scholarly journals The School of Site: Istanbul Walkabouts

2019 ◽  
Author(s):  
Nazi Tümerdem
Keyword(s):  
Background Information ◽  
Public Pedagogy ◽  
Top Down ◽  
Terra Incognita ◽  
Critical Methodology ◽  
Critical Public Pedagogy

This article focuses on the potentialities of employing the practice of walking as a critical public pedagogy in the context of the transforming territories of northern Istanbul. It will initially give background information on the current processes of neoliberal urbanization taking place in northern Istanbul. It will then, based on the experience of the independent walking project Istanbul Walkabouts, discuss how walking can be used as a critical methodology outside and in academia to question hegemonic approaches to land, record the terra incognita areas of cities, and produce alternative modes of mapping. Ultimately, it will emphasize how performing critical walking in the precarious geographies of northern Istanbul with diverse publics can trigger experiential and place-based (un)learning, produce multiple epistemologies, and generate a community that is critically engaged with top-down approaches to urbanization.

DisCoord: a serious game for co-creating knowledge for Disaster Risk Reduction

2021 ◽  
Author(s):  
Gina Delima ◽  
Liesbet Jacobs ◽  
Maarten Loopmans ◽  
Mary Ekyaligonza ◽  
Clovis Kabaseke ◽  
...  
Keyword(s):  
Risk Reduction ◽  
Public Space ◽  
Serious Games ◽  
Disaster Risk Reduction ◽  
Real Life ◽  
Disaster Risk ◽  
Serious Game ◽  
Public Pedagogy ◽  
Top Down ◽  
Creation Process

<p>Effective disaster risk reduction (DRR) presupposes awareness among key stakeholders on the causal factors that exacerbate disaster risks as well as a feeling of ownership over proposed DRR measures. Yet, the prevailing top-down communication of risk and the expert-centered knowledge have a limited impact in bringing significant positive change. Serious games respond to the need for a community-based DRR approach as they encourage a collective recognition of societal issues and co-learning at the different levels of the DRR governance system. However, there is still a gap in understanding how serious games facilitate co-creation of knowledge. In this article, we first introduce a serious game, called DisCoord, as a public pedagogy tool that bridges diverse views and sets of knowledge of DRR stakeholders separated by spatial and socio-cultural domains. Second, through a qualitative method of analysis of the 10 game sessions in Uganda, we examine the factors and processes that influence knowledge co-creation. The game actors – game designers, game facilitators and players – primarily steer and influence the co-creation process. These actors have diverse pre-game views, which are expressed through the game rules, arguments, game strategies, and game outcomes, and are confronted within the public space provided by the game. We find that crises experienced during the game, real-life based arguments provided by the players and own interpretations by the players are key factors in the co-creation process. This study leads us to conclude that games like DisCoord are useful as public pedagogy intervention as they bring different forms of knowledge together in a public space and facilitate co-learning. This paper also contends that countering a top-down approach of risk communication using a public pedagogy approach requires an openness towards the unpredictable, de-centered DRR, and plural co-learning outcomes.</p>

scholarly journals Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations

2021 ◽  
pp. 135050762110298
Author(s):  
Robin S Grenier ◽  
Jamie L Callahan ◽  
Kristi Kaeppel ◽  
Carole Elliott
Keyword(s):  
Cultural Change ◽  
Social Engagement ◽  
Book Clubs ◽  
Traditional Learning ◽  
Public Pedagogy ◽  
Cultural Artifact ◽  
Management Learning ◽  
Current Thinking ◽  
A Site ◽  
Critical Public Pedagogy

Book clubs are a well-known form of social engagement and are beneficial for those who take part, yet book clubs are not fully realized within management as a site for learning. This is unfortunate because book clubs that read fiction can foster social processes and help employees in search of more critical and emancipatory forms of learning. We theoretically synthesize the literature to advance current thinking with regard to book clubs as critical public pedagogy in organizations. We begin by introducing book clubs as non-formal adult learning. Then, book clubs that employ fiction as a cultural artifact are presented as a way for members to build relationships, learn together, and to engage in cultural change work. Next, the traditional notions of book clubs are made pedagogically complex through the lens of critical public pedagogy. Finally, we offer two implications: (1) as public pedagogy, book clubs can act as an alternative to traditional learning structures in organizations; and (2) book clubs, when valued as public pedagogy, can be fostered by those in management learning and HRD for consciousness raising and challenging existing mental models in their organizations.

scholarly journals Walking Borders, Risk and Belonging

2019 ◽  
Author(s):  
Maggie O’Neill ◽  
Ismail Einashe
Keyword(s):  
Critical Pedagogy ◽  
Research Method ◽  
Social Research ◽  
White Male ◽  
Public Pedagogy ◽  
Arts Based Research ◽  
Male Privilege ◽  
History Of ◽  
Critical Public Pedagogy

Walking borders, risk & belonging makes a case for using walking as a biographical interviewmethod (WIBM) in order to do critical public pedagogy—using conjunctural analysis—that engagesin unsettling and troubling the white, male privilege and basis of walking, and indeed the‘turn’ to walking rooted in Eurocentric practices. The authors build upon a long history of: i) usingwalking, participatory and arts-based methods (ethno-mimesis) to do social research on migrationwith migrants, and; ii) the importance of creating space for stories of asylum, migration andmarginalisation to be shared and heard through critical pedagogy, critical journalism, and walkingas an arts-based research method.

