In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious and fleeting; 2) one might become better at democracy by trying to ‘do it’ more often and that education is where this ‘trying’ might occur. We draw on Rancière’s work on democracy that focusses on democratic acts or moments; on the ‘fracturing’ of sense (what is sayable, seeable, thinkable) – when people whose only part (including in education) is none, take one. A process of ‘becoming public’, we suggest, is instituted in these events. To this end, our proposal for public education is adversarial to contemporary formations of education. Conceptualising public education in this way shows that it is rare, and becoming rarer.

在本文中，我们提出的论点是，公共教育源于民主在教育中的实践。出于本文的目的，我们使用罗勒·伯恩斯坦（Basil Bernstein）提出的教学权作为构架和支持这种“付诸实践”的方式。我们认为，民主必须从两种意义上来实践：1）它不是“存在”的，而是必须不断地更新并使其在人与人之间生活，因为它是and可危且短暂的。2）人们可能会尝试更多地“做某事”，从而在民主上变得更好，而教育就是这种“尝试”的发源地。我们借鉴兰奇埃（Rancière）在民主方面的工作，该工作侧重于民主行为或时刻。在意义的“断裂”上（可以说，可以看见，可以想像）–当只有一部分（包括在教育中）没有的人接受。我们建议“成为公众”的过程，在这些事件中建立。为此，我们的公共教育建议与当代教育形式是对抗的。以这种方式对公共教育进行概念化处理表明，这种教育很少见，而且越来越少见。