Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25790
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dc.contributor.authorSwanson, Dalene Men_UK
dc.date.accessioned2017-08-22T22:51:48Z-
dc.date.available2017-08-22T22:51:48Z-
dc.date.issued2017-07en_UK
dc.identifier.urihttp://hdl.handle.net/1893/25790-
dc.description.abstractFirst paragraph: More and more, standardized, efficiencies-based, and surveillance-driven modus operandi are prescriptively defining the interests of the individual and collective in terms of market-driven imperatives in consonance with the demands of the nation state competing for resources, means, and power on a global stage (Swanson, 2010a, 2010b, 2013). While Trumpianism and the rise of popul(ar)ist nationalism has confused the straightforwardness of the “common sense” of neoliberalism, it is without undoing its expansionist effects in an increasingly unequal world (Gamal & Swanson, in press). Acting in accordance with “(inter)national” relations of exchange, this dominant economic rationalism is reflected in the production of consumer-driven homo economicus for the New Knowledge Economy through the increasing trend towards techno-scientistic corporatist economic utilitarianism in education, of which mathematics education plays a leading role under a veil of political neutrality. This growth of techno-scientistic and managerialist instrumentality is, for Hobart (1993), aligned with the growth of ignorance. It tends to facilitate what Biesta (2005) has referred to as “learning” discourses, or the prevalence of “learnification.” This functionalism is concomitant with increasing privatization, standardization, instrumentality, and commodification of mathematics education curricula and educational environments glocally. This trend belies the increasing global political and economic uncertainty, ecological fragility and human precarity that has become the hallmark of our anthropocenic age, masked by the dominant assumption of “common/ global good” in the advancements of global capitalism and reliance on the “naturalness” of “market forces.” This trend is a normalizing condition pervading all aspects of our lives and increasingly threatens foreclosing the public sphere, in Arendtian terms, leaching away imaginative and practical capacity with the intended effect of largely disaggregating political will for resistance. It instigates the question: in our incremental accommodation of this general depoliticized commonsense hegemony, our slow capitulation to a diminished public space, and our relinquishing of freedoms even with greater consumerist “choice” and networked transnational intercommunicative access, is this neoliberal spread a form of global “political evil” as Hayden (2009) asseverates in drawing on the political thought of Hannah Arendt? Or is it, following Friedrich Nietzsche (1878/1996), merely stupidity and ignorance on our parts in forgetting what our intentions were and what we were trying to do? (Swanson, 2010a)en_UK
dc.language.isoenen_UK
dc.publisherGeorgia State Universityen_UK
dc.relationSwanson DM (2017) Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis. Journal of Urban Mathematics Education, 10 (1), pp. 7-15. http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/337/206en_UK
dc.rightsThe copyright for articles in JUME is retained by author(s), with first use publication rights granted to JUME. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.en_UK
dc.titleMathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisisen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleJournal of Urban Mathematics Educationen_UK
dc.citation.issn2151-2612en_UK
dc.citation.volume10en_UK
dc.citation.issue1en_UK
dc.citation.spage7en_UK
dc.citation.epage15en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttp://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/337/206en_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.wtid522219en_UK
dc.contributor.orcid0000-0001-7704-1060en_UK
dc.date.accepted2017-07-15en_UK
dcterms.dateAccepted2017-07-15en_UK
dc.date.filedepositdate2017-08-22en_UK
rioxxterms.apcnot chargeden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorSwanson, Dalene M|0000-0001-7704-1060en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2017-08-22en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2017-08-22|en_UK
local.rioxx.filenameswanson - JUME commentary - July 2017.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source2151-2612en_UK
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