Theory in service of the concrete: Cultural studies, schooling and critical mathematics education
2012 (English)Conference paper (Refereed)
As different from building theory from research the ability of theorising for action research at two Grade eight classrooms is discussed, by deploying cultural studies and problematising how students and teachers are (dis)empowered by cultural, political, global and economic forces. Moving beyond adoption of a neutral outlook to schooling and mathematics, the practice of mathematics education research necessitates careful and critical thinking through of content, context and agency. An attempt is made to narrate a better story of what could transpire within four walls of a mathematics classroom - situated as classroom and school themselves are in wider societal contexts.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:umu:diva-57844OAI: oai:DiVA.org:umu-57844DiVA: diva2:545267
Collaborative Action Research Network(CARN) & International Practice Development Collaborative (IPDC) Conference, 23 - 25 November 2012, Ashford, Kent, England