In Democracy and Mathematics Education, Kurt Stemhagen and Catherine Henney develop a way of thinking about the nature and purposes of math that is inclusive, participatory, and thoroughly human. They use these ideas to create a school mathematics experience that can enhance students' math abilities and democratic potential. They locate mathematics' origins in human activity and highlight the rich but often overlooked links between mathematical activity and democratic, social practices. Democratic mathematics education foregrounds student inquiry and brings to light the moral dimensions of a discipline that has both remarkable utility and inevitable limitations. For math educators, the book's humanities approach helps to see the subject anew. For philosophers, it provides an important real world context for wrestling with perennial and timely questions, engaging democratic and evolutionary theory to transform school math. This alternative approach to mathematics and mathematics education provides a guide for how to use math to make democracy a larger part of school and wider social life.
This book examines and re-evaluates the history and purpose of public education in the United States, whilst providing practicing teachers, teacher educators, graduate education students- and all others interested in enhancing education, a ...
This book examines and re-evaluates the history and purpose of public education in the United States, whilst providing practicing teachers, teacher educators, graduate education students- and all others interested in enhancing education, a ...
作者指出, 不管是在美国, 还是在世界其他国家, 教育的目的走向了令人担忧的方向.这种以获利的技能为中心的教育是短视的, 已经腐蚀了青年人质疑权威的勇气与能力, ...
This book argues that in order to develop just and inclusive institutions, particularly within the education system, we must begin from the standpoint of those who feel silenced, marginalised and excluded.
In the tradition of Jonathan Kozol, this little book is driven by big questions.
Drawing on a diverse range of theological, philosophical and educational sources, this book demonstrates the continuing significance of the Christian mystical tradition to educational theory.
Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially-just democratic ...
This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics, and equity in education.
Reforming an antiquated system of education should be a matter for public debate. This book is written not only for those currently involved in delivering education, but also for the general public.
This book provides educators with the tools to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times.