The term `public pedagogy' is given a variety of definitions and meanings by those who employ it.
It is often used without adequately explicating its meaning, its context, or its location within differing and contested articulations of the construct.
Problematizing Public Pedagogy brings together renowned and emerging scholars in the field of education to provide a theoretical, methodological, ethical, and practical ground from which other scholars and activists can explore these forms of education.
At the same time it increases the viability of the concept of public pedagogy itself.
Beyond adding a multifaceted set of critical lenses to the genre of public pedagogy inquiry and theorizing, this volume adds nuance to the broader field of education research overall.