Moments with Jacques Rancière: Sketches from a Lived Pedagogical Experiment in an Elementary Science Classroom

Autor/inn/en	Otoide, Lorraine; Alsop, Steve
Titel	Moments with Jacques Rancière: Sketches from a Lived Pedagogical Experiment in an Elementary Science Classroom
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 15 (2015) 3, S.234-247 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2015.1062939
Schlagwörter	Elementary School Science; Science Instruction; Grade 6; Teacher Researchers; Elementary School Teachers; Educational Philosophy; Curriculum Development; Elementary School Students; Teaching Methods; Reading; Inquiry; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsphilosophie; Erziehungsphilosophie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseprozess; Lesen; Ausland; Kanada
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01