Sandlin et al. (2017) identify three critical issues with public pedagogies: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of “pedagogy.” Critically discuss one of these issues from the learner’s perspective.

I apologize for weighing in on this discussion topic late, but Sandlin et al. (2017) hit a nerve with me, and I feel compelled to reply.  She cites the example of an “artistic interruption” by Finish artist Pilvi Takala whose work is described as “interventions of everyday life.” 

Takala dressed up as the real Walt Disney Snow White and tried to enter Disneyland Paris. Takala was not allowed to enter and was escorted from the property. I am looking at this example from a learner’s perspective, but my law enforcement hairs on the back of my neck are sticking straight up. Takala arrived at Disneyland before the gates opened, stood in the front of the line, and relishing the attention as many young girls, also dressed as Snow White, asked for Takala’s autograph and photograph. Takala knew what the result of the day would be. I am sure she completed her homework long before performing this “artistic” activity. It is true, the security does not know what Takala would do once inside the facility, but you could be guaranteed other people over the years have dressed up and identified themselves as Disney figures, and serious security issues resulted. Takala was profiled and removed from “private property” where the “public” are invited to attend by the owner (Disney).

Sandlin et al. (2017) said Takala “exposes to view and illuminates the invisible structures that frame our lives, which can occur in private and public space.”. Disney does not blur the demarcations between private and public spaces. I am sure they would not appreciate people in new ways of being and behaving in spaces they inhabit, as Takala suggested.

Takala was critical of Disney’s extreme discipline, control over visitors and theme park experiences, control of the Disney brand, and visitor experience standardization. But would, out of common sense and responsibility, the security ask some pretty basic questions. Who is this woman who is impersonating Snow White? Does she have a severe mental illness? Why is she dressed to mimic the real Snow White perfectly? What is she going to do once inside the park? How is she going to act? Where did Takala think she was going?

Takala referred to her work as performing public acts in a private space. Why does Takala and Savage (2010) find it difficult to tease out the differences between corporate and public space? Disneyland “is” a form of pedagogy where it teaches the public what they can and cannot do while it teaches them how to have an amazing learning experience and watching dreams come true at the happiest place on earth.

References

Sandlin, J. A., Wright, R. R., & Clark, C. (2013). Reexamining Theories of Adult Learning and Adult Development Through the Lenses of Public Pedagogy. Adult Education Quarterly, 63(1), 3–23. https://doi.org/10.1177/0741713611415836

Savage, G. (2010). Problematizing’ public pedagogy’ in educational research. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of public pedagogy (pp. 103–115). Routledge.