Challenging ableism in high school mathematics
Tipo de documento
Autores
Lista de autores
D’Souza, Rossi.
Resumen
Although disability is a case of oppression wherein disabled people are marginalized, denied access and full participation in society, it is generally perceived simply as something wrong with a person. Ableism, a central part of disability, manifests in mathematics education when mathematics is presented, taught, and even defined in terms of the visual (assuming that all can see). Education research focusing on disability rarely challenges ableism in the curriculum and focuses mostly on how disabled children learn or how they can be taught. This contributes neither towards liberation nor empowerment. Using critical ethnography in my fieldwork, I argue for an expanded understanding of mathematics for social justice as well as for justice towards mathematics as a discipline.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Discapacidad sensorial o física | Gestión de aula | Reflexión sobre la enseñanza | Teoría social del aprendizaje | Tipos de metodología | Visualización
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 2)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
427 - 440
Referencias
Charlton, J. (2000). Nothing about us without us: Disability oppression and empowerment. Los Angeles: University of California Press. Cohen, L., Manion, L., & Morrison K. (2011). Research methods in education. New York, NY: Routledge. Fiorenza, E. (2001). Wisdom ways: Introducing feminist biblical interpretation. Maryknoll, NY: Orbis Books. Freire, P. (1970). Pedagogy of the oppressed. London: Penguin. Idol, L. (1997). Key questions related to building collaborative and inclusive schools. Journal of Learning Disabilities, 30(4), 384–394. Madison, D. S. (2004). Critical ethnography: Methods, ethics and performance. Thousand Oaks, CA: Sage Publications. Oliver, M. (1990, July). The individual and social models of disability. In Joint Workshop of the Living Options Group and the Research Unit of the Royal College of Physicians (Vol. 23). Trueba, E. (1999). Critical ethnography and a Vygotskian pedagogy of hope: the empowerment of Mexican immigrant children. International Journal of Qualitative Studies in Education, 12(6), 591–614.