id: 06454520
dt: j
an: 2015d.00227
au: Walshaw, Margaret
ti: Post-structuralism and ethical practical action: issues of identity and
power.
so: J. Res. Math. Educ. 44, No. 1, 100-118 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C60 C20
ut: ethics; self-concept; power structure; language usage; social structure;
equity; females; secondary school students; gender differences; student
attitudes; mathematics tests; gifted students; professional identity;
teaching methods; teacher supervision; social justice; cultural issues
ci:
li: http://www.nctm.org/publications/article.aspx?id=35212
ab: Summary: 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 Foucaultâ€™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.
rv: