Michael P. O'Malley

Mapping the Complexity of Public Pedagogy Scholarship 1894–2010

The term public pedagogy first appeared in 1894 and has been widely deployed as a theoretical construct in education research to focus on processes and sites of education beyond formal schooling, with a proliferation of its use by feminist and critical theorists occurring since the mid-1990s. This integrative literature review provides the first synthesis of public pedagogy research through a thematic analysis of a sample of 420 publications. Finding that the public pedagogy construct is often undertheorized and ambiguously presented in education research literature, the study identifies five primary categories of extant public pedagogy research: (a) citizenship within and beyond schools, (b) popular culture and everyday life, (c) informal institutions and public spaces, (d) dominant cultural discourses, and (e) public intellectualism and social activism. These categories provide researchers with a conceptual framework for investigating public pedagogy and for locating future scholarship. The study identifies the need for theoretical specificity in research that employs the public pedagogy construct and for empirical studies that investigate the processes of public pedagogy, particularly in terms of the learner’s perspective.

Stirring dangerous waters: dilemmas for critical participatory research with young people

This article explores dilemmas of critical, participatory research with young people, illustrating examples from research in the UK and the US and highlighting issues of access, participation, dissemination and the misuse of findings.The authors stress the need for new field strategies including more participatory approaches and attention to transgression of power through research.

Talking Cents: Public Discourse, State Oversight, and Democratic Education in East St. Louis.

Since Jonathan Kozols 1991 publication of Savage Inequalities: Children in Americas Schools, East St. Louis, Illinois, District 189 has endured unswerving criticism and study. While Kozols work made publicly known the horrible conditions of schools in the district, it did not bring immediate relief. In 1994, the state appointed a financial oversight panel to review the work of the local school board and to begin work on the districts budgetary problems. For the next ten years, this panel controlled all fiscal decisions for the schools in East St. Louis. District 189 moved from having a

Deconstructing a Politics of Student Association Within Arts-Based Education: Ethnographic Reflections on “The Show Kids” and “The Show Fags”

5 million deficit and a total operating budget of

The Research Imagination Amid Dilemmas of Engaging Young People in Critical Participatory Work

72 million to having

The Public Pedagogy of Student Activists in Chile What Have We Learned From the Penguins' Revolution?

20 million in reserve funding and a

Creating Inclusive Schools for Lgbtiq Youth, Staff, and Families

92 million operating budget. Using newspaper articles, state oversight panel reports, and budgetary data, we explore the tenuous, and at times untenable, public relationship between the local school board and the financial oversight committee. We are visitors, waiting. We wait for the children to come forth, for their performances to astound us, as they must. We know what they do not know, that the standing ovation is guaranteed, that the audience will applaud their achievement. We are educators bound by a silent expectation that we must, at least appear to, love children. It is this code, this unspoken rule that guides our interpretations, opens our eyes, admonishes our critique, and moves us to cheer. Here, in this multi-million dollar facility, we watch these children perform for a crowd that looks back with white eyes. What does it mean for these honey/chocolate/almond skinned young people to dance before us—an us that gazes with false promise? Do our cheers sound hollow and contrived or meaningful land sincere? In those brief moments, as they dance, they are present and we are engaged, connected in an unspoken political struggle which makes this dance much more than a dance. We wonder if anyone notices that they are dancing for their lives.

Autobiography, Disclosure, and Engaged Pedagogy: Toward a Practical Discussion on Teaching Foundations in Teacher Education Programs.

Lisa Parker Langston is an art educator at Strawbridge Elementary in Virginia Beach, Virginia and is currently the Virginia Beach City-Wide Teacher of the Year 2005 for Virginia Beach Public Schools. In 2003, Langston was named Model Teacher by Virginia Beach Public Schools and received the Tagged by the Superintendent recognition. The following year, Langston was named Teacher of the Year 2005 for Strawbridge Elementary School. She is a frequent presenter at the annual Virginia Art Education Association conference and is the author of an article on studying the art of Whitfield Lovell in Teaching Voices, the newsletter of the United States Society for Education Through Art. In 2004, Langston entered the Old Dominion University/Virginia Beach Schools Education Leadership Cohort Program. In August 2004, she was nominated as the elementary school representative for the Hampton Roads Institute for the Advanced Study of Education. Langston exhibits her mixed-media artworks locally and recently completed a commission for the Catholic Diocese of Richmond, Virginia.