Jacques Rancire's work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancire's work to education research. Rancire's argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler's and Rancire's portrayal of the relationship between discourse and subjection, as well as their attention to discursive "imitation" in making inequality representable. The article concludes with a discussion of the problematic which Rancire's work suggests for education research. (Contains 1 note.)