Educational Philosophy and Theory 42 (5-6):666-682 (2010)

This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, 'École, production, égalité'[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as primordially a public space. Inspired by Rancière, we indicate first how the actual (international and national) policy story about the school and the organizational technologies that accompany it install and legitimate profound inequalities, which consequently can no longer be questioned (and become 'invisible'). Second, the article recasts and rethinks different manifestations of equality and of 'public-ness' in school education and, finally, indicates various ways in which these manifestations are neutralized or immunized in actual discourses and educational technologies.
Keywords equality  Rancière  democracy  public role of education  school reform  learning environment
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DOI 10.1111/j.1469-5812.2010.00692.x
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The Republic. Plato & Benjamin Jowett - 1894 - Courier Dover Publications.
Profanations.Giorgio Agamben - 2005 - Zone Books.

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The Future of the Image in Critical Pedagogy.Tyson E. Lewis - 2011 - Studies in Philosophy and Education 30 (1):37-51.
Jacques Rancière's Aesthetic Regime and Democratic Education. Lewis - 2013 - Journal of Aesthetic Education 47 (2):49-70.

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