The struggle for a socially-just pedagogy: an ethnographic study of a mathematics classroom
The struggle for a socially-just pedagogy: an ethnographic study of a mathematics classroom
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.
pegagogy, curriculum, secondary, school, schools, teaching, mathematics, maths, math, feminism, theory, social justice, autonomy, learning, classroom
Centre for Research in Mathematics Education, University of Southampton
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1999
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Edwards, Julie-Ann and Jones, Keith
(1999)
The struggle for a socially-just pedagogy: an ethnographic study of a mathematics classroom
(University of Southampton Centre for Research in Mathematics Education Working Papers)
Southampton, UK.
Centre for Research in Mathematics Education, University of Southampton
5pp.
Record type:
Monograph
(Working Paper)
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.
Text
Edwards_Jones_socially-just_pedagogy_1999.pdf
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More information
Published date: 1999
Keywords:
pegagogy, curriculum, secondary, school, schools, teaching, mathematics, maths, math, feminism, theory, social justice, autonomy, learning, classroom
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 63060
URI: http://eprints.soton.ac.uk/id/eprint/63060
PURE UUID: 6777821a-2701-4e85-8a7b-3bc0e0835ac9
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Date deposited: 10 Sep 2008
Last modified: 15 Mar 2024 11:34
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Contributors
Author:
Julie-Ann Edwards
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