By Peter Michael Appelbaum

ISBN-10: 0791422690

ISBN-13: 9780791422694

This ground-breaking booklet analyzes modern schooling discourse within the gentle of curriculum politics and pop culture, utilizing resources starting from educational scholarship to well known magazines, song video, movie and tv online game exhibits. arithmetic is used as an "extreme case,"since it's a self-discipline so simply approved as separable from politics, ethics or the social development of wisdom. Appelbaum’s juxtaposition of pop culture, public debate perform permits an exam of the construction and mediation of "common feel" differences among college arithmetic and the area outdoor of colleges. Terrain typically displaced or excluded by way of conventional schooling literature turns into the pendulum for a brand new dialog which merges study and perform whereas discarding pre-conceived different types of knowing. The e-book additionally serves as an interesting advent to rising theories in cultural stories, steadily illustrating the makes use of of discourse research for comprehending ideology, the results of power/knowledge hyperlinks, specialist perform as a expertise of energy, and curriculum as right away commodities and cultural resources.In this fashion, Appelbaum successfully finds a course for lecturers, scholars and researchers to cooperatively shape a group aware of the politics of curriculum and pop culture.

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Extra info for Popular Culture, Educational Discourse, and Mathematics

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57 Theories of power would later describe these as discursive 'signifiers', mutually defining and defined by educational practice. In this way power is directly linked with knowledge and the capability of a profession such as teaching to construct a discourse that produces and legitimizes knowledge. 'Signifiers' denote the locations at which practitioners identify knowledge to be acquired or constructed by their clients (the students? ); they also organize and define the reality of educational practice itself, that is, the knowledge the practitioners themselves have or wield.

Platonic conceptualizations of mathematical meaning) is fostered by groups of students, themselves under the guidance of a traditionally omniscient mathematician-teacher sympathetic to student concerns. There was little discussion of alternative educational arrangements or of evolving, different conceptions of what it means to 'do mathematics'. As Mellin-Olsen himself worried, his development of what it means to 'do mathematics' had no direct connection to his students actually being political actors in their community, despite his < previous page page_29 next page > If you like this book, buy it!

Previous page page_30 next page > If you like this book, buy it! html9/24/2008 7:54:49 AM page_31 < previous page page_31 next page > Page 31 A reconstructed philosophy of mathematics education that attends to such issues can offer a valuable contribution to understanding the relationships of power, politics, conceptions of public schooling, and the public sphere. Such a project can also produce a framework for the development of a discourse of mathematics education in which 'mathematics' is viewed as an evolving literacy only artificially distinguishable from other disciplines, rather than as a received body of Platonic truths.

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Popular Culture, Educational Discourse, and Mathematics by Peter Michael Appelbaum

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