ABSTRACT
Th ere appears a fabulous haze surrounding the term “public pedagogy,” which renders it both exciting and problematic to consider. Yet too oft en, I feel the murky waters around the term are imagined clean and pure, to the extent that public pedagogy scholarship remains relatively free of trenchant critique. In this chapter, I propose that many vagaries and incongruities plague the term, rendering it incredibly deceptive when deployed in educational research. In doing so, I suggest that while the terrain around public pedagogy is vibrant, it can be a minefi eld for conceptualizing the ways informal pedagogies operate in contemporary times.
