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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University. / Earl, Cassie.
In: Open Library of the Humanities, Vol. 2, No. 2, 27.10.2016, p. 1-32.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Earl, C 2016, 'Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University', Open Library of the Humanities, vol. 2, no. 2, pp. 1-32. <https://olh.openlibhums.org/articles/10.16995/olh.95/>

APA

Earl, C. (2016). Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University. Open Library of the Humanities, 2(2), 1-32. https://olh.openlibhums.org/articles/10.16995/olh.95/

Vancouver

Earl C. Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University. Open Library of the Humanities. 2016 Oct 27;2(2):1-32.

Author

Earl, Cassie. / Doing Pedagogy Publicly : Asserting the Right to the City to Rethink the University. In: Open Library of the Humanities. 2016 ; Vol. 2, No. 2. pp. 1-32.

Bibtex

@article{f15f12775d754e9d979b1686106a95b8,
title = "Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University",
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 {\textquoteleft}right to the city{\textquoteright} 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.",
author = "Cassie Earl",
year = "2016",
month = oct,
day = "27",
language = "English",
volume = "2",
pages = "1--32",
journal = "Open Library of the Humanities",
number = "2",

}

RIS

TY - JOUR

T1 - Doing Pedagogy Publicly

T2 - Asserting the Right to the City to Rethink the University

AU - Earl, Cassie

PY - 2016/10/27

Y1 - 2016/10/27

N2 - 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.

AB - 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.

M3 - Journal article

VL - 2

SP - 1

EP - 32

JO - Open Library of the Humanities

JF - Open Library of the Humanities

IS - 2

ER -