Wright, P;
Black, L;
(2021)
Critiquing Bourdieu: Implications for doing critical pedagogy in the mathematics classroom.
In:
Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference.
(pp. pp. 1072-1080).
Tredition: Hamburg, Germany.
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Abstract
Bourdieu’s ideas are highly influential amongst critical mathematics education theorists, and yet there is little consensus on how they might be applied to classroom practice. This paper develops a critique of Bourdieu’s theoretical tools that offers greater insight for practitioners. We argue that a greater understanding of the dialectic between the use value and exchange value of school mathematics can help in exposing and challenging exploitative practices. Through applying our critique to the ‘Teaching Mathematics for Social Justice’ research project, we generate further insight that will inform others committed to doing critical pedagogy in the mathematics classroom.
| Type: | Proceedings paper |
|---|---|
| Title: | Critiquing Bourdieu: Implications for doing critical pedagogy in the mathematics classroom |
| Event: | 11th International Conference of Mathematics Education and Society |
| Location: | Klagenfurt, Austria |
| Dates: | 24 September 2021 - 29 September 2021 |
| ISBN-13: | 978-3-347-39913-6 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.5281/zenodo.5336638 |
| Publisher version: | http://doi.org/10.5281/zenodo.5336638 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10131987 |
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