Signing the school in neoliberal times: the public pedagogy of being pedagogically public

Article

Austin, Jon and Hickey, Andrew. 2008. "Signing the school in neoliberal times: the public pedagogy of being pedagogically public." The International Journal of Learning. 15 (1), pp. 193-202.

Article Title	Signing the school in neoliberal times: the public pedagogy of being pedagogically public
ERA Journal ID	20233
Article Category	Article
Authors	Austin, Jon (Author) and Hickey, Andrew (Author)
Journal Title	The International Journal of Learning
Journal Citation	15 (1), pp. 193-202
Number of Pages	10
Year	2008
Place of Publication	Melbourne, Australia
ISSN	1447-9494
	1447-9540
Web Address (URL)	http://ijl.cgpublisher.com/product/pub.30/prod.1624
Abstract	[Abstract]: One of the most significant features of the Western school in the contemporary, neoliberal, era has been its reformation as an economic enterprise. Previously, the school was represented as a site of communal learning and coherence, linked into broader national systems, networks, agendas and projects. Today, however, schools in the West operate increasingly as individual units, frequently focused around economic imperatives that drive concerns to shore up student numbers. This focus has been accompanied by redoubled efforts to differentiate one school from another, at least in the minds of the “market”, to the extent that even schools in national or State systems actively look to the advertising industry to connect with their market. This paper reports on the application of visual ethnographic techniques to capture and analyse the types of messages schools in an Australian city present to their community in pursuit of the aim of establishing and marketing individual school identities. Underpinned by the work of Henry Giroux on the concept of public pedagogy (2005), the project has utilized digital photography to develop repositories of images and messages broadcast by schools in the project community. The particular methodology and techniques utilized are the subject of the first part of the paper. The second part of the paper discusses the preliminary analysis of themes of public pedagogical import from school advertising boards.
Keywords	visual ethnography, public pedagogy, schools, identity, neoliberalism
ANZSRC Field of Research 2020	470203. Consumption and everyday life
Public Notes	Deposited in accordance with the copyright policy of the publisher. Authors retain copyright. Readers must contact Common Ground for permission to reproduce. COMMON GROUND PUBLISHING PO Box 463, Altona, Victoria, 3018, Australia. http://www.CommonGroundPublishing.com
Byline Affiliations	Faculty of Education

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Austin, Jon. 2005. "Investigating the self: autoethnography and identity work." Austin, Jon (ed.) Culture and identity, 2nd ed.. Frenchs Forest, Australia. Pearson Education Australia. pp. 17-30

Identity and identity formation

Austin, Jon. 2005. "Identity and identity formation." Austin, Jon (ed.) Culture and identity, 2nd ed.. Frenchs Forest, Australia. Pearson Education Australia. pp. 7-15

Culture and identity: an introduction

Austin, Jon. 2005. "Culture and identity: an introduction." Austin, Jon (ed.) Culture and identity, 2nd ed.. Frenchs Forest, Australia. Pearson Education Australia. pp. 1-4

The social studies: conceptions, purposes and history

Austin, Jon. 2007. "The social studies: conceptions, purposes and history." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 66-92

Education and social change

Austin, Jon. 2007. "Education and social change." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 8-24

Research and social justice: lessons from a collaborative study

Mayer, Diane and Austin, Jon. 1998. "Research and social justice: lessons from a collaborative study." Jeffery, Peter L. (ed.) Australian Association for Research in Education Conference 1997 (AARE 1997). Brisbane, Australia 30 Nov - 04 Dec 1997 Brisbane, Australia.

Autoethnography and teacher development

Austin, Jon and Hickey, Andrew. 2007. "Autoethnography and teacher development." International Journal of Interdisciplinary Social Sciences. 2 (2), pp. 369-378.

Writing race: making meaning of white racial identity in initial teacher education

Austin, Jon and Hickey, Andrew. 2007. "Writing race: making meaning of white racial identity in initial teacher education." International Journal of Pedagogies and Learning. 3 (1), pp. 82-91.

Pedagogies of self: conscientising the personal to the social

Hickey, Andrew and Austin, Jon. 2007. "Pedagogies of self: conscientising the personal to the social." International Journal of Pedagogies and Learning. 3 (1), pp. 21-29.

Standing up to racism: the 'Nigger Brown stand'

Hickey, Andrew, Austin, Jon and Hagan, Stephen. 2007. "Standing up to racism: the 'Nigger Brown stand'." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 245-254

Engaging community resource issues: the Toowoomba water futures debate

Hickey, Andrew and Austin, Jon. 2007. "Engaging community resource issues: the Toowoomba water futures debate." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 230-244

Education for healthy communities: an introduction

Hickey, Andrew and Austin, Jon. 2007. "Education for healthy communities: an introduction." Austin, Jon and Hickey, Andrew (ed.) Education for healthy communities: possibilities through SOSE and HPE. Sydney, Australia. Pearson Education Australia. pp. 1-6

Signing the school in neoliberal times: the public pedagogy of being pedagogically public

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