In Search of a Pedagogy of Conflict and Dialogue for Mathematics Education
In Search of a Pedagogy for Conflict and Dialogue for Mathematics Education is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in
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Mathematics Education Library VOLUME 32
Managing Editor A.J. Bishop, Monash University, Melbourne, Australia
Editorial Board J.P. Becker, Illinois, U.S.A. G. Leder, Melbourne, Australia A. Sfard, Haifa, Israel O. Skovsmose, Aalborg, Denmark S. Turnau, Krakow, Poland
The titles published in this series are listed at the end of this volume.
IN SEARCH OF A PEDAGOGY OF CONFLICT AND DIALOGUE FOR MATHEMATICS EDUCATION by
RENUKA VITHAL University of Durban-Westville, Durban, South Africa
SPRINGER SCIENCE+BUSINESS MEDIA, B.V.
Library of Congress Cataloging-in-Publication Data
ISBN 978-94-010-3987-1 DOI 10.1007/978-94-010-0086-4
ISBN 978-94-010-0086-4 (eBook)
Printed on acid-free paper
All Rights Reserved © 2003 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 2003 Softcover reprint of the hardcover 1st edition 2003 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
CONTENTS Acknowledgements Dedication Foreword Chapter 1:
Chapter 2:
IX XI XIII
AN EMERGENT SOCIAL, CULTURAL, POLITICAL APPROACH: Sketching a theoretical landscape 1. MATHEMATICS EDUCATION AFTER APARTHEID? 2. FOUR STRANDS OF A SOCIAL, CULTURAL, POLITICAL APPROACH 2.1. A critical mathematics education for all 2.2. A “critical ethnomathematics” education 2.3. Dimensions of diversity: a critical perspective in mathematics education through a focus on gender 2.4. A critical perspective in the South African context: People’s Mathematics 3. PULLING THE THEORETICAL STRANDS TOGETHER THROUGH EDUCATIONAL PRACTICE: THE CASE OF PROJECT WORK 4. CONTEXTUALISING THIS LANDSCAPE METHODOLOGICAL “THEORETICAL TOOLS” FOR RESEARCHING A SOCIAL, CULTURAL, POLITICAL APPROACH 1. A RESEARCH JOURNEY 2. THE ACTUAL CURRENT SITUATION 2.1. Teacher education, student teachers and teaching practice 2.2. School mathematics curricula and reforms 3. THE IMAGINED HYPOTHETICAL SITUATION 3.1. Initiating student teachers’ hypothetical imagination – during coursework 3.2. Developing student teachers’ hypothetical imagination – getting ready for practice 4. THE ARRANGED SITUATION 4.1. In the arranged situation 4.2. After the arranged situation 5. REFLECTIONS ON THE SITUATIONS 5.1. Potentiality 5.2. Intervention, implementation or imposition 5.3. Connecting the situations 5.4. Transformacy 6. CONCLUSION
V
1 1 3 6 16 22 27 35
39 45
45 47 48 50 55 56 59 62 63 65 67 68 69 70 71 72
VI Chapter 3:
Chapter 4:
Chapter 5:
CONTENTS METHODOLOGICAL CHALLENGES AND CRITERIA FOR RESEARCHING A SOCIAL, CULTURAL, POLITICAL APPROACH 1. INTRODUCTION: RESEARCH PARADIGMS 2. A CRITICAL APPROACH TO RESEARCH VERSUS A CRITICAL APPROACH TO EDUCATION 3. SOURCES FOR DEVELOPING A RESEARCH METHODOLOGY FOR A CRI
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