Handbook of Public Pedagogy
Education and Learning Beyond Schooling
Nonfiction, Reference & Language, Education & Teaching, Non-Formal Education, Educational Theory, Curricula
| Author: | ISBN: | 9781135184186 | |
| Publisher: | Taylor and Francis | Publication: | July 29, 2010 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781135184186 |
| Publisher: | Taylor and Francis |
| Publication: | July 29, 2010 |
| Imprint: | Routledge |
| Language: | English |
Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.
- What is 'public pedagogy'?
- What theories, research, aims, and values inform it?
- What does it look like in practice?
Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.
Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.
- What is 'public pedagogy'?
- What theories, research, aims, and values inform it?
- What does it look like in practice?
Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.
