Suchergebnisse

The utopian dream of a global world is not new. It can be traced back in the 15th century navigators and 19th century colonial times and post world war peace pleas but also even earlier in ancient myths and religion narratives on the morals of living on earth. In our times, processes of globalisation are hastened by increased techno-culture, free-capitalist economy, migration, environmental calamity and war. During the last decades a global world imagery has taken momentum in how the lives of children, youth, families and educators could be reconfigured through the launching of 'global citizenship education' as strategic areas for curricular organisation by institutional bodies such as UNESCO or OECD. Explicit goals for an increased globalised, internationalised, cosmopolitan and urban worldview across nation-states, provinces and indigenous communities can be substantiated (for some) in the context of mathematics education practices. Based on the (false) epistemological assumption that mathematics remains a neutral and universal language, mathematics education becomes easily figured as the space for crafting a citizenship subjectivity for globality. In this context, one needs to problematize what is at stake when mathematics education curricula become (or not) framed within discourses of global citizenship education? How the 'future' of mathematics education can be reconfigured when the rhetoric of global citizenship education meets diverse localities? And moreover, what are the effects of such political imageries in diverse localities for children, teachers and materials, as well as for markets, economy and policies?The purpose of the symposium is twofold. It is, first, to discuss how such utopian dreams of global, transnational and cosmopolitan citizenship become entangled or disentangled with/in discourses of mathematics education in diverse localities and diverse cultures, nations, languages and bodies including a variety of practices and communities. Presenters and participants will bring forward projects that unfold certain historiographies that map the effects of discourses of global citizenship in mathematics education by attempting to reinstate its colonial, de-colonial and post-colonial politics. This might imply an encounter of ideological critique of such curricular endeavours, of problematizing processes of globalisation in specific localities, or discussing its potential affirmative politics for reclaiming what mathematics education might regenerate out of this conflictual discursive materiality. And, second, the symposium will try to create and perform an offhand presentation that can engage the conference participants based on visual materials and narratives brought by presenters and participants in either digital or physical forms. These can be fragments of varied media,artefacts, or, even art-based performances that will denote or interrogate the hybrid presence of 'global' citizenship education discourses in 'local' (and vice versa) mathematics education practices such as curriculum activities, exam-, guidelines but also contemporary artefacts, as well as cultural representations in well known movies, literature, poetry, games etc. The aim of such an endeavour will be to problematise the meanings and effects of discourses on 'global' or 'local' mathematics education policies, practices or hybrids and explore their effects not only for the formal -the written norms- but also for the hidden school curriculum -the unwritten norms- or even the informal leisure practices beyond the walls of schooling.

This paper responds to the frequently occurring phenomena of 'sad affects' experienced by student teachers as they confront the logic of 'proper mathematics' with young children of differently abled bodies. The notion of 'proper' entails a normalizing fixity of 'what counts' as mathematics for certain children and fails to recognize mathematics as a sensual encounter amongst bodies. The study draws upon Spinoza's notion of affect to consider the body's capacity to act, and makes the case for choreographing with body-movement, rather than disclosing, the politics involved in becoming teachers. It discusses how affective bodying with mathematics, children and difference in the classroom practice can be not only deconstructed but also reconstructed in affirmative terms, choreographically, as feeling and thinking-in-movement in ways that trouble and perturb the prevailing sharing of the 'sensible' in early childhood mathematics and in teacher education.

In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp contrast to the 'maths for all' discourse of contemporary mathematics education reforms. Le Guin writes of a world – Edun – where 'mathematical prohibition' is law. Mathematical reason is banned for all people by the Priests of Edun, and failure to obey is punishable by death. Despite the threat of this totalitarian anti-math regime, some citizens create a collective heterotopia in which they practice mathematics in secret. Le Guin's story is an opportunity to conduct a thought experiment: 'what if maths became forbidden?' This 'what if' experiment (Haraway 2016) allows us to consider how statements such as 'maths for all' or 'no to maths' are grounded in rationalisations that construe mathematical subjectivity as a determined actor for citizen agency in contemporary societies. The paper suggests that we need to move beyond a 'maths for all' or 'no to maths' dichotomy by interrogating how they both operate as 'states of exception' around politics of fear producing in/exclusions.

Could mathematics teacher education courses be part of assemblages that grasp and circulate affective, sensorial, mnemonic and political temporalities going beyond a mechanistic reincarnation of thinking that deprives mathematics from the drama of life? By means of the project 'street mathematics', a hybrid of assembling mathlife chronotopes, the present paper attempts to explore the above question and its political significance for student-teachers in a teacher education program at times of crisis. It is argued, that through specific urban interventions in the cityscape student-teachers can experience such assemblages as events of epistemic/ontic knowledge discourses circulation through the public space of teacher education institutions and/or the streets in the city.

Although many scholars in the field of mathematics education are aware that identity discourses are highly political, research in the field usually lacks a framework theoretically and methodologically to address the political dimension of identity research. Based on Laclau and Mouffe's discourse theory and the case of a female secondary school student at a German public school, the present paper analyses identity as a socio-political process of identity work articulated around the discourse of 'refusing school mathematics' in our contemporary times. Her refusal of mathematics is constituted around issues related to a series of noted classroom practices such as collective work, being together and having fun, relevance of mathematics in society and life, respect of one's own dignity instead of becoming humiliated, and bodily activity instead of seated work. We illustrate how discourse theory allows us to see the identity work of refusing mathematics as a contingent process in a discursive field of socio-political struggle. In this process the subject moves beyond an essentialist 'refusal' of mathemat- ics learning towards articulating her refusal of a particular mathematics education socio-materiality that needs to become subverted and reworked into more affirmative terms.

