Opening the Cage [electronic resource] : Critique and Politics of Mathematics Education / edited by Ole Skovsmose, Ole Skovsmose, Brian Greer.
By: Skovsmose, Ole [editor.].
Contributor(s): Skovsmose, Ole [editor.] | Greer, Brian [editor.] | SpringerLink (Online service).
Material type:
BookSeries: New Directions in Mathematics and Science Education: 23Publisher: Rotterdam : SensePublishers : Imprint: SensePublishers, 2012Description: online resource.Content type: text Media type: computer Carrier type: online resourceISBN: 9789460918087.Subject(s): Education | Education | Education (general)DDC classification: 370 Online resources: Click here to access online
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Springer eBooksSummary: The picture on the front of this book is an illustration for Totakahini: The tale of the parrot, by Rabindranath Tagore, in which he satirized education as a magnificent golden cage. Opening the cage addresses mathematics education as a complex socio-political phenomenon, exploring the vast terrain that spans critique and politics. Opening the cage includes contributions from educators writing critically about mathematics education in diverse contexts. They demonstrate that mathematics education is politics, they investigate borderland positions, they address the nexus of mathematics, education, and power, and they explore educational possibilities. Mathematics education is not a free enterprise. It is carried on behind bars created by economic, political, and social demands. This cage might not be as magnificent as that in Tagore’s fable. But it is strong. Opening the cage is a critical and political challenge, and we may be surprised to see what emerges.
The picture on the front of this book is an illustration for Totakahini: The tale of the parrot, by Rabindranath Tagore, in which he satirized education as a magnificent golden cage. Opening the cage addresses mathematics education as a complex socio-political phenomenon, exploring the vast terrain that spans critique and politics. Opening the cage includes contributions from educators writing critically about mathematics education in diverse contexts. They demonstrate that mathematics education is politics, they investigate borderland positions, they address the nexus of mathematics, education, and power, and they explore educational possibilities. Mathematics education is not a free enterprise. It is carried on behind bars created by economic, political, and social demands. This cage might not be as magnificent as that in Tagore’s fable. But it is strong. Opening the cage is a critical and political challenge, and we may be surprised to see what emerges.
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