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Politics of ethnomathematics: an epistemological, political, and educational perspective

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This article discusses the concept of ethnomathematics from three perspectives: the epistemological, the political, and the educational. We use a theoretical toolkit that borrows the concepts of “discourses” and of “disciplining” from Foucault but also the concepts of “language games” and of “family resemblance” from Wittgenstein in order to analyze the pedagogical program of field education in Brazil. A philosophical analysis enables us to investigate the failure of the government’s educational policy as well as resistance and social movements among “field populations”. Basing ourselves on an anthropological perspective, trying to understand how cognitive acts underlie local activities and how these activities are embedded into a cultural environment, we suggest that this approach might have a positive impact.
Tijdschrift: Proceedings of the International Mathematics Education and Society Conference
ISSN: 2077-9933
Volume: 8
Pagina's: 492-504
Jaar van publicatie:2015
Trefwoorden:field education, mathematics education, mathematics, ethnomathematics, Foucault, Wittgenstein