What is it about?
This chapter argues that education must be recognised as permeable if it is to be more democratically re-oriented in the 21st century. A public pedagogy project situated in Footscray, a post-industrial working-class suburb of inner-urban Melbourne Australia, facilitated and examined the responsive engagement between community, place and educational consciousness.
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Photo by s2 art on Unsplash
Why is it important?
It introduces the theorisation of ‘Educational Consciousness’, a concept of the perceptions held by the public of a contextually bound body of knowledge and of teaching and learning
Perspectives
It surfaced and reinforced Footscray’s vibrant, situated, specific knowledge and expertise. Of significance in the broader project of democratising education, Footscray holds powerful insights about the importance of place, kin, temporality, change and history, in education and learning. The theorisation of educational consciousness provides leverage for situated public knowledges to be understood as democratic re-imaginings of education.
Associate Professor Matthew Krehl Edward Thomas
Deakin University
Read the Original
This page is a summary of: What is valued knowledge and where does it live?, May 2019, Taylor & Francis,
DOI: 10.4324/9780429242748-6.
You can read the full text:
Resources
What is valued knowledge and where does it live? Educational consciousness and the democratisation of education
Re-imagining Education for Democracy Google Books Link (Chapter 6)
Pop Up School Video
The Footscray Pop Up School was a public event that took place in Footscray in November 2016. It is part of an ongoing project by the Public Pedagogies Institute exploring the different forms of knowledge that exist in communities in particular locations.
Contributors
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