id: 06356593
dt: j
an: 2014f.00273
au: Jorgensen, Robyn; Gates, Peter; Roper, Vanessa
ti: Structural exclusion through school mathematics: using Bourdieu to
understand mathematics as a social practice.
so: Educ. Stud. Math. 87, No. 2, 221-239 (2014).
py: 2014
pu: Springer Netherlands, Dordrecht
la: EN
cc: D20 C60
ut: Bourdieu; sociology; equity; habitus; field; capital
ci:
li: doi:10.1007/s10649-013-9468-4
ab: Summary: In this paper, we explore a sociological approach to mathematics
education and offer a theoretical lens through which we can come to
understand mathematics education as part of a wider set of social
practices. Many studies of children’s experiences in school show that
a child’s academic success is a product of many factors, some of
which are beyond the control and, sometimes, the knowledge of the
classroom teacher. We draw on the sociological ideas of Pierre Bourdieu
to frame our analysis of the environment in which the pupils learn and
the ways in which the practices help to create parallel worlds which
are structured quite differently inside and outside the classroom.
Specifically, we use Bourdieu’s notions of habitus, field and
capital. Using two cases, we highlight the subtle and coercive ways in
which the practices of the field of mathematics education allow greater
or lesser access to the hegemonic knowledge known as school mathematics
depending on the cultural backgrounds and dispositions of the learners.
We examine the children’s mathematical learning trajectories and
reflect on how what they achieve in the future will, in all likelihood,
be shaped by their social background and how compatible this is with
the current educational climate.
rv: