Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18561
Appears in Collections:Faculty of Social Sciences Conference Papers and Proceedings
Peer Review Status: Refereed
Authors: Swanson, Dalene M
Contact Email: dalene.swanson@stir.ac.uk
Title: Power and Poverty - Whose, Where, and Why?: School Mathematics, Context and the Social Construction of "Disadvantage"
Editors: Novotna, J
Moraova, H
Kratka, M
Stehlikova, N
Citation: Swanson DM (2006) Power and Poverty - Whose, Where, and Why?: School Mathematics, Context and the Social Construction of "Disadvantage", Novotna J, Moraova H, Kratka M, Stehlikova N (ed.) Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic, 16.7.2006 - 21.7.2006, Prague: International Group for the Psychology of Mathematics Education, pp. 217-224.
Issue Date: 2006
Series/Report no.: PME Proceedings
Conference Name: 30th Conference of the International Group for the Psychology of Mathematics Education
Conference Dates: 2006-07-16T00:00:00Z
Conference Location: Prague, Czech Republic
Abstract: This paper compares the discourse and practice of school mathematics in two socioeconomically different school contexts in post-apartheid South Africa. It addresses the relationship between constructed "difference" and "pedagogized disadvantage." In other terms, it looks at the way in which certain students, spoken-of in terms of "deficit" and "disadvantage", are afforded differentiated school mathematics discourse that situates them in terms of "failure". Consequently, these socially constructed students are not provided with access to pedagogic or socio-economic empowerment. The paper examines the role of social context in the elaboration of social difference discourses and their recontextualization into mathematics in ways that recruit psychologizing positions, thus pathologizing students and producing disabling pedagogies.
Type: Conference Paper
Status: Book Chapter: publisher version
Rights: Author retains copyright. Proper attribution of authorship and correct citation details should be given.
URI: http://hdl.handle.net/1893/18561
Affiliation: Initial Teacher Education

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