Discourses of power in mathematics education research: Concepts and possibilities for action
DOI:
https://doi.org/10.30827/pna.v2i2.6202Keywords:
Discourses of power in mathematics education research, Liberal view of power, Marxist view of power, Post-structuralist view of powerAbstract
Mathematics education is powerful. This is an assertion that appears often in mathematics education research papers. However, the meaning of the assertion is far from being clear. An analysis of different ways of talking about power in relation to mathematics education, in research literature, is put forward. Three main discourses are identified: Power as an intrinsic capacity, power as structural imbalance, and power as distributed positioning. Identifying these discourses allows clarifying the values associated to mathematics education and the pedagogical imaginaries that are possible to envision for mathematics teaching and learning.
Discursos sobre el poder en la investigación en Educación Matemática: conceptos y posibilidades para la acción
Handle: http://hdl.handle.net/10481/4440
Nº de citas en WOS (2017): 4 (Citas de 2º orden, 27)
Nº de citas en SCOPUS (2017): 5 (Citas de 2º orden, 29)
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Author Biography
Paola Valero, Aalborg University, Dinamarca
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