The alchemy of the mathematics curriculum: inscriptions and the fabrication of the child.

Autor/in	Popkewitz, Thomas
Titel	The alchemy of the mathematics curriculum: inscriptions and the fabrication of the child.
Quelle	In: American educational research journal, 41 (2004) 1, S. 3-34Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312041001003
Schlagwörter	Pädagogik; Kulturtechnik; Wissen; Erziehungsziel; Pädagogische Forschung; Problemlösen; Schulreform; Kind; Schulklasse; Curriculum; Mathematik; Mathematikunterricht; Standard; USA
Abstract	School subjects are analogous to medieval alchemy. There is a magical change as mathematics, science, and social sciences move from their disciplinary spaces into the classroom. The educational and social psychologies have little or nothing to do with understanding disciplinary practices. They are intellectual inventions for normalizing and governing the child's conduct, relationships, and communications. The author examines the alchemy in standard-based mathematics educational policy and research for K-12 schools. He argues that (a) the emphasis on "problem solving", collaborating, and "communities of learning" sanctify science and scientists as possessing authoritative knowledge over increasing realms of human phenomena, thus narrowing the boundaries of possible action and critical thought; and (b) while reforms stress the need for educational equity for "all children", with "no child left behind, the pedagogical models divide, demarcate, and exclude particular children from participation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3