Abstract
The work of Jacques Rancière has become rather popular of late, with a series of high-profile advocates. In this article, we reflect on an elementary classroom and an experiment with pedagogy inspired by Rancière’s (1991) text, The Ignorant Schoolmaster. The authors discuss the text, outline a 20-lesson response that emerged from the study (focusing on reading-as-inquiry), and highlighting some of the possibilities, tensions, and ambiguities involved. The article concludes with discussion of how we sought to make sense of, and redistribute, our roles as science teacher-researchers by embracing teaching, will, and instability. We suggest becoming ignorant schoolmasters, wandering beyond the domain of the sensible, as we struggle to come to different terms with our political work.
Résumé
Les écrits de Jacques Rancière ont récemment connu une certaine popularité, soutenue par de nombreux partisans très en vue. Dans cet article, nous nous penchons sur une expérience réalisée dans une classe de primaire, dont les aspects pédagogiques s’inspirent du Mâıtre ignorant de Rancière. Les auteurs examinent le texte et produisent un ensemble de 20 leçons (centrées sur la lecture-enquête) dont ils soulignent les possibilités, les tensions et les ambiguités. L’article se termine par une analyse des façons dont nous avons cherché à comprendre et à redéfinir notre rôle d’enseignants et de chercheurs scientifiques, en tenant compte de «l’enseignement», de «la volonté» et de «l’instabilité». Nous proposons de devenir des mâıtres ignorants, qui vont au-delà du domaine du sensible pour finalement repenser notre travail politique.
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Otoide, L., Alsop, S. Moments With Jacques Rancière: Sketches From a Lived Pedagogical Experiment in an Elementary Science Classroom. Can J Sci Math Techn 15, 234–247 (2015). https://doi.org/10.1080/14926156.2015.1062939
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DOI: https://doi.org/10.1080/14926156.2015.1062939