Taking Rancière to School: An Impossible Curriculum

Session Submission Type: Symposium

Abstract

This symposium session will put the writings of Jacques Ranciere to work in the context of education. Papers span engagement with questions of pedagogy, research methodology, philosophies of intervention and what might be done with such knowledge in terms of the uses of research to improve education and serve the public good. Ranciere, while only now coming to visibility in education, is widely used across the disciplines at the heart of both the social sciences and the humanities. His ideas of radical equality and democracy as dissensus shift how we might look at classrooms as political spaces and students and teachers as knowers. His method of equality as well shifts approaches to research where we worry less about “voices” and more about how to use the empirical to rethink categories of subject and object and assumptions of equality as a point of departure in our knowledge projects.

Sub Unit

• Division B - Curriculum Studies / Section 5: Historical, Philosophical, and Disciplinary Knowledges

Chair

• Elizabeth A. St. Pierre, University of Georgia

Papers

• Rancière as Post-Foucauldian - Patti A. Lather, The Ohio State University

• “Each to Each”: A Psychoanalytic Discussion on the Equality of Vulnerability - Deborah P. Britzman, York University

• New Scenes of Equality: Using Rancière to Disentangle and Declassify Ourselves From Teaching-as-Usual - Meredith Whittaker

• Rancière and Education Research: Troubling the Idea of (Virtual) Communities of Practice - Caroline Pelletier, Institute of Education - London

Discussant

• Maggie Maclure, Manchester Metropolitan University