Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University

Cassie Earl

Research output: Contribution to journalArticle (Academic Journal)peer-review

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In recent times the Occupy! movements globally have asserted the right to the city as a learning space, with teach-outs and public speeches. In Occupy! London, in particular, alongside new social relations, occupiers experimented with new ways of publicly educating. This article argues that a popular, critical education, such as the one experimented with in Occupy!, can take up this mantel of doing pedagogy publicly. This way of enacting a radical public pedagogy would involve making connections between the civic agora, the ‘right to the city’ and a public and inclusive education, reconnecting people and places to form new learning spaces in the urban landscape, thus rendering the university a problematic space in need of rethinking. The article concludes that the project may be simultaneous – in terms of the development of new education agora alongside the reclamation of older forms of education agora – providing, of course, there is enough left to fight for.
Original languageEnglish
Pages (from-to)1-32
Number of pages32
JournalOpen Library of Humanities
Issue number2
Publication statusPublished - 27 Oct 2016


  • Public Pedagogy
  • Urban Studies
  • Popular Education

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