Symmetry and equality: Bringing Rancière into the classroom

Abstract

Jacques Rancière’s sophisticated critique of critical theory is the first step in his call for a renewal of a theory of emancipation. In the first part of the article, the authors outline this critique. Rancière combines pedagogy, art and policy in his attempt to develop a new understanding of equality and emancipation. The authors try as conscientiously as possible to present this argument in the second part of the article. Social and cultural inequalities are increasing in Western societies and have become inconspicuous in schools, and it is against this backdrop that a theory of equality and emancipation is important in regard to early childhood. How can equality be unfolded and interpreted, and put to use for young children? The article advances a case for greater consideration of the emancipation aspects of Rancière’s theory.

Literacy and emancipation: on the work and thought of Myriam Nemirovsky (Alfabetizar y emancipar: sobre el trabajo y el pensamiento de Myriam Nemirovsky)

“…His experiences in Belgium led him to develop a teaching method -called Universal Education -which was articulated years later based on three principles: (1) all human beings are equally intelligent; (2) everyone has the ability to learn on their own; and (3) everything is in everything. In recent years, The Ignorant Schoolmaster has been a source of inspiration for numerous approaches to and debates on educational practices (e.g., Bingham & Biesta, 2010;McDonnell, 2022;Skarpenes & Saeverot, 2018).…”

“…Sus experiencias en Bélgica lo llevaron a desarollar un método de enseñanza -Educación Universal -que, años después, sería articulado con base en tres principios: (1) igualdad de inteligencia en todos los seres humanos, (2) toda persona tiene la capacidad de aprender por sí misma, y (3) todo está en todo. Cabe destacar que El Maestro Ignorante ha sido en los últimos años una fuente de inspiración para numerosos planteamientos y debates sobre prácticas educativas (e.g., Bingham & Biesta, 2010;McDonnell, 2022;Skarpenes & Saeverot, 2018).…”