A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education

Autor/in	Luitel, Bal Chandra
Titel	A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education
Quelle	In: Learning: Research and Practice, 4 (2018) 1, S.78-90 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luitel, Bal Chandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-5082
DOI	10.1080/23735082.2018.1428141
Schlagwörter	Curriculum Development; Mathematics Education; Foreign Countries; Metacognition; Transformative Learning; Mathematics Curriculum; Educational History; Language Usage; Teaching Methods; World Views; Cultural Influences; Figurative Language; Nepal + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematische Bildung; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pädagogische Transformation; History of education; Bildungsgeschichte; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; World view; Weltanschauung; Cultural influence; Kultureinfluss
Abstract	Exploring ways to develop a transformative curriculum vision for mathematics education that is inclusive to opposing perspectives and ideologies, this mindful inquiry explores "mindless" views embedded in the mathematics curriculum of Nepal; explores narrowly conceived disempowering assumptions within it; engages in dialectical interactional texturing among perspectives; and eventually emerges with its transformative potentiality. In so doing, this reflection on hegemonic worship of modernity identifies Newtonian reductionism, absolutism, and non-fluidity of language, serving mono-cultural perspectives as restraints underlying inclusive mathematics curriculum. Reflecting on this meaning-making, and in seeking an equilibrium view of reality, the inquiry hopefully offers pluralism, synergy, and montage as imperative in making mathematics education more meaningful. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01