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	<title>Linda Thompson &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Book Review: Problematizing Public Pedagogy</title>
		<link>https://ajal.net.au/book-review-problematizing-public-pedagogy/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:49:42 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Book Review]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3824</guid>

					<description><![CDATA[The Work: Problematizing Public Pedagogy. Jake Burdick, Jennifer A. Sandlin and Michael P. O’Malley (Eds.) Routledge, New York, 2014, 212 pages Reviewer: Karen Charman, Victoria University Edition: Volume 55, Number 3, November 2015 In Brief:  The breadth of this edited collection on public pedagogy is testimony to the richness of the field. As the title suggests &#8230; <p class="link-more"><a href="https://ajal.net.au/book-review-problematizing-public-pedagogy/" class="more-link">Continue reading<span class="screen-reader-text"> "Book Review: Problematizing Public Pedagogy"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Remaking education from below: the Chilean student movement as public pedagogy</title>
		<link>https://ajal.net.au/remaking-education-from-below-the-chilean-student-movement-as-public-pedagogy/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:42:22 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[activism]]></category>
		<category><![CDATA[Chile]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<category><![CDATA[students]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3820</guid>

					<description><![CDATA[Author: Jo Williams, Victoria University Edition: Volume 55, Number 3, November 2015 Summary:  This article considers the Chilean student movement and its ten-year struggle for public education as an example of public pedagogy. Secondary and university students, along with the parents, teachers, workers and community members who have supported them, have engaged in the most &#8230; <p class="link-more"><a href="https://ajal.net.au/remaking-education-from-below-the-chilean-student-movement-as-public-pedagogy/" class="more-link">Continue reading<span class="screen-reader-text"> "Remaking education from below: the Chilean student movement as public pedagogy"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Older adult education: new public pedagogy in 21st Century Taiwan</title>
		<link>https://ajal.net.au/older-adult-education-new-public-pedagogy-in-21st-century-taiwan/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:34:01 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[new public pedagogy]]></category>
		<category><![CDATA[older adult education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3815</guid>

					<description><![CDATA[Author: Ya-hui Lee, National Chung Cheng University, Taiwan Edition: Volume 55, Number 3, November 2015 Summary:  The lifelong learning concept of “never too late to learn” advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact of population ageing and low fertility rates, numerous elementary &#8230; <p class="link-more"><a href="https://ajal.net.au/older-adult-education-new-public-pedagogy-in-21st-century-taiwan/" class="more-link">Continue reading<span class="screen-reader-text"> "Older adult education: new public pedagogy in 21st Century Taiwan"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>“Come in and look around.” Professional development of student teachers through public pedagogy in a library exhibition</title>
		<link>https://ajal.net.au/come-in-and-look-around-professional-development-of-student-teachers-through-public-pedagogy-in-a-library-exhibition/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:25:11 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[global education]]></category>
		<category><![CDATA[group work]]></category>
		<category><![CDATA[public learning space]]></category>
		<category><![CDATA[public library]]></category>
		<category><![CDATA[social justice]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3810</guid>

					<description><![CDATA[Authors: Anne Hickling-Hudson &#38; Erika Hepple, Queensland University of Technology Edition: Volume 55, Number 3, November 2015 Summary:  This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that &#8230; <p class="link-more"><a href="https://ajal.net.au/come-in-and-look-around-professional-development-of-student-teachers-through-public-pedagogy-in-a-library-exhibition/" class="more-link">Continue reading<span class="screen-reader-text"> "“Come in and look around.” Professional development of student teachers through public pedagogy in a library exhibition"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Protest music as adult education and learning for social change: a theorisation of a public pedagogy of protest music</title>
		<link>https://ajal.net.au/protest-music-as-adult-education-and-learning-for-social-change-a-theorisation-of-a-public-pedagogy-of-protest-music/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:19:43 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[education for social change]]></category>
		<category><![CDATA[protest music]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3805</guid>

					<description><![CDATA[Author: John Haycock, Monash University Edition: Volume 55, Number 3, November 2015 Summary:  Since the 1960’s, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could “help to save the planet”, the seeds of this myth have since taken deep root &#8230; <p class="link-more"><a href="https://ajal.net.au/protest-music-as-adult-education-and-learning-for-social-change-a-theorisation-of-a-public-pedagogy-of-protest-music/" class="more-link">Continue reading<span class="screen-reader-text"> "Protest music as adult education and learning for social change: a theorisation of a public pedagogy of protest music"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Reaching for the arts in unexpected places: public pedagogy in the gardens</title>
		<link>https://ajal.net.au/reaching-for-the-arts-in-unexpected-places-public-pedagogy-in-the-gardens/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:11:36 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Arts]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[curriculum]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3802</guid>

