Doing pedagogy publicly: asserting the right to the city to rethink the university.

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

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Official URL: http://doi.org/10.16995/olh.95

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: Institute for Education
Date Deposited: 27 Jul 2018 15:34
Last Modified: 27 Jul 2018 15:35
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