Post-Structuralism and Ethical Practical Action: Issues of Identity and Power

Autor/in	Walshaw, Margaret
Titel	Post-Structuralism and Ethical Practical Action: Issues of Identity and Power
Quelle	In: Journal for Research in Mathematics Education, 44 (2013) 1, S.100-118 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Ethics; Self Concept; Power Structure; Language Usage; Mathematics Education; Social Structure; Equal Education; Foreign Countries; Females; Secondary School Students; Gender Differences; Interviews; Student Attitudes; Mathematics Tests; Gifted; Professional Identity; Teaching Methods; Teacher Supervision; Social Justice; New Zealand + Suchen Sie Ihr Suchwort? Ethik; Selbstkonzept; Sprachgebrauch; Mathematische Bildung; Sozialstruktur; Ausland; Weibliches Geschlecht; Sekundarschüler; Geschlechterkonflikt; Interviewing; Interviewtechnik; Schülerverhalten; Begabter, Hoch Begabter; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Neuseeland
Abstract	In an era when familiar categories of identity are breaking down, an argument is made for using post-structuralist vocabulary to talk about ethical practical action in mathematics education. Using aspects of Foucault's post-structuralism, an explanation is offered of how mathematical identifications are tied to the social organization of power. An analysis of 2 everyday instances is provided to capture the oppressive conditions in which ordinary people involved in mathematics are engaged. Describing how systemic constraints become lived as individual dilemmas offers a way of understanding what we might do to effect change, and what we might do to produce tangible results. (Contains 1 footnote.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10