Various interpretations have been given to the double gesture of de/mathematising in relation to a variety of social thematic contexts demarcating 'the political' in mathematics education. By way of theoretical intervention, we offer the beginnings of a de/postcolonial critique in response to such programmes of work, while recognising the important contributions they have made to advancing complex political approaches to mathematics education as a pedagogic praxis. Social thematic approaches of de/mathematising have promoted ways of envisioning mathematical activity and agency. Our critique is both celebration of these diverse initiatives, as well as, a way of moving these conversations forward in newer, alternative, politico- epistemological directions. In a dialogue amongst us, based on our previous works, we reconsider 'the political' in mathematics education through a de/postcolonial critique

The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek village that tends to challenge the neoliberal and capitalist politics of economic austerity in the area. A group of young educated people in their 30s instead of migrating to the 'West' for a secure job have opted to return at their place of origin for a way of living around the values of a common ownership economy. They experiment with a vision of radical democratic pedagogy as vital for life. It unfolds in their relations, first with children as part of an after-school workshop and second with the adults in varied interactions as part of sharing knowledge for manual work in the land and with hand-made constructions. As such mathematical ideas, skills and competences are being entangled in diverse opportunities of life reorganisation around what they perceive as their commons.

We discuss language diversity in mathematics education research by considering the move from a view of language as representation that strives to correlate concepts, ideas, codes and signs towards addressing the representation politics of language. Language as representation of mathematics has framed the discursive construction of language diversity over the years in published research in our field. We argue that the representation politics of language as grounded in cultural and postcolonial studies enables us to see the meanings attributed to language diversity as resulting from a complex circuit of culture' in the realm of global and local identity politics. Three questions help us in this endeavour: (1) What are assumed as commonly shared meanings about language diversity? (2) How do they become present in prevailing discourses about the languages of mathematics, teachers and learners? (3) How may a view of language diversity as part of the circuit of culture' disturb the normative presence of such assumptions?

We discuss language diversity in mathematics education research by considering the move from a view of language as representation that strives to correlate concepts, ideas, codes and signs towards addressing the representation politics of language. Language as representation of mathematics has framed the discursive construction of language diversity over the years in published research in our field. We argue that the representation politics of language as grounded in cultural and postcolonial studies enables us to see the meanings attributed to language diversity as resulting from a complex 'circuit of culture' in the realm of global and local identity politics. Three questions help us in this endeavour: (1) What are assumed as commonly shared meanings about language diversity? (2) How do they become present in prevailing discourses about the languages of mathematics, teachers and learners? (3) How may a view of language diversity as part of the 'circuit of culture' disturb the normative presence of such assumptions?

In this paper, we attempt to move beyond current understandings of what it means to mathematise in relation to varied social thematic contexts in mathematics education. By way of theoretical intervention, we offer the beginnings of a feminist de/postcolonial commentary in response to such social, cultural and political programmes of work, recognising nevertheless the important contributions they have made to advancing complex political approaches to mathematics education as praxis in relation to society, and the way in which they have promoted alternative ways of envisioning mathematical activity. Our critique is as much a celebration of these programmes of work that have offered diverse conversations about what it means to de/mathematise, as it is a way of moving these conversations forward in newer, alternative politico-epistemological directions. We argue that feminist de/postcoloniality offers opportunities to centralise ethical, democratic and (geo)political considerations in de/mathematisation activities and events, while bringing concerns about social and economic development, culture, gender, and global (in)justices to bear on mathematics education arguments. We suggest that feminist de/postcoloniality provides theoretical concepts by which we can speak of ontological and epistemic considerations politically in mathematics education.

This article explores how socio-cultural, cultural-historical and activity theory approaches to education and psychology have traveled to Greece over the last three decades. It explores the history of introducing these approaches in the Greek context while identifying key dimensions of the process, such as: diverse interpretation of original works, key actors in academic teaching and research and linkages with educational policy and activism beyond the university spaces. Greece with its specific history of military dictatorship, constitutional change, varied struggles for democracy within the university, European integration, and current crisis and neoliberal reforms is seen as a sample case; taking this case as a point of departure, the authors develop a meta-theoretical frame on how to discuss the various ways in which socio-cultural-historical approaches have traveled across socio-cultural, historical, institutional, political, regional, and also, increasingly globalized contexts of education. ; Статья посвящена анализу того, как идеи социокультурного, культурно-исторического и деятельностного подходов в образовании и психологии распространялись в Греции на протяжении последних 30 лет. Прослеживается история прихода этих идей в Грецию, их преломление в греческом контексте и ключевые факторы этого процесса, как то: широкая интерпретация источников, значимые фигуры в академической среде и науке, взаимосвязь с образовательной политикой и активизмом вне стен университетов. Специфика греческой истории с ее военной диктатурой, конституционными изменениями, борьбой за демократию, европейской интеграцией, новейшим кризисом и неолиберальными реформами — все это становится для авторов отправной точкой для выстраивания метатеоретической концепции, описывающей разнообразные способы, которыми социо-культурно-исторические подходы проникали в социокультурный, исторический, институциональный, политический, региональный и интенсивно глобализирующийся образовательный контексты.