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Mathematics for all, economic growth, and the making of the citizen-worker.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (SOCAME)ORCID iD: 0000-0002-5736-7562
2017 (English)In: A political sociology of educational knowledge: Studies of exclusions and difference / [ed] T. S. Popkewitz, J. Diaz, & C. Kirchgasler, New York: Routledge, 2017, 117-132 p.Chapter in book (Refereed)
Abstract [en]

Math is for all has become a common sense true statement in current educational discourses. A historicizing, rhizomatic analysis of the emergence of the statement during the 20 th century evidences how math for all operates the alchemy of school mathematics. As a discursive device the statement inscribes a scientific and technological norm of reason for the fabrication of contemporary notions of citizenship. Such a norm unfolds capitalist ideals for education through math curricula, in their association with technologies for the measurement of individual and national school (math) achievement. While appealing to a narrative of inclusion and salvation for all, the statement operates to exclude all those individuals and nations not geared for participation in a global, competitive economy.

Place, publisher, year, edition, pages
New York: Routledge, 2017. 117-132 p.
Keyword [en]
mathematics curriculum, subjectivation, governmentality, genealogy, inclusion
National Category
Social Sciences
Research subject
Mathematics Education; Education
Identifiers
URN: urn:nbn:se:su:diva-139871ISBN: 978-1-138-69417-0 (print)ISBN: 978-1-315-52853-3 (electronic)OAI: oai:DiVA.org:su-139871DiVA: diva2:1075095
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2017-02-17Bibliographically approved

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https://www.routledge.com/A-Political-Sociology-of-Educational-Knowledge-Studies-of-Exclusions-and/Popkewitz-Diaz-Kirchgasler/p/book/9781138694170

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