Locating and building knowledges outside of the academy: Approaches to engaged teaching at the University of Sheffield

This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from ‘engaged’ teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject- specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigor. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America) on publicly engaged approaches to scholarship, and seeks to draw connections with contemporary developments in learning and teaching in the UK.