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.

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Abstract

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
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 132574
Deposited By: ep_importer_pure
Deposited On: 09 Apr 2019 09:55
Refereed?: Yes
Published?: Published
Last Modified: 20 Feb 2020 04:09
URI: https://eprints.lancs.ac.uk/id/eprint/132574

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