The struggle for a socially-just pedagogy: an ethnographic study of a mathematics classroom


Edwards, Julie-Ann and Jones, Keith (1999) The struggle for a socially-just pedagogy: an ethnographic study of a mathematics classroom. Southampton, UK, University of Southampton Centre for Research in Mathematics Education, 5pp. (University of Southampton Centre for Research in Mathematics Education Working Papers).

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Description/Abstract

This study is based in a social-constructivist framework, interpreted through the lens of feminist and other emancipatory writing. The researchers combine ethnographic and action research methods to explore the activity of a teacher working in what she views as a ‘constitutively oppressive’ context. The focus is on examining how successful the teacher can be in recognising and valuing a variety of forms of knowing while working within a curriculum context that appears to privilege one particular form of knowledge. The study was designed and carried out through collaboration between teacher and researcher. It illustrates how the teacher is mostly successful in generating a connected form of knowing for her pupils, albeit at the expense of her continuous struggle against the constraining influence of what she experiences as formidable external pressures.

Item Type: Monograph (Working Paper)
Related URLs:
Keywords: pegagogy, curriculum, secondary, school, schools, teaching, mathematics, maths, math, feminism, theory, social justice, autonomy
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 63060
Date Deposited: 10 Sep 2008
Last Modified: 27 Mar 2014 18:44
URI: http://eprints.soton.ac.uk/id/eprint/63060

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