Journal of Public Pedagogies, Number 2, 2017
The Angklung: The Maintenance of Indonesian Cultural Heritage through
Yayan Rahayani, Bindi MacGill
Crosswalk: Performing the City as a Learning Experience
Educational Consciousness: Breaking Open the Category of
Knowledge in Footscray
Charman K, Dixon M, Bellingham R, Thomas M & Cooper J
Editorial, Number 2, 2017
by Karen Charman, Victoria University
Welcome to the second edition of the Journal of Public Pedagogies. At the time of writing this editorial in Melbourne, Australia we are immersed in a public debate on same sex marriage as the Government conducts a postal vote on this ‘issue’. It has been hard to escape the publicness of opinion and the association of the ‘right’ to marry as argued as a threat to heterosexuality and the demise of the nuclear family. Specifically, the idea that being Gay will be become so ‘normalised’ it will be encouragingly taught about in schools. The argument stops just short of the statement ‘they are going to teach you to be gay’. I would argue for strong resistance to public rhetoric designed to further ‘other’ marginalised people such as the LGBTQI community. What this debate has crystalized, among other things, is the necessity and problematics of knowledge constructions outside and inside of formal institutions. As people engaged in the theories and practices of public pedagogies we are called on to think about where knowledges reside and who is determining of what knowledges are valued. Constructions of knowledges are never neutral despite how benign they may appear.
The learning and teaching of knowledge is of deep concern to this Journal and the Public Pedagogies Institute. The intent of the work here and in the Institute, is to shift what knowledge is valued. To this end the articles in this edition contribute to learning and teaching in the broadest possible sense.
We continue to explore understandings of ‘what is public pedagogy?’ through a series of vignettes captured at last year’s conference.
What is interesting in listening to these discussions are the words ‘connectedness’ and ‘diversity’ associated with Public Pedagogy. These two words do not have to be mutually exclusive and are in fact what might constitute the community of public pedagogues.
The articles in this edition capture the fluidity of what constitutes Public Pedagogies and alert us to urban spaces, cultural institutions, sound and movement, where diverse knowledges are made manifest. In ‘The Angklung: The Maintenance of Indonesian Cultural Heritage through Public Pedagogy’, Yayan Rahayani and Bindi MacGill write about Angklung, noting it is an instrument that is used to retain Indonesian cultural practices and also a metaphor of the hope for social harmony in Indonesia. Significantly it is an instrument that must be played collectively to generate sound. This instrument has been a critical and celebratory part of Indonesian cultural life in South Australia since migration in the 1960s.
John Fox’s article, ‘The Jewish Holocaust Centre, Melbourne: Public Pedagogies of Compassion and Connection’, describes the educational work of the Holocaust Centre. The Jewish Holocaust Centre is a transformative space, as at the heart of this space is the living testimony of survivors. The affect of the museum is essential to our capacity for compassion because, as Fox so eloquently argues, the emphasis on rationality or reason was in part what allowed the Holocaust to occur. Fox draws on the work of Adorno who located the best of our humanity in our bodily reactions. To this end the article makes a persuasive discussion of the power of the museum as enactment of public pedagogy.
In ‘Crosswalk: Performing the City as a Learning Experience’, Raffaele Rufo captures knowledge through sensory experience. His creative immersion in the city occurs through texture, sound, observation and dance. Rufo uses the Argentine tango–a duet dance form structurally based on the improvised relation between dancers and their broader context.
Debbie Qadri’s ‘Lawrence-Lightfoot, Rancière and Gemma: Reconciling the Subject Matter with Research Processes and Outcomes’ is an exploration of the community in research. Drawing on the work of Lawerence-Lightfoot and Jacques Rancière, Quadri looks to broaden and reconcile how community as the object of research can be considered more fully as contributors. This discussion is not just about the research interviews but is also about community art practices. Who is the maker of the art work, the artist or the community contributors?
‘Education Consciousness: Breaking Open the Category of Knowledge in Footscray’ is an article co-authored by myself and colleagues from the Public Pedagogies Institute, which theorises the current major project of the Institute—Pop Up School and Educational Consciousness. This project reflects a critical engagement with what constitutes knowledge. We have undertaken an iteration of this project in Footscray, an inner suburb of Melbourne. However, the entire project is not just the Pop Up School event but also the collection of responses to the question of ‘what is knowledge in Footscray?’. This article explores an understanding of knowledge relative to a geographical space. The authors have tended to think of this knowledge as educational consciousness, as all knowledge that has been learnt is brought to the fore as contributing a consciousness of what we now know.
In what we hope is the first of many articles that focus on the practice of public pedagogy, Greg Giannis describes a vibrant program that is a confluence of community, public space and children in ‘Art & Technology: a Maker Space Experiment for Children’. The self-determining aspect of the children in a space is encouraging as a site for learning beyond the formality of schooling.
Lastly in our review article, ‘Where the Wild Things are: Learning from Tunnerminnerwait and Maulboyheener’, Jayson Cooper reviews a public art installation by local artists Brook Andrew and Trent Walker. This installation commemorates the story of Tunnerminnerwait and Maulboyheener, two indigenous men who were publicly executed. This is a permanent installation (war memorial) to remember this event called, Standing with Tunnerminnerwait and Maulboyhenner.
