growing climate of hostility inside and outside schools, coupled with the emboldened rhetoric of hate and bigotry that is legitimized by the highest office in the nation.

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Oh Henry!: Physical Cultural Studies’ Critical Pedagogical Imperative

Sociology of Sport Journal ◽

10.1123/ssj.29.3.385 ◽

2012 ◽

Vol 29 (3) ◽

pp. 385-408 ◽

Cited By ~ 5

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.

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Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy

Communication Culture and Critique ◽

10.1093/ccc/tcaa017 ◽

2020 ◽

Vol 13 (2) ◽

pp. 222-241

Author(s):

Meredith D Clark

Keyword(s):

South Carolina ◽

White Supremacy ◽

The United States ◽

Racial Violence ◽

Public Pedagogy ◽

Intersectionality Theory ◽

Course Syllabi ◽

Ame Church ◽

The Creation ◽

Critical Public Pedagogy

Abstract Between 2014 and 2017, the creation of hashtag syllabi—bricolage iterations of reading lists created by or circulated among educators on Twitter—emerged as a direct response for teaching about three highly publicized incidents of racial violence in the United States. Educators used hashtags as a means of sharing resources with their networks to provide non-normative literatures from marginalized scholars for teaching to transgress in the wake of Mike Brown’s slaying in Ferguson, Missouri; the massacre of nine congregants at Emmanuel AME Church in Charleston, South Carolina; and the fatal car attack on anti-fascist protestors in Charlottesville, Virginia. Acting on Chakravartty et al.’s provocation to center scholars of color in course syllabi as a pedagogical strategy to disrupt the reification of white supremacy in communication and media studies, I consider the creation of three hashtag syllabi related to these events as a form of critical resistance praxis in the emerging framework of digital intersectionality theory. I present a brief textual analysis of the aforementioned syllabi, triangulated with data from online conversations linked to them via their hashtags and derivative works produced by their creators and users to map two social media assisted strategies for doing critical public pedagogy.

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