ABSTRACT
Knowledge within public pedagogy and public pedagogical encounters is often assumed to be areas, such as media or place. These areas form the focus of public pedagogy public research. This chapter provides a review of the ways in which knowledge itself is constituted and critiqued within public pedagogy and as knowledge functions as the intersection of public pedagogy and public curriculum. We then draw on the conceptualisation of public pedagogy offered in the previous chapter to reconsider knowledge of its constitutive and dynamic role in public pedagogy. The use of narrative as constitutive in knowledge is emphasised. Knowledge in public pedagogy is then examined for its realisation within and through discursive regimes. An exploration of public knowledge is offered moving from the large global reading of knowledge to the local. The current rise of technology as the source of public knowledge has led to what curriculum theorist William Pinar terms a ‘crisis of epistemology’ (2021). This crisis is analysed in the ways public knowledge is constituted and circulating globally. Alongside this public knowledge crisis, attention is given to the often, competing public knowledge that is created and put to work on a local level.