Thank you to the peer reviewers for their work in supporting this edition and to Debbie Qadri for allowing us to use her fantastic art work. I would also like to give a big thank you to Dr. Jayson Cooper, Assistant Editor, and Claire Rafferty, Editorial Assistant, for all of their work.
Public Pedagogies Vox Pop 2016, https://vimeo.com/241816421
Journal of Public Pedagogies, Number 1, 2016
The Deep End: Pedagogy, Poetry and the Public Pool
Editorial, Number 1, 2017
by Karen Charman, Victoria University
Welcome to the first edition of the Journal of Public Pedagogies. This journal is a publication of the Public Pedagogies Institute (PPI). The focus of the journal is to publish articles that engage in discussion about learning and teaching outside formal educational institutions. These areas include arts, community engagement, social pedagogy, public history, work in and research on public institutions like museums, libraries, neighborhood houses, community centers, practice, research and evaluation in public pedagogies. The intent of this journal is to actively promote multiple ways of knowing and being in the world speaking within and to the public sphere. This journal celebrates the transformative articulations that express multidisciplinary conceptions of the public while challenging how these ways of being and knowing are pedagogical within the everyday.
The whole notion of what constitutes Public Pedagogies is something the Institute and this Journal sees as evolving. In our call for papers for our 2015 conference we were deeply informed by the work of Mike Burdick, Jennifer A. Sandlin and Michael P. O’Malley (2014) in their edited collection Problematizing Public Pedagogy and The Handbook of Public Pedagogy (2010). We were fortunate, through funding provided by Victoria and Deakin Universities, to have Jennifer Sandlin as one of our keynote speakers. Perhaps because of the neo-liberal and conservative times we find ourselves in or because the best ‘work’ occurs beyond the remit and often constraints of formal sites of learning and teaching the Public Pedagogies Institute has continued to grow. At our 2015 conference we collected responses to the question what is public pedagogy? This exploration takes us into other questions such as what is learning and what is the relationship of learning to the term pedagogy.
In some instances the very irreducibility of public pedagogies is what is engaging about the term.
What effect is neo-liberalism having on the term public? Can thinking educationally through the term public pedagogies create a space or an intervention?
Whose knowledge is valued in more formal institutions? It could be argued that an increasing shift toward vocational education within formal institutions of learning is completely reductive in the generation of other forms of knowledge.
In this inaugural journal issue you will find articles that reflect the breadth of our 2015 conference—Turning Learning Inside Out. Meghan Kelly engages the sometimes false binaries between institutional and community learning in a project undertaken in Kelabit Highlands. In her article ‘Public learning derived from institutional learning: the case study of the Kelabit Highlands Community Museum development’, the focus is on the reciprocal learning that occurs through studies abroad programs. Belinda MacGill in ‘Public Pedagogy: representational shifts in Indigenous political narratives’ looks at the problematics of the representation of indigenous people through contrasting murals painted by indigenous artists at the Geelong Powerhouse, and material culture in the South Australian Museum. She suggests the Geelong Powerhouse potentially offers meaningful micro encounters and within these encounters new notions of citizenship.
Debbie Qadri in ‘Public Art, public pedagogy and community participation in making’, argues for the recognition of community involvement in making public art. Often negated or considered less than other public art, this article attends to the richness and multi-layered experience of community art in public spaces. ‘Pocketing prayer, pedagogy and purple hair: A Story of Place and Belonging 2010 – 2015’ Flossie Peitsch problematizes knowledge bringing to the fore what may not normally be considered of value.
In ‘The deep end: pedagogy, poetry and the public pool’ informed by new materialism Lucinda McKnight explores causality and design in the public space of the swimming pool. Her expression of this pedagogy, perhaps the pedagogy of new materialism, is expressed poetically. In ‘The phenomenology of monologue writing as pedagogy’ Scott Welsh looks at the playwright’s practice of writing as an act of public pedagogy. In this article he looks at the use of monologue to create empathy in teacher education classes.
I hope you enjoy reading these articles, as we are extremely pleased with this first edition. Thank you to the peer reviewers for their work in supporting this first edition! I would also like to give a big thank you to Dr. Jayson Cooper, Assistant Editor and Claire Rafferty Editorial Assistant, for all of their work and for making editorial meetings fun. Lastly, a note of thanks to the College of Education, Victoria University, Melbourne Australia, for their generous grant that enabled us to get this edition up and running.
Dr. Karen Charman
President, Public Pedagogies Institute
You can download the complete first issue JPP Number 1 as a single PDF here.
About the Journal
The Journal of Public Pedagogies is a peer-reviewed academic journal that is published by the Public Pedagogies Institute. The journal publishes research and practice in learning and teaching that extends beyond the boundaries of traditional or formal educational institutions. These areas may include arts, community engagement, social pedagogy, public history, work in and research on public institutions such as museums, libraries, neighborhood houses, community centers, as well as practice, research and evaluation in public pedagogies.
Dr Karen Charman, Victoria University
Jayson Cooper, Victoria University
International Editorial Advisory Board
Associate Professor Jennifer Sandlin,
Arizona State University, United States
Associate Professor Stephanie Springgay,
University of Toronto, Canada
Associate Professor Anna Hickey-Moody,
University of Sydney, Australia
Professor Maureen Ryan,
Victoria University, Australia
This journal is also available online at Victoria University.