Inclusive citizenship through mathematics education: a conceptual investigation

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorAalborg University-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorFederal Institute of Rio Grande do Sul-
Autor(es): dc.creatorSkovsmose, Ole-
Autor(es): dc.creatorMoura, Amanda Queiroz-
Autor(es): dc.creatorCarrijo, Manuella-
Data de aceite: dc.date.accessioned2025-08-21T18:28:28Z-
Data de disponibilização: dc.date.available2025-08-21T18:28:28Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2022-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1007/s11858-023-01470-x-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/246867-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/246867-
Descrição: dc.descriptionCitizenship is a contested concept that can be interpreted from different – and also conflicting – perspectives. Inspired by inclusive mathematics education, we try to illustrate what it could mean to work toward inclusive citizenship. We illustrate the idea of inclusive mathematics education, showing how deaf and hearing students can learn together. We interpret inclusive mathematics education as ‘meetings amongst differences’. This interpretation inspires us to see meetings amongst differences in a broader perspective. Such meetings can be considered fundamental to the process of establishing inclusive citizenship. We elaborate on this idea by exemplifying how meetings across national, economic, cultural and existential differences can be established in mathematics education. We conclude that, to work toward inclusive citizenship, it is important to establish dialogues across distances; to make students interested in and able to see situations and problems from perspectives different from their own; to construct tolerance as an expression of shared concerns; and finally, to challenge any form of We–Other dichotomy.-
Descrição: dc.descriptionAalborg University-
Descrição: dc.descriptionSão Paulo State University-
Descrição: dc.descriptionFederal Institute of Rio Grande do Sul-
Descrição: dc.descriptionSão Paulo State University-
Idioma: dc.languageen-
Relação: dc.relationZDM - Mathematics Education-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectAlterity-
Palavras-chave: dc.subjectDeconstruction of the We–Other dichotomy-
Palavras-chave: dc.subjectDialogue-
Palavras-chave: dc.subjectInclusive mathematics education-
Palavras-chave: dc.subjectMeetings amongst differences-
Palavras-chave: dc.subjectTolerance-
Título: dc.titleInclusive citizenship through mathematics education: a conceptual investigation-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

Não existem arquivos associados a este item.