ABSTRACT
Here, we are concerned with how public pedagogy is enacted. Initially, we examine some of the constituent elements that shape the actualisation of the public realm. We draw on instances when the educative agent speaks or acts, and in this space new knowledge appears. We give a brief recount of our theorisation of public pedagogy. From this positioning we consider several public pedagogical encounters found in recent literature. These include an encounter with community artworks (Qadri 2021) followed by an encounter around a performance of tango on the streets of Melbourne Australia (Rufo 2017) which works at a confluence of performer and learner and place. We then turn attention to an encounter of political social activism in Hong Kong (Chan et al. 2021). The fourth encounter is one with street art on city walls from Sandlin and Cooper (2020) and which is presented in ways which address the dynamic intra-action of its constituents. The final encounter is one generated by the authors—a one day Pop-up-School event. A two-step analysis of the encounter includes a detailed account of the pedagogical constituents in the event and then a pedagogical mapping that is discerned through a black hole perspective.
