1. Jacques Rancière T he Master, t he Mentor and T he Ignorant Schoolmaster A Presentation by Gordon Fitt

2. Premise: Our culture is deeply invested in narratives of The Emancipatory Schoolmaster

3. Leading Questions Within a contemporary British Columbian public school context, who do we imagine needs to be emancipated? How (do we imagine) ought those individuals be emancipated? How do we imagine an emancipatory teacher looks/acts/instructs?

4. What is a (possible) conceptual framework? Emancipation Stultification Egalitarian (taught material (Learning The (ENFORCED) GAP PERSON BEING INSTRCUCTED) Understanding) Aesthetics Explication Translation

5. Leading Questions Within a contemporary British Columbia public school context, who do we imagine needs to be emancipated? How (do we imagine) ought those individuals be emancipated? How do we imagine an emancipatory teacher looks/acts/instructs?

6. Central Question Using these (or your own) constructs for “The Ignorant Schoolmaster,” are these imaginaries productive?

7. Some Examples “Karate Kid” “Freedom Writers” “School of Rock”

8. The Master Presents emancipation through wisdom/discipline There is no authorial text Miyagi, the handyman, is the karate authority The inequalities emphasized are skill based.

9. The Mentor Presents emancipation through empathy/compassion Again, there is no authorial text; student generated text is central. The mentor, Ms. Gruwell, is both the authority on and for the students’ writing. Inequality is systemic and integral to the plot.

10. The Ignorant Schoolmaster? Presents emancipation through ignorance/incompetence? Again, there is no authorial text The mentor, Dewey Finn, is an authority on music The emphasis on inequality (between teacher and student) appears to be minimal

11. The problem of Will: What constitutes the/a will to learn? Who possesses a will to learn? Does this necessity expose inequalities other than intellectual? Does it expose other intellectual inequalities?

12. Who is missing? The Flemish law students of Jacotot were there because they wanted to be. Is anyone missing/erased within these theories? How do they relate to notions of difference?

13. Rethinking Teaching Rancière offers a productive disruption in the paradigm of teacher as master