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

Ano de publicación: 2023

Volume: 46

Número: 2

Páxinas: 227-263

Tipo: Artigo

DIALNET GOOGLE SCHOLAR

Outras publicacións en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumo

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.

Referencias bibliográficas

  • Biesta, G. (2012). Giving teaching back to education: Responding to the disappearance of the teacher. Phenomenology & Practice, 6(2), 35–49. https://doi.org/10.29173/pandpr19860
  • Bingham, C., & Biesta, G. (2010). Jacques Rancière: Education, truth, emancipation. Continuum.
  • Ferreiro, E., & Teberosky, A. (1979). Los Sistemas de Escritura en el Desarrollo del Niño. Siglo Veintiuno.
  • Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Heinemann Educational Books.
  • Flecha, C. (Ed.). (2005). Treinta Retratos de Maestras. Wolters Kluer Educación.262R. Nemirovsky and D. Menendez-Alvarez-Hevia
  • Gould, S. J. (2017). La falsa medida del hombre. Crítica.
  • Kamii, C., Long, R., Manning, M., & Manning, G. (1990). Spelling in kindergarten: A constructivist analysis comparing Spanish-speaking and English-speaking children. Journal of Research in Childhood Education, 4(2), 91–97. https://doi.org/10.1080/ 02568549009594790
  • Lerner, D. (2001). Leer y Escribir: Lo real, lo posible y lo necesario. Fondo de Cultura Economica.
  • McDonnell, J. (2022). Reading Rancière for education. Palgrave Macmillan.
  • Nemirovsky, M. (1995). Leer no es lo inverso de escribir ni escribir lo inverso de leer. In A. Teberosky, & L. Tolchinsky (Eds.), Mas allá de la alfabetización (pp. 243–284). Santillana.
  • Nemirovsky, M. (1999). Sobre la Enseñanza de Lenguaje Escrito . . . y Temas Aledaños. Paidós.
  • Rancière, J. (2003). El Maestro Ignorante. Cinco lecciones sobre la emancipación intelectual. Laertes.
  • Servicio Español para la Internacionalización de la Educación. (2011). Sello Europeo Modalidad Individual: Myriam Nemirovsky. http://sepie.es/doc/sello/modalidad-b-trayectoria-profesional.pdf
  • Skarpenes, O., & Sæverot, A. M. (2018). Symmetry and equality: Bringing Rancière into the classroom. Contemporary Issues in Early Childhood, 19(1), 63–71. https://doi.org/10.1177/ 146394911876215Literacy and emancipation / Alfabetizar y emancipar263
Fonte de datos: Dialnet