What if I Was Harmful? Reflecting on the Ethical Tensions Associated with Teaching the Dominant Mathematics

Autor/in	Abtahi, Yasmine
Titel	What if I Was Harmful? Reflecting on the Ethical Tensions Associated with Teaching the Dominant Mathematics
Quelle	In: Educational Studies in Mathematics, 110 (2022) 1, S.149-165 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abtahi, Yasmine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10117-1
Schlagwörter	Ethics; Teaching Methods; Mathematics Instruction; Integrity; Risk; Educational Theories; Western Civilization; Cultural Differences; Native Language; Epistemology; Correlation; Second Languages; Learning Processes; Social Differences; Non Western Civilization; Student Diversity + Suchen Sie Ihr Suchwort? Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Integrität; Risiko; Educational theory; Theory of education; Bildungstheorie; Kultureller Unterschied; Erkenntnistheorie; Korrelation; Second language; Zweitsprache; Learning process; Lernprozess; Sozialer Unterschied
Abstract	What are the effects of teaching the dominant mathematics on the wholeness and integrity of the cultural, social and linguistic resources of diverse communities? In this text, I seek to capture the risks associated with utilising non-Western resources in the teaching of the dominant mathematics in order to elucidate possible types of harms that conventional mathematics education could cause to various non-Western communities. In particular, I challenge various dominant theoretical views that endorse the employment of the social, cultural and linguistic (re)sources of others to teach and learn mathematics, without paying similar or even deeper ethical attention to the mutual and reciprocal effects of the taught and learnt mathematics. I propose an epistemology of interrelationships; I call attention to possible harms caused by utilising the social, cultural and linguistic (re)sources of some non-Western communities as part of the teaching and learning of dominant school mathematics on the same (re)sources of those communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01