
06454520
j
2015d.00227
Walshaw, Margaret
Poststructuralism and ethical practical action: issues of identity and power.
J. Res. Math. Educ. 44, No. 1, 100118 (2013).
2013
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
C60
C20
ethics
selfconcept
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
http://www.nctm.org/publications/article.aspx?id=35212
Summary: In an era when familiar categories of identity are breaking down, an argument is made for using poststructuralist vocabulary to talk about ethical practical action in mathematics education. Using aspects of Foucault's poststructuralism, 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.