Understanding, Mapping, and Exploring the Terrain of Public Pedagogy

Sandlin, Jennifer A.; Schultz, Brian D.; Burdick, Jake

doi:10.4324/9780203863688.ch1

Cited by 32 publications

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“…While there is a distinct body of literature on film and popular culture as pedagogy (Giroux 1994(Giroux , 1997(Giroux , 2000(Giroux , 2002Buckingham 1998;Daspit and Weaver 1999;Sandlin et al 2010;Hickey-Moody et al 2010) too often this literature equates pedagogy with simplistic notions of transmission. For Giroux, 'Trashing the suburban streets' for instance, popular films are 'vehicles of public pedagogy ' (2002: 13) and 'powerful teaching machines' that 'deliver content' and churn out racism, sexism and violence as corporate products (2002: 3).…”

Section: Please Scroll Down For Articlementioning

confidence: 95%

‘Trashing the suburban streets’: Learning about ‘bad’ youth with/inIdiot BoxandSuburban Mayhem

Gottschall

2012

Studies in Australasian Cinema

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Katrina is a suburban 19-year-old single mother with murder and mayhem on her mind. Kev and Mick are unemployed 20-something suburban blokes who get the idea from a cop show to rob their local bank. This article considers how images and ideas about suburbia frame representations of gendered and classed youth in the Australian films Idiot Box (Caesar, 1996) and Suburban Mayhem (Goldman, 2006). These films ambivalently celebrate and critique suburbia in their portrayals of 'bad' young protagonists. Taking a post-critical approach to pedagogy, this article explores these films as vehicles for teaching and learning about youth and subjectivity. The films and their suburban settings are considered in relation to a (post) Gothic aesthetic in Australian cinema. The article analyses key locations highlighted in the film, including the neighbourhood, the beauty salon, the shopping mall and the street, and asks how contemporary youthful femininities and masculinities are constructed and known in these simultaneously familiar and uncanny places.

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Section: Please Scroll Down For Articlementioning

confidence: 95%

‘Trashing the suburban streets’: Learning about ‘bad’ youth with/inIdiot BoxandSuburban Mayhem

Gottschall

2012

Studies in Australasian Cinema

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“…They are practices or situations made of tools, techniques, ideas, stories and memories. Like 'pedagogies' they can be thought of as particular ways of configuring conversations, relationships and environments which enact and foster certain ways of thinking, doing and being (Thomson, Hall, Jones & Sefton-Green, 2012;Sandlin, Schultz & Burdick, 2010). Education contexts have been described as achievements of ongoing processes of 'purification', 'separation' and 'translation' through which objects and activities are included and excluded and through which multiplicity is managed (Edwards, 2009;Edwards & Marmion, 2009).…”

Section: Education Contextsmentioning

confidence: 99%

Filmmaking education and enterprise culture: an ethnographic exploration of two filmmaking education contexts and their relation to bedroom culture and the creative workplace

Coles

Howard

2018

Ethnography and Education

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Filmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for youth work and formal and non-formal arts education. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import 'enterprising' ways of thinking, doing and being from the creative workplace and 'bedroom culture'. Located across life's domains, they address enterprising subjects who take pleasure in work, make use of leisure, and who are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects.Key words: art, comparative ethnography, creativity, enterprise, education, film

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“…(Father of walk host) Every audience member we interviewed spoke with delight of the experience and described how it invoked in them a desire to understand children and the neighbourhood differently, cultivating adult (re)thinking and (re)imagining of children, childhood, and public spaces, effectively offering what Sandlin et al (2010) refer to as public pedagogy. (Ex-pat teacher from USA) After participating in this project, the children pay more attention to those valuable places and try to expand useful information to adults like me.…”

Section: Further Commentsmentioning

confidence: 99%

Intergenerational and intercultural civic learning through storied child‐led walks of Chiang Mai

Phillips

Tossa

2016

Geographical Research

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Recent times have witnessed global trends of increased protection of children in public spaces. The participatory arts project The Walking Neighbourhood hosted by Children renegotiates child agency in public spaces by inviting primary school aged children to curate and lead adult audiences on walks of local neighbourhoods. Multiple cities across Australia, Asia, and Europe have hosted The Walking Neighbourhood since 2012. This article focuses on one aspect of that initiative: the Australian‐Thai research collaboration for the Chiang Mai child‐hosted walks. Through storytelling, the Australian and Thai authors share their sensorial ethnographic encounters of two child‐led walks in Chiang Mai to provide lived sensorial affective accounts of children's perceptions and engagement with public spaces. These stories demonstrate how the project provides education for children's independently mobile engagement with their neighbourhoods and public spaces, in that the children competently managed responsibility for their adult audiences, and embraced responsibility for sharing their emplaced connections with a neighbourhood locale. Through participatory arts practice, artists, child hosts, and adult audience members co‐construct and interpret exploratory walks of local neighbourhoods to enable enhanced independent mobilities for children, challenging the norms that assert controlled childhoods. Such interdisciplinary, intergenerational, and intercultural experiences can enable reconceptualisation of children and public spaces and new realities for civic engagement and learning for all. © 2016 Institute of Australian Geographers

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Understanding, Mapping, and Exploring the Terrain of Public Pedagogy

Cited by 32 publications

References 0 publications

‘Trashing the suburban streets’: Learning about ‘bad’ youth with/inIdiot BoxandSuburban Mayhem

‘Trashing the suburban streets’: Learning about ‘bad’ youth with/inIdiot BoxandSuburban Mayhem

Filmmaking education and enterprise culture: an ethnographic exploration of two filmmaking education contexts and their relation to bedroom culture and the creative workplace

Intergenerational and intercultural civic learning through storied child‐led walks of Chiang Mai

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