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Mathematics education and social justice

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Author(s): Ole Skovsmose | Paola Valero

Journal: Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik
ISSN 1102-6472

Volume: 14;
Issue: 2;
Start page: 57;
Date: 2005;
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ABSTRACT
During the last two decades there has been an increase in researchwork connecting mathematics education with society and concernsfor equity, social justice and democracy. In particular we discussthe role of mathematics education and mathematics education re-search in the ‘informational society’. This society contains contra-dictions that we express in two paradoxes. The paradox of inclu-sion refers to the fact that current processes of globalisation, al-though stating a concern for inclusion, exercise an exclusion ofcertain social sectors. The paradox of citizenship alludes to the factthat education, although seeming ready to prepare for active citi-zenship, exercises an adaptation of the individual to the given so-cial order. Much research in mathematics education ignores thesetwo paradoxes. We try to point out what it could mean for math-ematics education research to face the paradoxes of the informa-tional society in search of more just social relationships.
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