Full Description
This edited volume explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings.
Drawing upon diverse theoretical and methodological traditions across the globe including countries in South America, Asia, Australia, and Europe, each chapter challenges and, eventually, troubles the wide circulation of a universal imagery of citizenship based on mathematical competence in not only curriculum, school reforms and policy but also in teaching and learning practices. Troubling the Euro-centric and global notions of citizenship and diversity, the book foregrounds local practices in mathematics education to portray a broader picture for the current problems of equity, social justice, and democracy. The book also engages with critical discussions on how 'citizens' and 'noncitizen' are being fabricated in the context of educational policies and specific mathematical practices.
First of its kind, to trouble what is at stake when mathematics education is framed within the discourses of citizenship globally (through challenging and problematising what is understood as 'normal'), this book will be of relevance to scholars, academics, and researchers in the field of sociology of education, anthropology of education, philosophy of education, mathematics education, citizenship studies, and international and comparative education.
Contents
Introduction: Rethinking Citizenship Enactment for Mathematics Education
PART I: Troubling citizenship norms through conceptual ideals
Chapter 1: Challenging The Need for Mathematics Education for Future Success: What If This is The Best Version of Myself?
Chapter 2: An Essay to Discuss the Role of People with Disabilities in Globalization: You Deserve to Be Part of This World!
Chapter 3: Vocational mathematics and competence: Effects of and resistance to globalisation
Chapter 4: Mathematics education: a new balance between universalism and cultural diversity?
Chapter 5: Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education
Chapter 6: Revisiting the 'Modern' in Mathematics: Exploring some consequences with respect to Mathematics Education
Chapter 7: Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship spatiotemporalities and the political of mathematics education
PART II: Troubling citizenship norms within national and local settings
Chapter 8: Travelings of mathematically able bodies to Turkey: Configurations of paradoxical unities of (non)citizens across historical, national and global contexts
Chapter 9: Mathematics Education Under The New National Education Policy Of India: A Janus-Faced Highbrow Mathematics Instead Of A Hydra-Headed Bahujan Mathematics
Chapter 10: Globalization, racial projects, and the citizenship promise in mathematics education reform efforts
Chapter 11: Health And Citizenship In High School Mathematics Textbooks: Conducting Brazilian Students' Conducts
Chapter 12: Learning to Become a Modernized Peasant-Citizen through Brazilian Mathematics Textbooks
Chapter 13: The Elaboration of Culturally and Locally Based Mathematics Curricula in a Globalized Context
Chapter 14: Working with primary teachers in England on mathematics teaching for citizenship: critical and philosophical approaches
Chapter 15: Conclusion
