Problematizing public engagement within public pedagogy research and practice

Jennifer Sandlin, Jake Burdick, Emma Rich

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.

Original languageEnglish (US)
Pages (from-to)1-13
Number of pages13
JournalDiscourse
DOIs
StateAccepted/In press - Jun 10 2016

Fingerprint

pedagogue

Keywords

  • curriculum studies
  • popular culture
  • public engagement
  • public intellectualism
  • Public pedagogy
  • social activism

ASJC Scopus subject areas

  • Linguistics and Language
  • Education
  • Social Sciences (miscellaneous)

Cite this

Problematizing public engagement within public pedagogy research and practice. / Sandlin, Jennifer; Burdick, Jake; Rich, Emma.

In: Discourse, 10.06.2016, p. 1-13.

Research output: Contribution to journalArticle

@article{12c74700f1d64803bc59ee5bfac0267f,
title = "Problematizing public engagement within public pedagogy research and practice",
abstract = "In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.",
keywords = "curriculum studies, popular culture, public engagement, public intellectualism, Public pedagogy, social activism",
author = "Jennifer Sandlin and Jake Burdick and Emma Rich",
year = "2016",
month = "6",
day = "10",
doi = "10.1080/01596306.2016.1196343",
language = "English (US)",
pages = "1--13",
journal = "Discourse: Studies in the Cultural Politics of Education",
issn = "0159-6306",
publisher = "Routledge",

}

TY - JOUR

T1 - Problematizing public engagement within public pedagogy research and practice

AU - Sandlin, Jennifer

AU - Burdick, Jake

AU - Rich, Emma

PY - 2016/6/10

Y1 - 2016/6/10

N2 - In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.

AB - In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.

KW - curriculum studies

KW - popular culture

KW - public engagement

KW - public intellectualism

KW - Public pedagogy

KW - social activism

UR - http://www.scopus.com/inward/record.url?scp=84974831022&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84974831022&partnerID=8YFLogxK

U2 - 10.1080/01596306.2016.1196343

DO - 10.1080/01596306.2016.1196343

M3 - Article

SP - 1

EP - 13

JO - Discourse: Studies in the Cultural Politics of Education

JF - Discourse: Studies in the Cultural Politics of Education

SN - 0159-6306

ER -