Earl, C (2016) 'Doing pedagogy publicly: asserting the right to the city to rethink the university.' Open Library of Humanities, 2 (2). ISSN 2056-6700
|
Text
11309.pdf - Published Version CC BY 4.0. Download (1MB) | Preview |
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, new ways of publicly educating were experimented with. This paper 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 paper concludes that the project may be simultaneous, the development of new education agora’s and the reclamation of the old ones – providing, of course, there is enough left to fight for.
| Item Type: | Article |
|---|---|
| Note: | This article was part of a Special Collection entitled 'The Abolition of the University'. |
| Keywords: | popular education, public pedagogy, Occupy movement, higher education, university |
| Subjects: | H Social Sciences > HM Sociology H Social Sciences > HV Social pathology. Social and public welfare L Education > LB Theory and practice of education |
| Divisions: | School of Education |
| Identification Number: | https://doi.org/10.16995/olh.95 |
| Date Deposited: | 27 Jul 2018 15:34 |
| Last Modified: | 15 Aug 2021 09:50 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/11309 |
 |
Request a change to this item or report an issue |
 |
Update item (repository staff only) |
Tools
Tools
