New Theorisation of Public Pedagogy

Charman, Karen; Dixon, Mary

doi:10.4324/9781003011491-1

Cited by 7 publications

(48 citation statements)

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“…In order to prevent the shepherd's hut from becoming an extra-curricular add-on, and at the same time to accompany a translation of the approach into the formal curriculum, debate is necessary about the question of what counts as meaningful knowledge for teaching time. My argument is that the circulation through novel schemes of experiential temporality-focused learning is as important as the building of a canon of text-based time studies reference points: ‘How can knowledge be reconceptualised, not so much as something new but a recognition of the ways of knowing from which the new can arise?’ (Charman and Dixon, 2021: 41). A challenge is to open up curricular space for a movement-based way of knowing which is open to detours.…”

Section: A Vehicle For Temporal Imagination: Teaching Time On Wheelsmentioning

confidence: 99%

“…It may be the knowledge itself or the land/place/objects which teaches. (Charman and Dixon, 2021: 31)…”

Section: From ‘What Exactly Is Happening?’ To ‘What Perception Of Tim...mentioning

confidence: 99%

“…This gave research participants the chance to narrate their own intrinsically perceived student teacher trajectories. The improvisation through public pedagogy (Charman and Dixon, 2021) and the 'vagueness' of indirect pedagogy (Saeverot, 2022) cultivated playful detours. I suggest taking steps aside from dominant curricular formats and explore further how time studies can be taught through the coexistence of movement and stillness, as temporal reflexivity on wheels.…”

Section: Introductionmentioning

confidence: 99%

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Teaching temporal reflexivity through a vehicle: Experiential-existential time around the wood fire stove of a mobile shepherd's hut

Hanser

2023

Time & Society

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In this essay, I propose the use of itinerant encounter spaces as educative agents for teaching time studies experientially. My work is informed by an arts-based methodology, conducted as part of a PhD, which used a mobile shepherd's hut as host for instances of temporal reflexivity. This specific wooden caravan, a venue for shared and introspective stillness, invites participants to embrace non-linearity within formal educational environments that are generally structured by calendars, clocks and bells. By offering unaudited room and time for reflective activities such as storytelling and subjective mapping, I encouraged my research participants, student teachers in Scotland, to nurture the temporalities of self-care that may or may not be part of their personal journeys into ‘meaningful teaching’ during an Initial Teacher Education (ITE) programme. My role was to open up an extracurricular atmosphere which disrupted the temporal standardisations required by many curricular designs for modular fit in university degrees. Curating a vehicle for methodological acts of temporal dissensus offered me insights into teaching time beyond a focus on input and outcomes. The prevailing instrumental logic in formal education rarely acknowledges itinerancy as a dynamic sphere for the pedagogical encounter. My session plans were loosely structured by the provision of a ‘shelter in public’ as a gesture of hospitality and not by a fixed schedule of activities or content to be delivered. This gave research participants the chance to narrate their own intrinsically perceived student teacher trajectories. The improvisation through public pedagogy and the ‘vagueness’ of indirect pedagogy cultivated playful detours. I suggest taking steps aside from dominant curricular formats and explore further how time studies can be taught through the coexistence of movement and stillness, as temporal reflexivity on wheels.

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Section: A Vehicle For Temporal Imagination: Teaching Time On Wheelsmentioning

confidence: 99%

“…It may be the knowledge itself or the land/place/objects which teaches. (Charman and Dixon, 2021: 31)…”

Section: From ‘What Exactly Is Happening?’ To ‘What Perception Of Tim...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching temporal reflexivity through a vehicle: Experiential-existential time around the wood fire stove of a mobile shepherd's hut

Hanser

2023

Time & Society

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“…Further, this is where the possibility of a new beginning and freedom to appear. I have previously theorised (Charman and Dixon, 2021) that debilitating damage has occurred in communities that have been continuously read as deficit. This in turn means there can be a collective internalised sense of not holding valued knowledge.…”

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confidence: 99%

Knowledge in the public realm – the educative agent

Charman

2023

QRJ

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PurposeThe purpose of the project was to intervene in a deficit reading of communities. This article engages public pedagogy in a way that suggests a new approach to the field. To this end, both the terms public and pedagogy are interrogated.Design/methodology/approachThe approach in this paper is an analysis of a qualitative research project: the knowledge project and pop-up school. The theoretical framework used to undertake the analysis of this project is Hannah Arendt's conceptualisation of the public realm and Michele Foucault's use of parrhesia (the truth teller), alongside Foucault's work on power.FindingsThis article offers a whole new subject position that of the educative agent. Further, this article suggests that the educative agent takes a carriage of knowledge and therefore enacts authority.Originality/valueThis article is an original theoretical engagement with knowledge, authority and power.

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“…There is a history of harmful research used to justify the oppression and exclusion of marginalised people (Smith, 1999). Poetics (poiesis) and poetic inquiry have also been used to assist in unravelling this history in public pedagogy as a transformative decolonial tool (Charman and Dixon, 2021;Chilisa, 2012;Moreton-Robinson, 2013). Poetics has been used to amplify the voice of marginalised groups to overcome the ontological and cultural restrictions of language both in education and in broader society (Foster, 2012;Manathunga et al, 2020).…”

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confidence: 99%

Poetic inquiry: a tool for decolonising qualitative research

Cooms,

Saunders

2023

QRJ

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PurposePoetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations’ ways of knowing, being and doing.Design/methodology/approachThis manuscript presents two First Nations’ perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation’s women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000).FindingsThe key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover.Practical implicationsPoetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing.Social implicationsPoetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research.Originality/valueWriting about poetic inquiry and decolonisation from a First Nations’ perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

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New Theorisation of Public Pedagogy

Cited by 7 publications

References 0 publications

Teaching temporal reflexivity through a vehicle: Experiential-existential time around the wood fire stove of a mobile shepherd's hut

Teaching temporal reflexivity through a vehicle: Experiential-existential time around the wood fire stove of a mobile shepherd's hut

Knowledge in the public realm – the educative agent

Poetic inquiry: a tool for decolonising qualitative research

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