Exploring Scholastic Mortality Among Working-Class and Indigenous Students

Robyn Jorgensen

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review

3 Citations (Scopus)
6 Downloads (Pure)

Abstract

Using Bourdieu’s theoretical framework, it becomes possible to theorise the ways in which school mathematics operates to create a form of symbolic violence for those students who do not speak the dominant discourse of mathematics. By providing a number of examples, the chapter explores the nuances of school mathematics discourse and how it operates to exclude students from participating in the discursive interactions that make up the teaching practices, and how this ultimately limits access to the field. In so doing, the myth of ability prevails so that those who enter the field with the forms of culture recognised and validated within the field are more likely to be constructed as effective learners of school mathematics
Original languageEnglish
Title of host publicationEquity in Discourse for Mathematics Education
EditorsBeth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm
Place of PublicationNetherlands
PublisherSpringer
Pages35-49
Number of pages15
Volume55
Edition1
ISBN (Electronic)9789400728134
ISBN (Print)9789400728127
DOIs
Publication statusPublished - 2011
Externally publishedYes

Fingerprint

Dive into the research topics of 'Exploring Scholastic Mortality Among Working-Class and Indigenous Students'. Together they form a unique fingerprint.

Cite this