Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18258
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dc.contributor.authorSwanson, Dalene M-
dc.contributor.authorAppelbaum, Peter-
dc.date.accessioned2016-11-04T05:53:38Z-
dc.date.available2016-11-04T05:53:38Z-
dc.date.issued2012-12-
dc.identifier.other189-
dc.identifier.urihttp://hdl.handle.net/1893/18258-
dc.description.abstractDiscussions about the connections between mathematics and democracy amongst the general populace have not been explicitly well rehearsed. A critical relationship with democracy for mathematics education may involve directing and redirecting its purposes. But, we ask, what if the ‘choice’ to not participate in experiences of mathematics education, or in its (re)direction, were itself also a critical relationship with mathematics education? What if this refusal and disobedience to the evocative power of mathematics were a democratic action? We argue that consideration of mathematics education for democracy and development must take seriously specific acts of refusal that directly confront the construction of inequality common in most development contexts. Globalisation and development discourses, via citizenship and nationalism, construct relationships with learners and mathematics education in very specific ways that delimit possibilities for egalitarianism and democratic action. But, might such action not be recognised, not as refusal to participate per se, but as a refusal to participate in mathematics education’s colonising and/or globalising neo-liberal gaze? In arguing for the opening of a position of radical equality, we introduce Jacques Rancière to mathematics education theory, noting that for Rancière emancipation is the intentional disregard for ideological narratives such as the ones produced by mathematics education discourses. Thus, we provoke serious reconsideration of the assumptions behind most school improvement and professional development projects, as well as mathematics education policies and practices framed by globalising development discourses, and in the process we challenge our colleagues to consider ‘refusal’ not as deficit or failure, but as a critical position of radical equality in relation to mathematics education.en_UK
dc.language.isoen-
dc.publisherAOSIS Open Journals-
dc.relationSwanson DM & Appelbaum P (2012) Refusal as a Democratic Catalyst for Mathematics Education Development, Pythagoras, 33 (2), Art. No.: 189.-
dc.rights© 2012. The Authors. Licensee: AOSIS OpenJournals. This work is licensed under the Creative Commons Attribution License.-
dc.subjectmathematics educationen_UK
dc.subjectdemocracyen_UK
dc.subjectSouth Africaen_UK
dc.subjectUSAen_UK
dc.titleRefusal as a Democratic Catalyst for Mathematics Education Developmenten_UK
dc.typeJournal Articleen_UK
dc.identifier.doihttp://dx.doi.org/10.4102/pythagoras.v33i2.189-
dc.citation.jtitlePythagoras-
dc.citation.issn1012-2346-
dc.citation.volume33-
dc.citation.issue2-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emaildalene.swanson@stir.ac.uk-
dc.contributor.affiliationInitial Teacher Education-
dc.contributor.affiliationArcadia University-
Appears in Collections:Faculty of Social Sciences Journal Articles



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