Now available for pre-order this new book explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings.
Description
Drawing upon diverse theoretical and methodological traditions across the globe including countries in South America, Asia, Australia, and Europe, each chapter challenges and, eventually, troubles the wide circulation of a universal imagery of citizenship based on mathematical competence in not only curriculum, school reforms and policy, but also in teaching and learning practices. Troubling the Euro-centric and global notions of citizenship and diversity, the book foregrounds local practices in mathematics education to portray a broader picture for the current problems of equity, social justice, and democracy. The book also engages with critical discussions on how ‘citizens’ and ‘noncitizens’ are being fabricated in the context of educational policies and specific mathematical practices.
First of its kind, to trouble what is at stake when mathematics education is framed within the discourses of citizenship globally (through challenging and problematizing what is understood as ‘normal’), this book will be of relevance to scholars, academics, and researchers in the field of sociology of education, anthropology of education, philosophy of education, mathematics education, citizenship studies and international and comparative education.
Chapter from Professor Dalene Swanson
Chapter 5 - Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education - is written by School of Education's Professor Dalene Swanson and Professor Kate le Roux from the University of Cape Town, South Africa.
Chapter abstract
Concerns about what happens at the confluence of discourses with respect to mathematics and mathematics education, ‘globalisation’, and ‘citizenship’ have long been raised by mathematics education scholars working within the sociopolitical. Recent world events that highlight the paradoxical interconnectedness and divisiveness characterising the contemporary world, and simultaneously the reach of mathematics in action within science and technology in society, serve to bring this confluence into critical focus. Scholarship shows that, in its dominant mode, these discourses act through power relations to (re)produce the interests of a neoliberal, globalising capitalism, even as capitalism is in its late mode. Such scholarship also reveals the imperatives and (im)possibilities of challenging dominant discourses of exclusion, often advanced in the name of inclusion, of mathematical knowledges (such as, ‘global’ vs. ‘local’ knowledges), and of mathematical knowers (notably, ‘citizens’ vs. ‘non-citizens’). Our intention here is to pursue the possibilities and limitations afforded by the stated confluence of discourses. Given the historical constitution of mathematics as a hubristic discipline that projects a purportedly neutral, universal, recontextualising and certain ‘gaze’ on the world, and of mathematics education as serving to produce the mathematical ‘citizen’ with such a gaze, our intention is to reimagine conceptual boundary-crossing praxes. The possibility we offer takes the form of a relational, opening, glocalising praxis, exercised with a disposition of reflexivity and reciprocity, the latter involving giving with responsibility and receiving humbly. We offer guiding questions to exemplify the realisable potential of this praxis to reimagine the mathematical ‘citizen’ anew. In this latter sense, we are trying to understand what happens when the student, teacher, or researcher assumes the role of ‘citizen’. For our proposed praxis of reimagining, we think from decolonial thought and critical global citizenship education, in dialogue with sociopolitical mathematics education.
Visit the publisher's website for more information and to pre-order.
Posted on Monday 13th January 2025