PUBLIC PEDAGOGY AND THE WAGNER FREE INSTITUTE OF SCIENCE IN PROGRESSIVE- ERA PHILADELPHIA.
Unless collapsed into what we call public space or the public sphere, public pedagogy has been infrequently studied in geography. As with all forms of the public, its emergence and form vary greatly across time and space, and must be understood in its particular invocations. This article contributes...
| Published in: | Historical Geography Vol. 48; pp. 75 - 103 |
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| Format: | Article |
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Historical Geography Specialty Group of the American Association of Geographers
2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=152871423&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 152871423 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10916458 QTA jtl: Historical Geography issn: 10916458 maglogo: N pubinfo: dt: 2020 vid: 48 pid: 48346 pub: Historical Geography Specialty Group of the American Association of Geographers artinfo: ui: 152871423 10.1353/hgo.2020.0002 ppf: 75 ppct: 28 formats: fmt: @attributes: type: P size: 2.7MB tig: atl: PUBLIC PEDAGOGY AND THE WAGNER FREE INSTITUTE OF SCIENCE IN PROGRESSIVE- ERA PHILADELPHIA. aug: au: SCHLOSSER, KOLSON affil: TEMPLE UNIVERSITY su: Public spaces Education Science education Public sphere Communicative action sug: subj: Public spaces Education Science education Public sphere Communicative action keyword: Philadelphia Progressive Era public pedagogy ab: Unless collapsed into what we call public space or the public sphere, public pedagogy has been infrequently studied in geography. As with all forms of the public, its emergence and form vary greatly across time and space, and must be understood in its particular invocations. This article contributes to a historicized understanding of public pedagogy by analyzing the pedagogical activities of the Wagner Free Institute of Science in North Philadelphia in the Progressive Era. Incorporated in 1855, the Wagner Institute continues to this day as a center of free science education for children and adults, while also serving as a museum of nineteenth- century science. This article, based on research in the Wagner Institute's archives, focuses on the manner in which institute officials sought to make their pedagogical aims public. This not only sheds light on the cultural politics of education in the Progressive Era but also helps ask important questions about the public forms pedagogy has taken and might continue to take. The purpose is not to ask what public pedagogy necessarily is but how it has been enacted in a certain time and place, to what ends, and with what constraints. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Historical Geography is the property of Historical Geography Specialty Group of the American Association of Geographers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Historical Geography holder: Historical Geography Specialty Group of the American Association of Geographers dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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