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Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>27/10/2016
<mark>Journal</mark>Open Library of the Humanities
Issue number2
Volume2
Number of pages32
Pages (from-to)1-32
Publication statusPublished
Original languageEnglish

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, occupiers experimented with new ways of publicly educating. This article 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 article concludes that the project may be simultaneous – in terms of the development of new education agora alongside the reclamation of older forms of education agora – providing, of course, there is enough left to fight for.