How active involvement in learning mathematics can preclude meaningful engagement: contributions from Foucault
Klein, Mary (2000) How active involvement in learning mathematics can preclude meaningful engagement: contributions from Foucault. Pedagogy, Culture and Society, 8 (1). pp. 69-83.
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The intention in this article is to make problematic the notion of active involvement in learning from a poststructuralist perspective. Specifically, the author argues that students are always actively involved and always learning and that such learning can have positive or negative effects. she uses the poststructuralist concept of power/knowledge within discourses such as mathematics education to argue that if we want students to be empowered or enfranchised within the discourse, it is the degree of individual engagement that matters. Engagement is measured by the degree to which students are variously able to take themselves up as authoritative speakers of the recognised 'truths' of the discipline or discourse, and refers directly to the power/knowledge nexus (Foucault, in Bernauer & Rasmussen, 1987) operating in the classroom.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||mathematics education, activity based learning, active involvement, power/knowledge|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||19 Oct 2006|
|Last Modified:||14 Feb 2011 00:54|
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