Troubling Notions of Global Citizenship and Diversity in Mathematics Education

Introduction: Rethinking Citizenship Enactment for Mathematics Education

Anna Chronaki and Ayşe Yolcu

PART I: Troubling citizenship norms through conceptual ideals

Chapter 1: Challenging The Need for Mathematics Education for Future Success: What If This is The Best Version of Myself?

Melissa Andrade-Molina

Chapter 2: An Essay to Discuss the Role of People with Disabilities in Globalisation: You Deserve to Be Part of This World!

Renato Marcone

Chapter 3: Vocational mathematics and competence: Effects of and resistance to globalisation

Lisa Björklund Boistrup, Gail E. FitzSimons

Chapter 4: Mathematics education: a new balance between universalism and cultural diversity?

Rik Pinxten

Chapter 5: Sharing conceptual gifts by bringing into dialogue sociopolitical mathematics education, decolonial thought, and critical global citizenship education

Dalene Swanson and Kate le Roux

Chapter 6: Revisiting the ‘Modern’ in Mathematics: Exploring some consequences with respect to Mathematics Education

Saumya Malviya

Chapter 7: Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship spatiotemporalities and the political of mathematics education

Anna Chronaki

PART II: Troubling citizenship norms within national and local settings

Chapter 8: Travelings of mathematically able bodies to Turkey: Configurations of paradoxical unities of (non)citizens across historical, national and global contexts

Ayşe Yolcu

Chapter 9: Mathematics Education Under The New National Education Policy Of India: A Janus-Faced Highbrow Mathematics Instead Of A Hydra-Headed Bahujan Mathematics

Jayasree Subramanian

Chapter 10: Globalization, racial projects, and the citizenship promise in mathematics education reform efforts

Angela Valencia-Salas, Luz Valoyes-Chávez

Chapter 11: Health And Citizenship In High School Mathematics Textbooks: Conducting Brazilian Students’ Conducts

Renata Rodrigues Souza, Marcio Antonio da Silva

Chapter 12: Learning to Become a Modernized Peasant-Citizen through Brazilian Mathematics Textbooks

Vanessa Franco Neto, Paola Valero

Chapter 13: The Elaboration of Culturally and Locally Based Mathematics Curricula in a Globalized Context

Eric Vandendriessche, Kécio Gonçalves Leite, Maria Cecilia Fantinato, Pierre Metsan

Chapter 14: Working with primary teachers in England on mathematics teaching for citizenship: critical and philosophical approaches

Gill Adams, Hilary Povey, Fufy Demissie

Chapter 15: Conclusion: The Political of Diversity and Difference: Scenes of Projection, Making Kinds of People and Curriculum Knowledge

Thomas S. Popkewitz

Biography

Anna Chronaki is Professor of Mathematics Education and Open Learning Technologies, University of Thessaly, Greece and Malmö University, Sweden.

Ayşe Yolcu is Associate Professor of Mathematics Education, Hacettepe University, Turkey.

“This volume takes up important ideas of globalization and citizenship that have been dismissed as irrelevant to mathematics education. The authors bring mathematics education into conversations about inclusion and exclusion that are both locally and globally relevant and that directly affect how people engage with mathematics as a tool of globalization.”

Erika C. Bullock, University of Wisconsin-Madison, United States.

“In the global context, the concept of citizenship has been shown to be highly unstable. Troubling Notions of Global Citizenship and Diversity in Mathematics Education is the first edited volume produced to explore this phenomenon from the perspective of mathematics educational thinkers. This is exciting and insightful work, with profound implications for theory, research and practice within the field.”

Margaret Walshaw, Massey University, New Zealand.

 

“Critical mathematical citizenship is the desired goal of critical education for mathematics. But who or what is the citizen? This valuable book troubles global discourses of citizenship and their power, performativity and normativity in society. It reveals how, worldwide, mathematics participates in fabricating ‘citizens’ and ‘noncitizens’ in problematic ways, not always empowering or just.”

Paul Ernest, University of Exeter, United Kingdom.