Alienation in Mathematics Education: Critique and Development of Neo-Vygotskian Perspectives

Autor/in	Williams, Julian
Titel	Alienation in Mathematics Education: Critique and Development of Neo-Vygotskian Perspectives
Quelle	In: Educational Studies in Mathematics, 92 (2016) 1, S.59-73 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-015-9659-2
Schlagwörter	Alienation; Educational Theories; Criticism; Cultural Capital; Social Theories; Low Income Students; Relevance (Education); Social Class; Power Structure; Marxian Analysis; Curriculum Development; Grade 4; Elementary School Students; Foreign Countries; Problem Solving; Ability; Scaffolding (Teaching Technique); Developmental Programs; Mathematics Education; Canada + Suchen Sie Ihr Suchwort? Entfremdung; Educational theory; Theory of education; Bildungstheorie; Kritik; Gesellschaftstheorie; Relevance; Relevanz; Social classes; Soziale Klasse; Marxism; Marxismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Problemlösen; Fähigkeit; Fertigkeit; Entwicklungsplan; Mathematische Bildung; Kanada
Abstract	This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as developmental might be seen as a process of alienation. I trace this to the institutional structure of schooling, in which curriculum and pedagogy are alienated from the learner's everyday sense. Next, I examine and critique the Vygotskian "Funds of Knowledge" approach to critical mathematics education, which seeks to overcome alienation by subjecting the curriculum to the needs of the poor communities the school serves. Here, the critical point on alienation in the Vygotskian approach is better argued in Bourdieu's perspective on educational institutions as reproductive of class domination. Finally, the paper discusses the extent to which these critiques pertain to Vygotskian activity theory in general or only to these versions in particular and draws implications for the development of a critical mathematics education perspective in a synthesis of perspectives from Vygotsky and Bourdieu. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01