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Antaki, N, Belfield, A and Moore, T (2024) Radical Urban Classrooms: Civic Pedagogies and Spaces of Learning on the Margins of Institutions. Antipode, 56 (5). pp. 1509-1534. ISSN 0066-4812
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Abstract
This paper investigates the relationship between “civic pedagogy” and institutions, through three case studies: the Live Works Castlegate Co-Production at the University of Sheffield; a Collective Design Pedagogy at Muktangan School, India; and the School for Civic Action at the Tate Exchange. The projects aim to build citizens’ agency with transformative urban potential by engaging civic pedagogy using different scales, perspectives, and resources: as engagement with schools, higher education institutions, and art practices. Using Pelin Tan's definition of urgent pedagogies as a framework, this paper investigates the alternative alliances, trans-territorial solidarities, and transversal methodologies of each project, comparing and contrasting methods and techniques. We discuss the potential for a shared decentralisation of learning associated with institutions, by engaging with the urban environment and communities, and propose a series of codependent practices for the initiation and sustenance of civic pedagogy for geographers interested in urban learning and education.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | civic pedagogy; communities of practice; critical pedagogy; live projects; situated learning; transversality; civic pedagogy; situated learning; live projects; critical pedagogy; communities of practice; transversality; 1604 Human Geography; Geography; 4404 Development studies; 4406 Human geography |
| Subjects: | L Education > L Education (General) N Fine Arts > NX Arts in general |
| Divisions: | Art and Design |
| Publisher: | Wiley |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 05 Feb 2025 16:30 |
| Last Modified: | 05 Feb 2025 16:30 |
| DOI or ID number: | 10.1111/anti.13039 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/25551 |
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