Th e importance of public pedagogy for learning in public open spaces in the time of Covid-19

Abstract

Public open space has been severely affected by Covid-19, which has had a significant impact on how public open space is used, learned, enjoyed, and perceived over the past two years. In this article, we use a variety of studies to analyse how the pandemic has affected the use and perception of public open space. We find that people's attitudes towards public open spaces changed during the pandemic towards a more positive appreciation and awareness of their importance for mental and physical health, community building and belonging to the city. In this context, we introduce the concept of public pedagogy, which helps us to think about the connection between the city, its inhabitants and learning. Through an analysis of the pedagogy of the unknowable, we show how different events, performances, installations, architecture, and space itself are important in opening transitional spaces that enable learning, identity development, and entering into relationships with others. Here we analyse the role of the public educator in public open space. We argue that the role of the public educator is to foster publicness and open spaces where freedom is possible.