Literaturnachweis - Detailanzeige
| Autor/inn/en | Burdick, Jake; Sandlin, Jennifer A. |
|---|---|
| Titel | Learning, Becoming, and the Unknowable: Conceptualizations, Mechanisms, and Process in Public Pedagogy Literature |
| Quelle | In: Curriculum Inquiry, 43 (2013) 1, S.142-177 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0362-6784 |
| DOI | 10.1111/curi.12001 |
| Schlagwörter | Educational Research; Educational Theories; Informal Education; Instruction; Humanism; Feminism; Postmodernism; Popular Culture; Socialization; Learning; Literature Reviews |
| Abstract | In a 2009 American Educational Research Association session on the topic of public pedagogy, Bill Ayers, serving as the session's discussant, posed the problem of public pedagogy being so broadly conceptualized in the literature base that it might actually become meaningless. Ayers's concern centered on the slippery, ever-proliferating meanings of the term, and the lack of an ontological foundation for the term in anything other than an academic setting--the very space that public pedagogy seeks to escape and challenge. In our previous review of public pedagogy literature (Sandlin, O'Malley, & Burdick, 2011), the authors found Ayers's critique to be entirely correct, as work in the subgenre often seems to exist more as a collection tied together by the alliterative phrase than by distinct epistemological, theoretical, empirical, or definitional threads. As such, their review concluded with a call for future research and theorizing that considers the ways in which education operates in noninstitutional spaces and phenomena--in essence to shore up the vast gaps that currently underlie public pedagogy before the concept collapses under the weight of its own unmeaning. Within this smaller review, the authors revisited their original sample of literature, reviewed public pedagogy scholarship published after the completion of their prior review, and explored related literature to gain a more coherent understanding of how theorists have conceptualized pedagogy and--albeit often indirectly--taken up the mechanisms, processes, relationships, and encounters that characterize pedagogies within broader cultural settings. Further, they hope to illustrate the tensions and possibilities that exist as a result of the multiple ways in which pedagogy has been theorized and studied in these sites. (Contains 2 notes.) (ERIC). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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