Cultural studies, public pedagogy, and the responsibility of intellectuals

Giroux, Henry A.

doi:10.1080/1479142042000180926

Cited by 314 publications

(187 citation statements)

References 9 publications

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“…They refer to Giroux (2004) who argued that public pedagogies also provide a "sphere for imagining oppositional social change" (p.60). Azumah (2015) suggests that the work of blogs as a form of public pedagogy is successful when they are able to "listen to what is really going on.…”

Section: Critical Discussionmentioning

confidence: 99%

Developing a methodology for public engagement with critical research

Boyask

Vigurs

2017

Policy Futures in Education

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In this article we argue that a refined understanding of 'public' and 'public engagement' can help researchers who produce critical research make better decisions towards achieving policy influence. We acknowledge the challenges critical researchers face in putting their research to work within the public domain. Critical research struggles to gain influence in bounded public spheres where research is valued as a consumable commodity rather than for its integrity or capacity for informing change. A starting point for developing a method of engagement is to understand better 'publics' and the different ways they may be conceptualised. We use Mahony and Stephansen's (2017) framework of three conceptualisations of the public in public engagement: bounded, normative and emergent. We use this framework to analyse our own experience of public engagement and attempts at policy influence in the Respecting Children and Young People Project. Through this analysis we recognise alternative ways to conceive of publics that may direct us away from some courses of action, and open new possibilities for public engagement with critical research.

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Section: Critical Discussionmentioning

confidence: 99%

Developing a methodology for public engagement with critical research

Boyask

Vigurs

2017

Policy Futures in Education

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“…Citando novamente não só Stuart Hall e Lawrence Grossberg, mas também autores como Meaghan Morris e Toby Miller, no texto "Cultural Studies, Public Pedagogy, and the Responsibility of Intellectuals" (Estudos Culturais, Pedagogia Pública e Responsabilidade dos Intelectuais), publicado em 2004 nos Estados Unidos, Giroux (2004b) se mostra ainda mais próximo dos Estudos Culturais, mas sempre afinado com a perspectiva da teoria crítica.…”

Section: A Contribuição Da Ideia De Lugares De Aprendizagemunclassified

Nos Rastros Do Conceito De Pedagogias Culturais: Invenção, Disseminação E Usos

Andrade

Costa

2017

Educ. rev.

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RESUMO: Este artigo visa apresentar, analisar e discutir as condições vinculadas ao aparecimento, à disseminação e aos usos do conceito de pedagogias culturais no campo dos Estudos Culturais em Educação, especialmente no Brasil. Para o exame das injunções aí implicadas, são explorados sentidos do termo “invenção”, adotado nas ciências humanas e sociais. Analisam-se as contribuições de David Trend, Henry Giroux, Shirley Steinberg e Joe Kincheloe e Elizabeth Ellsworth, pesquisadores particularmente associados a formulações e desdobramentos do conceito. Tais legados são articulados com o objetivo de mostrar os fios que nos permitem vislumbrar as tramas desse processo de invenção.

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“…Yet, the role of education and more recently digitality in terms of actions and politics is not new, nor original, and needs to be embraced with eyes wide open-we need to deploy whatever technologies are necessary to enable progressive, civic and democratic conversations to thrive or even exist within neoliberal institutions (our colleagues in science will, most certainly, use any such resources to enable their own goals). With Buchanan (2011, p. 67) then, we argue that within the parameters of slow pedagogy, such technologies are needed to open up an educative space to engage with 'public pedagogy' (Giroux, 2004)-this means "allowing students to author their own digital identities, rather than imposing upon them the 'digital native' identity found in some educational discourse".…”

Section: Transgressive Physical Pedagogic Practicesmentioning

confidence: 99%

On the Transgressive Possibilities of Physical Pedagogic Practices

Silk

Francombe-Webb

Rich

et al. 2015

Qualitative Inquiry

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Within this article, we critically reflect on the production and reproduction of knowledge(s) within the academic study of sport—a field dominated (to its detriment) by self-destructive versions of reductionist science that (subconsciously) act as insidious components of the social and economic condition that privileges “state” science and fail to do justice to the potentialities of “the physical” in overcoming social, political, and health inequalities. To counter such regressive orthodoxies, we focus on a corporeal/technoslow approach to the curriculum/pedagogy in an effort to initiate dialogue about a more progressive and democratic social science of sport, leisure, and physical cultures—a transgressive pedagogy that can encourage transformation and the political potentialities of “the physical.”

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Cultural studies, public pedagogy, and the responsibility of intellectuals

Cited by 314 publications

References 9 publications

Developing a methodology for public engagement with critical research

Developing a methodology for public engagement with critical research

Nos Rastros Do Conceito De Pedagogias Culturais: Invenção, Disseminação E Usos

On the Transgressive Possibilities of Physical Pedagogic Practices

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