This volume takes up important ideas of globalization and citizenship that have been dismissed as irrelevant to mathematics education. The authors bring mathematics education into conversations about inclusion and exclusion that are both locally and globally relevant and that directly affect how people engage with mathematics as a tool of globalization.
Erika C. Bullock, University of Wisconsin-Madison, United States
In the global context, the concept of citizenship has been shown to be highly unstable. Troubling Notions of Global Citizenship and Diversity in Mathematics Education, is the first edited volume produced to explore this phenomenon from the perspective of mathematics educational thinkers. This is exciting and insightful work, with profound implications for theory, research and practice within the field.
Professor Emerita Margaret Walshaw, Massey University, New Zealand.
Critical mathematical citizenship is the desired goal of critical education for mathematics. But who or what is the citizen? This valuable book troubles global discourses of citizenship and their power, performativity and normativity in society. It reveals how, worldwide, mathematics participates in fabricating citizens and noncitizens in troubling ways, not always empowering or just.
Paul Ernest, Emeritus Professor of Mathematics Education, University of Exeter, United Kingdom. This volume takes up important ideas of globalization and citizenship that have been dismissed as irrelevant to mathematics education. The authors bring mathematics education into conversations about inclusion and exclusion that are both locally and globally relevant and that directly affect how people engage with mathematics as a tool of globalization.
Erika C. Bullock, University of Wisconsin-Madison, United States.
In the global context, the concept of citizenship has been shown to be highly unstable. Troubling Notions of Global Citizenship and Diversity in Mathematics Education is the first edited volume produced to explore this phenomenon from the perspective of mathematics educational thinkers. This is exciting and insightful work, with profound implications for theory, research and practice within the field.
Margaret Walshaw, Massey University, New Zealand.
Critical mathematical citizenship is the desired goal of critical education for mathematics. But who or what is the citizen? This valuable book troubles global discourses of citizenship and their power, performativity and normativity in society. It reveals how, worldwide, mathematics participates in fabricating citizens and noncitizens in problematic ways, not always empowering or just.
Paul Ernest, University of Exeter, United Kingdom.
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