Siinviidatu leidis oma koha peamiselt põhjusel, et raadio võimalusi pedagoogika eesmärkidel teadlik kasutamine ning analüütiline mõtestamine on midagi, mis võiks huvi pakkuda väga laiale lugejaskonnale kuna võib pakkuda kasulikke-vajalikke perspektiive või ideid.
Autorid seavad lubavad:
In this article, we analyse Radio Almaina as an important media practice of resistance which, in a daily reality controlled by neoliberal logics, offers us a critical space for alternative debate in the midst of the private and institutional news monopolies.
One of the most comprehensive works on public pedagogy is that of (Sandlin, O’Malley, and Burdick, 2011) ‘Mapping the Complexity of Public Pedagogy Scholarship’. […] According to (Burdick, Sandlin, and O’Malley, 2014: 2), ‘‘Public pedagogy’ is generally understood as ‘various forms, processes, and sites of education and learning beyond or outside formal schooling’.
Hariduse ja pedagoogika eristus siin artiklis:
Education is a practice, a social activity, an action, while pedagogy is a reflection, a theorisation and a knowledge.
Mis muudab ruumi avalikuks?
Since interactions also occur in the private sphere, what makes a space public is its political use.
Avalik pedagoogika on reflektsioon:
That said, public pedagogy will always be a reflection, a source of knowledge about what is happening, from the educational perspective, in those public spaces redefined by political action.
Public pedagogy, as a reflection, should open itself up to using those intellectual tools that are considered powerful in revealing, in depth, the neoliberal business ethos, which is inscribed, normalised and institutionalised in individuals today. […] Concepts like autonomy, freedom, creativity and taking responsibility for oneself are qualities which have also been colonised by neoliberalism.
Martínez-Rodríguez, F. M., López-López, M. C., & Fernández-Herrería, A. (2022). ‘Hitting from the waves’: Public pedagogy and free radio as a counter-narrative to neoliberalism. European Journal of Cultural Studies. https://doi.org/10.1177/13675494221089348