The Rock as Public Pedagogy at the University of Connecticut

This study sheds light on understanding the role of public pedagogy in practice. Using a case study approach, we used field notes and photographs as well as archival and media materials to address the question: How does The Rock at the University of Connecticut contribute to public pedagogy for the UConn community? We found that although The Rock serves as a community billboard (e.g., promoting school spirit and celebrating special days), it serves a more crucial role as critical pedagogy that raises political consciousness. Moreover, it is a form of visual and spatial pedagogy that reflects activism intervention, power dynamics, and symbolic learning. The study highlights how sites like The Rock facilitate public adult learning and have potential for developing critical capabilities and promoting public engagement as well as raising questions about the relationship between public pedagogy and university governance.