February 5, 2013
Henry A. Giroux mentions the idea of public pedagogy and how it has become a central element of politics itself in this article on public universities. This takes pedagogy beyond being primarily about schools and the role of cultural studies theorists who address pedagogical concerns being largely reduced to teaching cultural studies within the classroom.
Public pedagogy in this sense refers to the array of different sites and technologies of image-based media and screen culture that are reconfiguring the very nature of politics, cultural production, knowledge, and social relations. Market-driven modes of public pedagogy now dominate major cultural apparatuses such as mainstream electronic and print media and other elements of screen culture, whose one-sided activities, permeated by corporate values, proceed more often than not unchallenged.
In this article he says that culture is recognized as the social field where goods and social practices are not only produced, distributed, and consumed but:
also invested with various meanings and ideologies implicated in the generation of political effects. Culture is partly defined as a circuit of power, ideologies, and values in which diverse images and sounds are produced and circulated, identities are constructed, inhabited, and discarded, agency is manifested in both individualized and social forms, and discourses are created, which make culture itself the object of inquiry and critical analyses.
This suggests that pedagogy implies that learning takes place across a spectrum of social practices and settings. Hence the idea of public pedagogy.