See the light: ‘Biking-with’ as an a/r/tographic method of public pedagogy

2020 ◽  
Vol 12 (1-2) ◽  
pp. 105-118
Author(s):  
Rebecca Mayers
Keyword(s):  
British Columbia ◽  
Lived Experience ◽  
Public Space ◽  
Public Pedagogy ◽  
Recreational Activity ◽  
Political Practice ◽  
Civic Action ◽  
Mode Of Transportation ◽  
The City ◽  
Critical Public Pedagogy

Given the prevalence of cycling as a recreational activity and mode of transportation, cities are continuously increasingly incorporating cycling into their plans for the future. Considering the rise of cycling in popular and academic discourse, it is paramount to consider the lived experience of cycling and be able to conduct and disseminate research in a meaningful way. Drawing upon a/r/tography as a methodology, whereby the artist/researcher/teacher coexist, this article explores ‘biking-with’ as a political practice and critical public pedagogy opposed to dominant discourse of mobility and space in the city of Vancouver, British Columbia, Canada. The findings suggest that ‘biking-with’ as civic action and challenge norms around private/public space.

Education in the Trump Era: Educators’ Mobilizations as Critical Public Pedagogy

2019 ◽  
Vol 1 (2) ◽  
pp. 228-245
Author(s):  
Panayota Gounari
Keyword(s):  
United States ◽  
Public Education ◽  
The United States ◽  
Theoretical Framework ◽  
Public Pedagogy ◽  
Critical Public Pedagogy

In this article, teacher mobilizations in 2018–2019 are presented and analyzed as a form of critical public pedagogy. Critical public pedagogy is an important theoretical framework to understand educator radicalization in the United States, in the context of the ongoing capitalist assault on public education, increased authoritarianism, the growing climate of hostility inside and outside schools, coupled with the emboldened rhetoric of hate and bigotry that is legitimized by the highest office in the nation.

Oh Henry!: Physical Cultural Studies’ Critical Pedagogical Imperative

2012 ◽  
Vol 29 (3) ◽  
pp. 385-408 ◽  
Author(s):  
Ryan King-White
Keyword(s):  
United States ◽  
Cultural Studies ◽  
Critical Pedagogy ◽  
Classroom Practices ◽  
The United States ◽  
Public Pedagogy ◽  
The Past ◽  
Socioeconomic Context ◽  
Physical Cultural Studies ◽  
Critical Public Pedagogy

Over the past 30 years Physical Cultural Studies (PCS) (Andrews, 2008) has grown in the United States. This form of radical inquiry has been heavily influenced by the British Center for Contemporary Cultural Studies. PCS research has focused on the various ways the corporeal has been a/effected by, and, indeed, (re)informs the contemporary socioeconomic context. However, while theoretical rigor has long been the norm in American PCS, I argue that the critical (public) pedagogy that radically contextual Cultural Studies has always called for has been a little slower in developing. As such, I will demonstrate how Henry Giroux’s influence in, on, and for critical pedagogy has more recently become and should be an essential component of PCS—particularly in our classrooms. As such, I will provide examples outlining how critical pedagogy informs my classroom practices to begin the dialogue about what constitutes good pedagogical work.

Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy

2020 ◽  
Vol 13 (2) ◽  
pp. 222-241
Author(s):  
Meredith D Clark
Keyword(s):  
South Carolina ◽  
White Supremacy ◽  
The United States ◽  
Racial Violence ◽  
Public Pedagogy ◽  
Intersectionality Theory ◽  
Course Syllabi ◽  
Ame Church ◽  
The Creation ◽  
Critical Public Pedagogy

Abstract Between 2014 and 2017, the creation of hashtag syllabi—bricolage iterations of reading lists created by or circulated among educators on Twitter—emerged as a direct response for teaching about three highly publicized incidents of racial violence in the United States. Educators used hashtags as a means of sharing resources with their networks to provide non-normative literatures from marginalized scholars for teaching to transgress in the wake of Mike Brown’s slaying in Ferguson, Missouri; the massacre of nine congregants at Emmanuel AME Church in Charleston, South Carolina; and the fatal car attack on anti-fascist protestors in Charlottesville, Virginia. Acting on Chakravartty et al.’s provocation to center scholars of color in course syllabi as a pedagogical strategy to disrupt the reification of white supremacy in communication and media studies, I consider the creation of three hashtag syllabi related to these events as a form of critical resistance praxis in the emerging framework of digital intersectionality theory. I present a brief textual analysis of the aforementioned syllabi, triangulated with data from online conversations linked to them via their hashtags and derivative works produced by their creators and users to map two social media assisted strategies for doing critical public pedagogy.

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