ABSTRACT
In offering some distinction, this chapter begins by exploring how the construct of 'public pedagogy' challenges the idea that pedagogical phenomena reside only in formal educational spaces. It explores some of the ways in which scholars have problematized public pedagogy, its theoretical and practical conceptualizations and what this might mean for physical cultural studies (PCS). The chapter then discusses more fully how the concept of public pedagogy as 'public engagement' or 'public intellectualism' has been explicated and problematized within public pedagogy literature. It specifically focuses on several interrelated issues must be addressed by PCS scholars as they continue to theorize and enact public pedagogies of PCS in the broader public sphere: power dynamics embedded in individualized versus more collective enactments of public intellectualism; conflicting and complicated conceptualizations and enactments of 'public'; and tensions between more cognitive versus more embodied and affective approaches to social-justice-oriented action.
