Distribution, Recognition and Representation: Mathematics Education and Indigenous Students

Meaney, Tamsin; Edmonds-Wathen, Cris; McMurchy-Pilkington, Colleen; Trinick, Tony

doi:10.1007/978-981-10-1419-2_8

Cited by 14 publications

(8 citation statements)

References 38 publications

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“…Recently, Fraser's (2005Fraser's ( , 2008 theory of social justice has been used in mathematics education, particularly in regard to challenging expectations about Indigenous student's learning of mathematics (see Meaney et al, 2016;Trinick, 2019;Nolan, 2020). In this case, economic distribution from the perspective of normal, Keynesian-Westphalian, justice discourse focuses only on equal distribution of Western mathematical knowledge, or "near-universal, conventional mathematics or NUC-mathematics" (Barton, 2008, p. 10).…”

Section: Fraser's Theory Of Social Justice and Mathematics Education For Indigenous Studentsmentioning

confidence: 99%

Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students

2021

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To increase possibilities for listening respectfully to Indigenous educators, there is a need to identify conversational prompts which are used to raise alternative views of social justice about mathematics education for Indigenous students. Using Nancy Fraser’s description of abnormal social justice, an analysis was made of transcripts from round table sessions, at an Indigenous mathematics education conference. This analysis identified a number of conversational prompts that enabled shifts from normal to abnormal discussions about social justice. Normal discussions exhibited assumptions in which mathematics was valued as a Western domain of knowledge; cultural examples could be used as vehicles to teach mathematics; and decisions about education for Indigenous students should be made by external authorities. In abnormal discussions, these assumptions were queried and alternative possibilities arose. The conversational prompts, which initiated this querying, occurred in a number of ways, including the telling of stories and the asking of questions that either directly or indirectly challenged normal justice discourses about Indigenous students’ learning of mathematics. Identifying conversational prompts can assist non-Indigenous mathematics educators, who wish to be allies, to challenge their own and others’ assumptions about normal social justice issues related to mathematics education for Indigenous students.

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Section: Fraser's Theory Of Social Justice and Mathematics Education For Indigenous Studentsmentioning

confidence: 99%

Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students

2021

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“…Why is it the case that "What is it about the mathematics which makes it difficult to learn" is prioritized over "What is it about the contexts that produces under-achievement in the learning of mathematics"? When under-achievement is mentioned, it is most often done so as a way of labeling a group (see, for example, Meaney, Edmonds-Wathen, McMurchy-Pilkington, & Trinick, 2016). Generally, all the labeling does is to glue more strongly the under-achievement to these groups of students, so they or their families become responsible for the under-achievement.…”

Section: Tamsin Meaneymentioning

confidence: 99%

What can we do against racism in mathematics education research?

et al. 2020

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Recent events in the USA spotlight the racism that has permeated daily life since before the 1600s. In particular, some high-profile incidents of police killing unarmed Black citizens in 2020, the public outcry, and the massive solidarity protests have provoked significant introspection. This spotlight on racism has stretched beyond the borders of the USA. Demonstrations in Australia, Canada, Colombia, England, Europe, and elsewhere are provoking public discussion about ingrained institutional and individual racism, particularly against people of African descent and Indigenous people. Despite this attention, there seems to be little change. We know of multiple incidents of police killing Black and Indigenous people in multiple countries in the month following the catalyst of George Floyd's murder in the USA. And we see new forms of old racism targeted at people of Asian descent (e.g., Das, 2020), blaming them for the COVID-19 pandemic. The expression "Black Lives Matter," which became well-known in 2013 (https://blacklivesmatter.com/about/), has been used as a rallying cry in the recent protests in the USA and beyond. However, we worry that the news cycle is losing its focus on the Black Lives Matter protests and the associated introspection regarding racism. We recognize that many organizations have not lost interest and are taking action to address racism. We too, as editors of Educational Studies in Mathematics (ESM), commit ourselves to keep taking racism seriously. Much of the scholarship in mathematics education regarding racism considers ways in which mathematics education as a white institutional space and mathematics teaching practices

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“…Esta visión dificulta la identificación de estudiantes de otros grupos sociales, en especial de minorías kurdas, con las normas de participación y éxito en las matemáticas escolares. Casos similares se han documentado para la población inmigrante en Estados Unidos, en particular los latinos (Civil, 2007); en muchos de los países europeos frente a los inmigrantes recientes (Alrø, Skovsmose y Valero, 2008;Planas y López, 2007); y frente a las poblaciones indígenas minoritarias en Australia y el Pacífico (Meaney, Edmonds-Wathen, McMurchy-Pilkington y Trinick, 2016) y en América Latina (Secada, Cueto y Andrade, 2003).…”

Section: La Reproducción De Las Desigualdades Socialesunclassified

El deseo de acceso y equidad en la educación matemática

Valero¹

2017

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La idea de que el fracaso en las matemáticas es un problema para la democracia y la equidad debe entenderse como parte de una configuración histórica donde el logro de los individuos y la población se conecta con el desarrollo de capital humano y el progreso social y económico. El deseo de una población con más capacidades matemáticas va de la mano de la generación de mecanismos de ordenación y clasificación de la población y la in(ex)clusión con relación al éxito/fracaso en las matemáticas escolares. La investigación internacional en educación matemática ha abordado este problema desde distintas posiciones teóricas. Dos de ellas se identifican: la posición del empoderamiento supone que las matemáticas transfieren sus atributos de poder a quienes las aprenden, o bien por sus características intrínsecas, o por sus aplicaciones, o por su carácter crítico. La posición de la desigualdad supone que las matemáticas como formas de conocimiento en sí o como parte de las prácticas escolares se entrelazan con mecanismos de clasificación social de acuerdo con otras categorías, como la habilidad, el género, el lenguaje, etc. Las tensiones que emergen en el campo de la educación matemática por la co-existencia de esta diversidad de visiones llama a tomar una posición ética y política sobre qué posibilidades hay para la investigación y la práctica.

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Distribution, Recognition and Representation: Mathematics Education and Indigenous Students

Cited by 14 publications

References 38 publications

Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students

Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students

What can we do against racism in mathematics education research?

El deseo de acceso y equidad en la educación matemática

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