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This book examines mathematics education research from socio-political perspectives. It is organized in dialogic units which examine issues such as the critique of existing research results based on the adoption of socio-political approaches; the implications of alternative theoretical tools in researching mathematics education; the tensions emerging while conducting research in highly conflictive environments; the researchers’ positioning with respect to research participants; and the adoption of socio-political methodological frameworks. As a whole, the book serves to illuminate what it means to say that power is a central constituent of mathematics education practices and research.
This book will be of interest to researchers in mathematics education and general education as well as to graduate students taking courses on mathematics education research.
Contributors Preface; Peter McLaren
Introduction: Setting The Scene Of This Book Socio-political perspectives on mathematics education; Paola Valero
First Dialogic Unit: Challenging Traditional Research Areas From Socio-Political Perspectives The socio-political context of the mathematics classroom. Using Bernstein’s theoretical framework to understand classroom communications; Stephen Lerman and Robyn Zevenbergen Assessment, learning and identity; Dylan Wiliam, Hannah Bartholomew and Diane Reay
Second Dialogic Unit: Findrng Alternative Theoretical Tools Postmodernity and social research in mathematics education; Paul Ernest Problematising culture and discourse for mathematics education research. Defining the issues; tools for research; Tony Cotton and Tansy Hardy
Third Dialogic Unit: Researching In Conflictive Situations Dichotomies, complementarities and tensions. Researching mathematics teaching in its social and political context; Núria Gorgorió, Nútria Planas and Alan Bishop Lessons from research with a social movement. A voice from the South; Gelsa Knijnik
Fourth Dialogic Unit: Addressing The Researcher’s Positioning Researching the school mathematics culture of ‘others’. Creating a self-other dialogue; Anna Chronaki The fly on the edge of the porridge bowl. Outsider research in mathematics education; Tamsin Meaney
Fifth Dialogic Unit: Adopting Critical Approaches In Research Methodology Understanding for changing and changing for understanding. Praxis between practice and theory through action research in mathematics education; Bill Atweh Research methodology and critical mathematics education; Ole Skovsmose and Marcelo Borba Methodological challenges for mathematics education research from a critical perspective; Renuka Vithal
Epilogue: Talking Back To Mathematics Education Research School subjects, the politics of knowledge, and the projects of intellectuals in change; Thomas Popkewitz
Name Index Subject Index