This paper examines how current theorizing on public pedagogy can be used to understand scholarship on creative, arts-based pedagogies in informal environmental education for adults. In particular, the study applies Biestas (2012, 2014) typology of public pedagogies to three bodies of literature: arts-based adult learning and education in the environmental movement, eco-art, and Tactical Urbanism, respectively. Each of these is about public art, displayed or performed in public spaces, and connected to environmental learning and education. The scholarship reviewed came mostly from Canada and Australia. In the public, democratic spaces of these countries, we found that arts in the environmental movement and eco-art could be characterized by Biestas pedagogy of the public, and partially by a pedagogy in the interest of publicness. The performance of Tactical Urbanism corresponded most closely to pedagogy in the interest of publicness. The paper concludes with a discussion of directions for further theorizing and research on public pedagogy and arts-based environmental learning and education for adults. (DIPF/Orig.)

中文翻译：

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成人基于艺术的环境学习和教育的公共教学法

本文探讨了如何将当前有关公共教育学的理论用于理解成人非正式环境教育中有关基于艺术的创造性教学法的奖学金。尤其是，该研究将Biestas（2012，2014）的公共教学法类型应用于三类文献：分别是基于艺术的成人学习和环境运动教育，生态艺术和战术城市主义。这些都与公共艺术有关，在公共场所展示或表演，并与环境学习和教育联系在一起。审查的奖学金主要来自加拿大和澳大利亚。在这些国家的公共民主空间中，我们发现环境运动和生态艺术中的艺术可以通过公众的Biestas教育学来表征，并且可以部分地出于公共利益的目的而进行教育学。为了公众利益，战术都市主义的表现与教学法最接近。本文最后讨论了进一步理论和研究成人公共教育学和基于艺术的环境学习与教育的方向。（DIPF /原件）