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 MethodsIntroductionFramework for our ReadingThe Place of Method in Public Pedagogy Research1. New Theorisation Of Public Pedagogy1.1 Major Threads of Public Pedagogy Writing1.2 The Public 1.3 Arendt and the Public Realm1.4 Habermas and the Public Sphere1.5 Multiple/Counter/Little/Migrating Publics1.6 Speaking in the Public Realm1.7 Authority1.8 Re-constituting the Self 1.9 Pedagogy in the Field of Public Pedagogy1.10 Pedagogy and the Pedagogical Encounter1.11 The Structure of the Pedagogical Encounter1.12 Public Pedagogy and the Educative Agent1.13 Researching Public Pedagogy1.14 Conclusion2. Organisation as Research Method2.1 The Institute 2.2 The Current Imperative—Institutional Educational Spaces2.3 The Raphael Samuel History Centre2.4 The PPI2.5 Monthly Meetings2.6 The Journal2.7 The Conference2.8 The Tango Touch2.9 Political Pedagogy2.10 How Does the Conference Teach Us about Public Pedagogy?2.11 Critique of Organisation as Method3. The Performance as Research Method3.1 The Performance of the Pop Up School3.2 The Knowledge Project and the Pop Up School3.3 Footscray Pop Up School3.4 Method in Arts-Based Research 3.5 Performance as Research Method3.6 Performance Revealing the Public3.7 The Pedagogical Encounter in the Public3.8 Authority and the Educative Agent3.9 Place in the Pedagogical Encounter3.10 Knowledge in Public Pedagogy3.11 Critique of Performance as Method4. Public Curation as Research Method4.1 Institutional Power4.2 Architectural Power4.3 Museums and Affect4.4 The Changing Museum4.5 Museums and Post-colonialism4.6 Education and New Museum Forms4.7 Educational Intervention4.8 Disrupting Curatorial Power4.9 Exhibiting the Public4.10 Proximity of the Public and Migrating Publics4.11 Critique of Curation as Method5. Citizen Researcher as Research Method5.1 Introduction5.2 ‘Qualitative’ Research and the Researcher5.3 Researcher Position in Diverse Approaches5.4 The Role of the Researcher in Public Pedagogy Research5.5 The Researcher and the Other5.6 The Public Migrates to the Researcher Space5.7 The Portarlington Knowledge Project5.8 Researchers as OOTS5.9 The Professional Researchers in the Knowledge Project5.10 The Citizen Researcher5.11 Repositioning Public as Migrants5.12 The Collapse of Educative Agents and Professional Pedagogue5.13 Citizen Researchers—Migrating Publics and Proximity5.14 Multiple Publics5.15 Critique of Citizen Researcher as Method6. Method and Theory 6.1 The Researcher and Power in Public Pedagogy Research6.2 Experimental Methods6.3 Bespoke Methods Addressing Complex Forces6.4 Generative Methods6.5 Theory conclusion6.6 The Public6.7 Educative Agent6.8 Authority6.9 Knowledge6.10 The Public Pedagogical Encounter6.11 Going Forward