Setting Empirical Research Agendas in Public Pedagogy: Methodological Implications From an Ethnographic Study

• In Event: Roundtable Session 9
  In Roundtable Session: Explorations in Culture and Curriculum: Possibilities and Considerations

Abstract

Contesting articulations of public pedagogy in the research literature afford curriculum scholars a nuanced range of perspectives to theorize intersections involving education, democracy, activism, and the public. While public pedagogy is a richly theorized construct, there is a documented limitation of empirical inquiry seeking to understand what public pedagogies mean from the perspective of their intended learners. Such inquiry is a complicated endeavor within the ambiguity of the public sphere. This project addresses this gap by laying out methodological possibilities for empirical inquiry into the processes of public pedagogy. It reports on a research design investigating a public pedagogy process from the perspective of its intended learners in order to explore methodological complications and possibilities for conducting such empirical work.

Author

• Michael Patrick O'Malley, Texas State University