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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.ORCID iD: 0000-0002-5736-7562
2017 (English)In: A Political Sociology of Educational Knowledge: Studies of Exclusions and Difference / [ed] Thomas S. Popkewitz, Jennifer Diaz, Christopher Kirchgasler, London: 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
London: Routledge, 2017. 117-132 p.
Keyword [en]
mathematics curriculum, subjectivation, governmentality, genealogy, inclusion
National Category
Educational Sciences
Research subject
Mathematics 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: 2017-11-16Bibliographically approved

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