ABSTRACT
In this conclusion, we read into the main themes in the book together with their articulations as they are argued across the chapters. We draw attention to one of our main narratives which is the bringing to the fore a new conceptualisation of educative agents and their actions with and through authority and knowledge. From the action of these educative agents in the public realm new knowledge comes into being. This is positioned through a recognition of how this action serves to critique institutional power. We align the arguments we have made about the public pedagogical encounter and doing research in this field through the challenge and the possibility of the complexity of public pedagogy.
The chapter addresses the ongoing challenge of knowing ‘learning’ in the public pedagogical encounter together with the challenges of public pedagogy as advances are made in technology. These challenges are not resolved but the possibilities for the future are considered. One significant possibility is that found in the diverse work and membership of the PPI. We argue that the ontological and epistemological shifts we have made here may provide new pathways for those writing and researching in the field of public pedagogy.
