Literaturnachweis - Detailanzeige
| Autor/in | Berry, Robert Q., III |
|---|---|
| Titel | 2021 Founders Lecture: Examining Mathematics Education Reforms' Impact on Historically Excluded Learners |
| Quelle | In: Investigations in Mathematics Learning, 13 (2021) 3, S.153-166 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1947-7503 |
| DOI | 10.1080/19477503.2021.1938870 |
| Schlagwörter | Mathematics Education; Educational Change; Educational Policy; Policy Analysis; Disproportionate Representation; Language Usage; Disadvantaged; Critical Theory; Race; Minority Group Students; Racial Bias; School Desegregation; Desegregation Litigation; Educational Legislation; Elementary Secondary Education; Federal Legislation; Equal Education; Educational History |
| Abstract | This paper uses a hybrid policy analysis lens primarily informed by the work of Derrick Bell to make the case that policies and reforms in mathematics education were not designed to address the needs of historically excluded learners; instead, these policies and reforms are often designed and enacted to protect the economic, technological, and social interests of those in power. The paper offers contrasting narratives between policy intentions and policy enactment, highlighting how the language of mathematics education policies enacted by educational professionals marginalized learners within their cultures, families, and communities. (As Provided). |
| Anmerkungen | Routledge. 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 | 2024/1/01 |
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