Doing Pedagogy Publicly:Asserting the Right to the City to Rethink the University

Earl, Cassie (2016) Doing Pedagogy Publicly:Asserting the Right to the City to Rethink the University. Open Library of the Humanities, 2 (2). pp. 1-32.

Full text not available from this repository.


In recent times the Occupy! movements globally have asserted the right to the city as a learning space, with teach-outs and public speeches. In Occupy! London, in particular, alongside new social relations, occupiers experimented with new ways of publicly educating. This article argues that a popular, critical education, such as the one experimented with in Occupy!, can take up this mantel of doing pedagogy publicly. This way of enacting a radical public pedagogy would involve making connections between the civic agora, the ‘right to the city’ and a public and inclusive education, reconnecting people and places to form new learning spaces in the urban landscape, thus rendering the university a problematic space in need of rethinking. The article concludes that the project may be simultaneous – in terms of the development of new education agora alongside the reclamation of older forms of education agora – providing, of course, there is enough left to fight for.

Item Type:
Journal Article
Journal or Publication Title:
Open Library of the Humanities
ID Code:
Deposited By:
Deposited On:
09 Apr 2019 09:55
Last Modified:
18 Sep 2023 01:33