Literacy and emancipationon the work and thought of Myriam Nemirovsky

  1. Ricardo Nemirovsky 1
  2. David Menendez-Alvarez-Hevia 2
  1. 1 Manchester Metropolitan University
    info

    Manchester Metropolitan University

    Mánchester, Reino Unido

    ROR https://ror.org/02hstj355

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2023

Volumen: 46

Número: 2

Páginas: 227-263

Tipo: Artículo

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Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

This article reviews contributions to teaching reading and writing of Myriam Nemirovsky, whose conceptualization foreshadowed an eman-cipatory pedagogy. To do so, we have reviewed her work and inter-viewed 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 con-stant transformation and largely unpredictable. It is a vision which no longer prioritizes the measurable, neutral and standardizable.

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