Abstract
This article outlines a study of praxis. Inspired by my reading of Jacques Rancière’s (The ignorant schoolmaster: Five lessons in intellectual emancipation, trans. K. Ross, Stanford University Press, Stanford, 1991) influential text, The Ignorant School Master, I explore the practical applications of his work for teaching and outline a pedagogical response that sought to effect educational change through a philosophically driven teacher inquiry.
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Otoide, L. In pursuit of the practice of radical equality: Rancière inspired pedagogical inquiries in elementary school science education. Cult Stud of Sci Educ 12, 299–319 (2017). https://doi.org/10.1007/s11422-015-9722-4
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DOI: https://doi.org/10.1007/s11422-015-9722-4