46.023 - Becoming Public: A Symposium on Research on Public Pedagogy, Representation, and the Public Sphere

Session Type: Symposium

Abstract

Pedagogy has increasingly become an element of concern and focus at non-formal public education sites that seek to advance their historic educational objectives. Such a move authorizes, while normalizing, specific knowledge through public display and disciplinary representations. How do we engage in public pedagogy in public spaces in a way that joins both educational and political elements that define public pedagogy? This panel examines the meaning of public pedagogy from a range of perspectives through our varied experiences. The presenters share an interest in the political and educational elements of public pedagogy as a way that may challenge an often held transmission mode of learning in non-formal institutions.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 5: Historical, Philosophical, and (Inter) Disciplinary Knowledges

Chair

• Elizabeth Ellsworth, The New Scool

Papers

• Presencing the Politics of Public Pedagogy - William Gaudelli, Teachers College, Columbia University

• Race, after culture and nation: Public pedagogy as public activism - Brenda M. Trofanenko, University of Illinois

• "United in Our Diversity": The Public Production of a Nation - Sandra Schmidt, Teachers College, Columbia University

• Engaging and Experiencing Conflict in Public Pedagogy - H. James Garrett, University of Georgia

• Pedagogical Limitations of Knowing and Not Knowing Difficult Histories - Avner Segall, Michigan State University

Discussant

• Gert J. Biesta, Brunel University