“We can only hope that educators will read the new edition and be inspired to make similar choices themselves.”
—From the Foreword by Pedro Noguera, UCLA
“In this eagerly awaited second edition, Schultz has reiterated what it means to be a courageous and caring teacher.”
—From the Afterword by Sonia Nieto, professor emerita, University of Massachusetts, Amherst
“A compelling read that continues to remind us how much a better world depends on our ability to foster learning and teaching experiences that nurture young people’s capacity to think deeply.”
—Denise Taliaferro Baszile, VP, AERA Division B
“This second edition highlights the ongoing dismantling of urban public schools in the name of ‘reform,’ even while fueling our sense of possibility and hope.”
—Kevin Kumashiro, author, Bad Teacher!
“Through compelling examples, Brian Schultz shares how educators can help students use their powers.”
—From the Foreword by Deborah Meier, teacher, principal, and advocate
“This book is an invitation to rethink teaching from top to bottom, to dive into classroom life as a passionate adventure in discovery and surprise.”
—From the Afterword by William Ayers, education activist
“For teachers who genuinely seek to make a difference through their work, this book will be a helpful resource.”
—Pedro A. Noguera, University of California, Los Angeles
What is 'public pedagogy'?
What theories, research, aims, and values inform it?
What does it look like in practice?
Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.