Journal ArticleDOI
The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child
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In this article, the authors argue that the emphasis on "problem solving, collaboration, and communities of learning" sanctifies science and scientists as possessing authoritative knowledge over increasing realms of human phenomena, thus narrowing the boundaries of possible action and critical thought.Abstract:
School subjects are analogous to medieval alchemy. There is a magical change as mathematics, science, and social sciences move from their disciplinary spaces into the classroom. The educational and social psychologies have little or nothing to do with understanding disciplinary practices. They are intellectual inventions for normalizing and governing the child’s conduct, relationships, and communications. The author examines this alchemy in standards-based mathematics educational policy and research for K–12 schools. He argues that (a) the emphasis on “problem solving,” collaboration, and “communities of learning” sanctify science and scientists as possessing authoritative knowledge over increasing realms of human phenomena, thus narrowing the boundaries of possible action and critical thought; and (b) while reforms stress the need for educational equity for “all children,” with “no child left behind,” the pedagogical models divide, demarcate, and exclude particular children from participation.read more
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
TL;DR: The authors describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom.
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Constructing the subject: historical origins of psychological research.
TL;DR: Clark is bringing together a body of historical and current writing about AIDS and epidemic disease, much of which is familiar, but his focus in the present is almost entirely on the United States and the impact of AIDS in that particular culture.
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No Child Left Behind What
TL;DR: The No Child Left Behind Act of 2001 (NCLBA) as mentioned in this paper has become one of the most frequent educational news items in the public press, on the Web, and in professional journals.
Journal ArticleDOI
Power and Criticism: Poststructural Investigations in Education*
TL;DR: Cleo H. Cherryholmes as discussed by the authors,* Columbia, Teachers College Press. ISBN 0−8077−2927−2, 240 pp, $22.95 (hard back).
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The Relationship Between Engagement and High School Dropout
TL;DR: The authors reviewed some prominent models of dropping out and the role that individual factors, including engagement, and contextual factors play in the process, with a focus on engagement-related factors and concluded that no single factor can completely account for a student's decision to continue in school until graduation.
References
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The consequences of modernity
TL;DR: In this paper, the authors present a Phenomonology of modernity and post-modernity in the context of trust in abstract systems and the transformation of intimacy in the modern world.
Book
The Dialogic Imagination: Four Essays
TL;DR: In this article, a note on translation of Epic and Novel from the Prehistory of Novelistic Discourse forms of time and of the Chronotope in the Novel Discourse in the novel glossary index is given.
BookDOI
The order of things : an archaeology of the human sciences
TL;DR: The Prose of the World: I The Four Similitudes, II Signatures, III The Limits of the world, IV the Writing of Things, V The Being of Language 3.Representing: I Don Quixote, II Order, III Representation of the Sign, IV Duplicated Representation, V Imagination of Resemblance, VI Mathesis and 'Taxinoma' 4. Speaking: I Criticism and Commentary, II General Grammar,III The Theory of the Verb, IV Articulation, V Designation, VI Derivation,