Head of Professional Learning, Education Department, English Schools Foundation
Jacques-Olivier Perche is Head of Professional Learning for the English Schools Foundation (ESF) in Hong Kong. Jacques has over two decades of experience shaping professional learning and development practices for educators in international school settings. Inspired by Rancière's idea of intellectual emancipation, Jacques, alongside Professor Patrick Alexander, has explored the notion of 'Intellectual wellbeing' within teacher professional learning and development in recent years. Building on this, they are currently collaborating on the newly coined concept of "Noetic Syntonia". This evolving framework expands on Intellectual Wellbeing, describing it as "a way of being, an artwork of the self" that reflects a commitment to the intellectual, political and theoretical qualities of human experience.
This provocative session challenges the foundations of traditional pedagogy by asking: "What if the role of a teacher is not to explain, but to emancipate?" Drawing on Jacques Rancière's radical concept of intellectual emancipation, we explore the creation of "Educational Agoras" - spaces that dismantle hierarchies and foster true intellectual partnerships. The session will explore the types of “thinking partners” that leaders and teachers draw on, from reading and engaging with educational theory and research to literature and art to colleagues and students. This will lead to a thought-provoking discussion of how explicit, sustained, purposeful engagement with “thinking partners” can lead to the emergence of educational agoras where the role of the teacher is to emancipate thinking rather than to assist in the production and reproduction of knowledge. This approach has significant implications for education systems in a time of considerable ecological, geopolitical, economic, and technological change.
In the first part of the session, we will engage with Jacques Rancière's provocative classic text "The Ignorant Schoolmaster" as a way of unpacking the notions of intellectual emancipation and equality of intelligence. This will lead to an exploration of how to reimagine (that is, not to rethink, but to imagine once again) educational relationships as a dialogue of emancipation. We will then apply Guattari's notion of three ecologies (explored at AISC 2023) to consider how an emancipatory approach also nurtures the creation of holistic learning environments. This applies as much to the classroom as to contexts of professional learning, and we will consider how an emancipatory, ecological approach may revolutionize professional learning and development by shifting practice from knowledge transmission and technical expertise to emancipatory practice. The session will conclude with an engaging discussion and interactive design activity focused on nurturing emancipatory educational agoras in participants’ own settings.