Literacy and Emancipation: On the Work and Thought of Myriam Nemirovsky (Alfabetizar y emancipar: sobre el trabajo y el pensamiento de Myriam Nemirovsky)
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| Title: | Literacy and Emancipation: On the Work and Thought of Myriam Nemirovsky (Alfabetizar y emancipar: sobre el trabajo y el pensamiento de Myriam Nemirovsky) |
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| Language: | English Spanish |
| Authors: | Nemirovsky, Ricardo (ORCID |
| Source: | Journal for the Study of Education and Development. 2023 46(2):227-263. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative Multilingual/Bilingual Materials |
| Descriptors: | Reading Instruction, Writing Instruction, Teaching Methods, Educational Philosophy, Educational Innovation |
| DOI: | 10.1080/02103702.2023.2172896 |
| ISSN: | 0210-3702 1578-4126 |
| Abstract: | This article reviews contributions to teaching reading and writing of Myriam Nemirovsky, whose conceptualization foreshadowed an emancipatory pedagogy. To do so, we have reviewed her work and interviewed three of her colleagues: Elena Laiz Sasiain, Liliana Tolchinsky Brenman and Francesco Tonucci. In the first part we recount key moments in Nemirovsky's life and set forth ideas that helped her to develop her approaches to teaching reading and writing. The text explores the development of her pedagogical thinking based on her teaching and research experiences. Later, we present parallels between Myriam Nemirovsky's work and ideas of Jaques Rancière and Joseph Jacotot to highlight core elements in an emancipatory pedagogy and illustrate their presence in Myriam Nemirovsky's practices and thinking. To conclude, we reflect on how Nemirovsky's teachings helped to mobilize innovative ideas among educators. Her legacy includes a conception in which learning how to read and write is a contextualized process already underway, always unfinished, in constant transformation and largely unpredictable. It is a vision which no longer prioritizes the measurable, neutral and standardizable. [Translation from Spanish by Mary Black.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387173 |
| Database: | ERIC |
| Abstract: | This article reviews contributions to teaching reading and writing of Myriam Nemirovsky, whose conceptualization foreshadowed an emancipatory pedagogy. To do so, we have reviewed her work and interviewed three of her colleagues: Elena Laiz Sasiain, Liliana Tolchinsky Brenman and Francesco Tonucci. In the first part we recount key moments in Nemirovsky's life and set forth ideas that helped her to develop her approaches to teaching reading and writing. The text explores the development of her pedagogical thinking based on her teaching and research experiences. Later, we present parallels between Myriam Nemirovsky's work and ideas of Jaques Rancière and Joseph Jacotot to highlight core elements in an emancipatory pedagogy and illustrate their presence in Myriam Nemirovsky's practices and thinking. To conclude, we reflect on how Nemirovsky's teachings helped to mobilize innovative ideas among educators. Her legacy includes a conception in which learning how to read and write is a contextualized process already underway, always unfinished, in constant transformation and largely unpredictable. It is a vision which no longer prioritizes the measurable, neutral and standardizable. [Translation from Spanish by Mary Black.] |
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| ISSN: | 0210-3702 1578-4126 |
| DOI: | 10.1080/02103702.2023.2172896 |
