Read more
This edited volume explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings.
List of contents
Introduction: Rethinking Citizenship Enactment for Mathematics Education
PART I: Troubling citizenship norms through conceptual idealsChapter 1: Challenging The Need for Mathematics Education for Future Success: What If This is The Best Version of Myself?
Chapter 2: An Essay to Discuss the Role of People with Disabilities in Globalization: You Deserve to Be Part of This World!
Chapter 3: Vocational mathematics and competence: Effects of and resistance to globalisation
Chapter 4: Mathematics education: a new balance between universalism and cultural diversity?
Chapter 5: Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education
Chapter 6: Revisiting the 'Modern' in Mathematics: Exploring some consequences with respect to Mathematics Education
Chapter 7: Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship spatiotemporalities and the political of mathematics education
PART II: Troubling citizenship norms within national and local settingsChapter 8: Travelings of mathematically able bodies to Turkey: Configurations of paradoxical unities of (non)citizens across historical, national and global contexts
Chapter 9: Mathematics Education Under The New National Education Policy Of India: A Janus-Faced Highbrow Mathematics Instead Of A Hydra-Headed Bahujan Mathematics
Chapter 10: Globalization, racial projects, and the citizenship promise in mathematics education reform efforts
Chapter 11: Health And Citizenship In High School Mathematics Textbooks: Conducting Brazilian Students' Conducts
Chapter 12: Learning to Become a Modernized Peasant-Citizen through Brazilian Mathematics Textbooks
Chapter 13: The Elaboration of Culturally and Locally Based Mathematics Curricula in a Globalized Context
Chapter 14: Working with primary teachers in England on mathematics teaching for citizenship: critical and philosophical approaches
Chapter 15: Conclusion
About the author
Anna Chronaki is Professor of Mathematics Education and Open Learning Technologies, University of Thessaly, Greece and Malmö University, Sweden.
Ay¿e Yolcu is Associate Professor of Mathematics Education, Hacettepe University, Turkey.
Summary
This edited volume explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings.
