Theory and Methods for Public Pedagogy Research

Dr. Karen Charman is a Senior Lecturer in Education Studies at Victoria University, Melbourne, Australia. She is the founder of the Public Pedagogies Institute and editor of the Journal of Public Pedagogies. Dr. Charman’s research interests are in the intersections of public pedagogy, curriculum, memory, psychoanalysis and public history. Dr. Mary Dixon is a founding member and researcher with the Public Pedagogies Institute, Melbourne, Australia. Her research interests include pedagogy, public pedagogy and curriculum. Her career as a researcher has included a significant methodological contribution to post-humanist research and to the visual turn.

Preface: Moving Beyond the Educational Institution and Traditional Methods

Introduction

Framework for our Reading

The Place of Method in Public Pedagogy Research

1. New Theorisation Of Public Pedagogy

1.1 Major Threads of Public Pedagogy Writing

1.2 The Public

1.3 Arendt and the Public Realm

1.4 Habermas and the Public Sphere

1.5 Multiple/Counter/Little/Migrating Publics

1.6 Speaking in the Public Realm

1.7 Authority

1.8 Re-constituting the Self

1.9 Pedagogy in the Field of Public Pedagogy

1.10 Pedagogy and the Pedagogical Encounter

1.11 The Structure of the Pedagogical Encounter

1.12 Public Pedagogy and the Educative Agent

1.13 Researching Public Pedagogy

1.14 Conclusion

2. Organisation as Research Method

2.1 The Institute

2.2 The Current Imperative—Institutional Educational Spaces

2.3 The Raphael Samuel History Centre

2.4 The PPI

2.5 Monthly Meetings

2.6 The Journal

2.7 The Conference

2.8 The Tango Touch

2.9 Political Pedagogy

2.10 How Does the Conference Teach Us about Public Pedagogy?

2.11 Critique of Organisation as Method

3. The Performance as Research Method

3.1 The Performance of the Pop Up School

3.2 The Knowledge Project and the Pop Up School

3.3 Footscray Pop Up School

3.4 Method in Arts-Based Research

3.5 Performance as Research Method

3.6 Performance Revealing the Public

3.7 The Pedagogical Encounter in the Public

3.8 Authority and the Educative Agent

3.9 Place in the Pedagogical Encounter

3.10 Knowledge in Public Pedagogy

3.11 Critique of Performance as Method

4. Public Curation as Research Method

4.1 Institutional Power

4.2 Architectural Power

4.3 Museums and Affect

4.4 The Changing Museum

4.5 Museums and Post-colonialism

4.6 Education and New Museum Forms

4.7 Educational Intervention

4.8 Disrupting Curatorial Power

4.9 Exhibiting the Public

4.10 Proximity of the Public and Migrating Publics

4.11 Critique of Curation as Method

5. Citizen Researcher as Research Method

5.1 Introduction

5.2 ‘Qualitative’ Research and the Researcher

5.3 Researcher Position in Diverse Approaches

5.4 The Role of the Researcher in Public Pedagogy Research

5.5 The Researcher and the Other

5.6 The Public Migrates to the Researcher Space

5.7 The Portarlington Knowledge Project

5.8 Researchers as OOTS

5.9 The Professional Researchers in the Knowledge Project

5.10 The Citizen Researcher

5.11 Repositioning Public as Migrants

5.12 The Collapse of Educative Agents and Professional Pedagogue

5.13 Citizen Researchers—Migrating Publics and Proximity

5.14 Multiple Publics

5.15 Critique of Citizen Researcher as Method

6. Method and Theory

6.1 The Researcher and Power in Public Pedagogy Research

6.2 Experimental Methods

6.3 Bespoke Methods Addressing Complex Forces

6.4 Generative Methods

6.5 Theory conclusion

6.6 The Public

6.7 Educative Agent

6.8 Authority

6.9 Knowledge

6.10 The Public Pedagogical Encounter

6.11 Going Forward