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

Record type: Monograph (Working Paper)

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.

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Citation

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).

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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 10 Sep 2008
Last modified: 17 Jul 2017 14:19

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