Neoliberal mathematics education research in the service of big capital
Tipo de documento
Autores
Lista de autores
D'Souza, Rossi
Resumen
In this paper, I argue that international Mathematics Education Research (MER) is dictated by the interests and agenda of the imperialist countries, which dehistoricizes the material conditions of imperialized and impoverished nations while deliberately obfuscating the economic reasons underlying the “failure” of mathematics learning outcomes of their students. Instead, in the guise of improving mathematics teaching/learning, such researches usually blame the very people of these imperialized countries for the ‘low learning outcomes’ of their school students, attributing it to “cultural” and “local” beliefs, mindsets, practices, etc., thereby producing academic justifications for the neoliberal destruction of their public education systems. I begin my argument by drawing from my PhD research study with visually challenged mathematics learners from socio-economically marginalized communities in India. I then follow it up with a brief overview of some mathematics education research works in the context of Sub-Saharan African countries to illustrate my point.
Fecha
2023
Tipo de fecha
Estado publicación
Términos clave
Aspectos socioeconómicos | Reflexión sobre la enseñanza | Situado sociocultural
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
DOI
10.37001/remat25269062v20id797
Usuario
Referencias
BLACK, Eugene R. THE DOMESTIC DIVIDENDS OF FOREIGN-AID. Columbia Journal of World Business, vol. 1, p. 21-27, 1965. D'SOUZA, Rossi. Exploring Implications of the Social Model of Disability for Mathematics Education. Apr. 2021. Available from: https://www.hbcse.tifr.res.in/research-development/ph.d.-theses/rossi-dsouza-phdthesis.pdf/. Accessed: 16 Dec. 2022. GOBEDE, Fraser. Investigating mediation strategies used by early years mathematics teachers in Malawi. In: Eleventh Congress of the European society for research in Mathematics Education (CERME11), 2022, Utrecht. [S. l.: s. n.]. HIRANANDANI, Vanmala; SONPAL, Deepa. Disability, Economic Globalization and Privatization: A Case Study of India. Disability Studies Quarterly, vol. 30, no. 3/4, 24 Aug. 2010. Available from: https://doi.org/10.18061/dsq.v30i3/4.1272. Accessed: 16 Dec. 2022. D’SOUZA, R. Revista de Educação Matemática (REMat), São Paulo (SP), v.20, Edição Especial: Filosofias e Educações Matemáticas, p. 1-11, e023072, 2023, eISSN: 2526-9062 DOI: 10.37001/remat25269062v20id797 Sociedade Brasileira de Educação Matemática – Regional São Paulo (SBEM-SP) 11 LUNETA, Kakoma (ed.). Mathematics Teaching and Professional Learning in subSahara Africa. Cham: Springer International Publishing, 2021. E-book. ISBN 9783030827229. Available from: https://doi.org/10.1007/978-3-030-82723-6. Accessed: 16 Dec. 2022. MAZANA, Mzomwe Yahya; MONTERO, Calkin Suero; CASMIR, Respickius Olifage. Assessing Students’ Performance in Mathematics in Tanzania: The Teacher’s Perspective. International Electronic Journal of Mathematics Education, vol. 15, no. 3, p. em0589, 22 Apr. 2020. Available from: https://doi.org/10.29333/iejme/7994. Accessed: 16 Dec. 2022. OTTEVANGER, Wout; VAN DEN AKKER, Jan; DE FEITER, Leo. Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa. [S. l.]: The World Bank, 2007. E-book. ISBN 9780821370704. Available from: https://doi.org/10.1596/978-0-8213- 7070-4. Accessed: 16 Dec. 2022. ROWEN, Hobart. IMF Approves $5.8 Million Loan to India. 10 Nov. 1981. Available from: https://www.washingtonpost.com/archive/business/1981/11/10/imf-approves-58- million-loan-to-india/c4c73303-4bc9-4a78-ac31-680b093e658e/. Accessed: 16 Dec. 2022. SHARMA, Vijender. UPA's Agenda of Academic 'Reforms' Facilitating Trade in Higher Education. Social Scientist, vol. 38, no. 9/12, p. 91-127, 2010. STIGLITZ, Joseph E. Globalization and its discontents. New York: W. W. Norton, 2002b. 282 p. ISBN 0393051242. TABULAWA, Richard. Teaching and learning in context: Why pedagogical reforms fail in sub-Saharan Africa. Dakar, Senegal: CODESRIA, Council for the Development of Social Science Research in Africa, 2013. 176 p. ISBN 9782869785694. TAKKER, Shikha et al. Teachers’ knowledge of students’ thinking inferred from lesson plans in lesson study. In: EPISTEME 9, Mumbai: Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, 2022. p. 397-405. TUKDEO, Shivali. India Goes to School: Education Policy and Cultural Politics. [S. l.]: Springer, 2019. 150 p. ISBN 9788132239550
Proyectos
Cantidad de páginas
11