					<description><![CDATA[Author: Ligia Pelosi, Victoria University Edition: Volume 55, Number 3, November 2015 Summary:  What constitutes public pedagogy? The term is broad and can be applied in so many situations and settings to the learning that occurs outside of formal schooling. In this article, the author explores how a community event – a painting competition held &#8230; <p class="link-more"><a href="https://ajal.net.au/reaching-for-the-arts-in-unexpected-places-public-pedagogy-in-the-gardens/" class="more-link">Continue reading<span class="screen-reader-text"> "Reaching for the arts in unexpected places: public pedagogy in the gardens"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Visual Communication Design as a form of public pedagogy</title>
		<link>https://ajal.net.au/visual-communication-design-as-a-form-of-public-pedagogy/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:00:43 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[museum]]></category>
		<category><![CDATA[public learning]]></category>
		<category><![CDATA[public space]]></category>
		<category><![CDATA[visual communication design]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3798</guid>

					<description><![CDATA[Author: Meghan Kelly, Deakin University Edition: Volume 55, Number 3, November 2015 Summary:  This paper identifies visual communication design as a form of public pedagogy. Communication design practices aim to achieve the successful transmission of a message to a recipient in a visual mode. Understanding the theories and practices of visual communication design can assist in &#8230; <p class="link-more"><a href="https://ajal.net.au/visual-communication-design-as-a-form-of-public-pedagogy/" class="more-link">Continue reading<span class="screen-reader-text"> "Visual Communication Design as a form of public pedagogy"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Literacy mediation in neighbourhood houses</title>
		<link>https://ajal.net.au/literacy-mediation-in-neighbourhood-houses/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 05:45:37 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[adult literacy]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[literacy mediation]]></category>
		<category><![CDATA[neighbourhood house]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3792</guid>

					<description><![CDATA[Author: Sally Thompson Edition: Volume 55, Number 3, November 2015 Summary:  Interactions between staff in Neighbourhood Houses, and the socially and educationally disadvantaged community members who visit Neighbourhood Houses, have been viewed through many lenses, including community development, social support, caring and compassion. This paper looks at Neighbourhood Houses as sites of pedagogical practice. More specifically, &#8230; <p class="link-more"><a href="https://ajal.net.au/literacy-mediation-in-neighbourhood-houses/" class="more-link">Continue reading<span class="screen-reader-text"> "Literacy mediation in neighbourhood houses"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Memories in Motion: learning, process, history and art in public space</title>
		<link>https://ajal.net.au/memories-in-motion-learning-process-history-and-art-in-public-space/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Tue, 17 Nov 2015 06:04:59 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3782</guid>

					<description><![CDATA[Author: Debbie Qadri, Victoria University Edition: Volume 55, Number 3, November 2015 Summary:  This essay presents an art project as an example of two aspects of public pedagogy. The first, is that the project critically examined how history is made, and through art-making and installation it performed an alternative publishing of history. Secondly, the art project &#8230; <p class="link-more"><a href="https://ajal.net.au/memories-in-motion-learning-process-history-and-art-in-public-space/" class="more-link">Continue reading<span class="screen-reader-text"> "Memories in Motion: learning, process, history and art in public space"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A space for memory</title>
		<link>https://ajal.net.au/a-space-for-memory/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Tue, 17 Nov 2015 05:56:21 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3776</guid>

					<description><![CDATA[Author: Karen Charman, Victoria University Edition: Volume 55, Number 3, November 2015 Summary:  In this article I examine the possibilities of reparation in an era of privatisation and de-industrialisation. I examine the effect of a recent project Sunshine Memory Space, a space, designed to evoke memories of a de-industrialised urban Melbourne suburb Sunshine. This project offered &#8230; <p class="link-more"><a href="https://ajal.net.au/a-space-for-memory/" class="more-link">Continue reading<span class="screen-reader-text"> "A space for memory"</span></a></p>]]></description>
		
		
		
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