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

    Earl, C ORCID logoORCID: https://orcid.org/0000-0002-8444-3858 (2016) Doing Pedagogy Publicly: Asserting the Right to the City to Rethink the University. Open Library of the Humanities, 2 (2). e3-e3. ISSN 2056-6700

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    Abstract

    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 paper 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 paper concludes that the project may be simultaneous, the development of new education agora and the reclamation of the old ones – providing, of course, there is enough left to fight for.

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