Ethnomathematics and post-qualitative inquiry: Reconceptualization of a mathematics curriculum with Roma students.
DOI:
https://doi.org/10.22267/relatem.2215E.95Keywords:
Rhizome, Roma people, CurrereAbstract
Reconceptualization of the mathematics curriculum with Roma students adapts an methodologically alternative research model where the researcher explores like a nomad the common spaces of mathematical knowledge. This exploration reveals a rhizome which portrays the possibilities offered to the educational process when mathematics curriculum is oriented to the culture and the historical moment of the students. On the occasion of the birth of a child, a series of mathematical activities which are adapted to their historical present and acquire meaning and substance through everyday life is developed. The developed rhizome gives the opportunity to understand the essence of their daily life and to examine through mathematics power relations and way of action in this specific population group.
Downloads
References
Abacioglu, Ceren Su, Monique Volman, and Agneta H. Fischer. "Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching." British Journal of Educational Psychology 90.3 (2020): 736-752.
Appelbaum, P., & Stathopoulou, C. (2015). 13 Critical Issues in Culture and Mathematics Learning. Handbook of International Research in Mathematics Education, 336.
Colebrook, C. (2021). Rhizome. In Oxford Research Encyclopedia of Literature.
Deleuze, G. (1994). Difference and repetition (P. Patton, Trans.). New York, NY: Columbia University Press.
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia
(B. Massumi, Trans.). Minneapolis: University of Minnesota Press.
Derrida, J. (2007). Structure, Sign, and Play in the Discourse of the Human Sciences. Writing and difference, 278-93.
Gerrard, J., Rudolph, S., & Sriprakash, A. (2017). The politics of post-qualitative inquiry: History and power. Qualitative inquiry, 23(5), 384-394.
Heimans, S., & Singh, P. (2016). Re-presenting, performing critical/post-critical research realities. Research in Education, 96(1), 93-109.
Johansson, L., Moe, M., & Nissen, K. (2021). Researching research affects: in-between different research positions. Qualitative Research, 22(3), 436-451. https://doi.org/10.1177/1468794120985683
Kennedy, D. (2012). Rhizomatic curriculum development in community of philosophical inquiry. Educating for Complex Thinking through Philosophical Inquiry. Models, Advances, and Proposals for the New Millennium, Napoli: Liguori, 231-241.
Kyriakopoulos, G. (2022). Curriculum and cultural diversity: Developing a mathematics curriculum with Roma students. PhD thesis, University of Thessaly, Volos, Greece.
Lather, P. (2016). Top Ten+ List: (Re) Thinking Ontology in (Post) Qualitative Research. Cultural Studies? Critical Methodologies, 16(2), 125-131.
Le Grange, L. (2018). What is (post) qualitative research?. South African Journal of Higher Education, 32(5), 1-14.
McKnight, A. (2017). Singing up country in Academia: Teacher education academics and preservice teachers’ experience with Yuin Country.
Murris, K. (2017). Reading two rhizomatic pedagogies diffractively through one another: a Reggio inspired philosophy with children for the postdevelopmental child. Pedagogy, Culture & Society, 25(4), 531-550.
Naresh, N. (2015). The role of a critical ethnomathematics curriculum in transforming and empowering learners. Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática, 8(2), 450-471.
Pedersen, H. (2013). Education policymaking for social change: A post-humanist intervention. Policy Futures in Education, 8(6), 683-696.
Pinar, W. F. (Ed.). (2013). International handbook of curriculum research. Routledge.
Ruitenberg, C., (2010). "Conflict, affect and the political: On disagreement as democratic capacity." Factis Pax 4.1 (2010): 40-55.).
Spyrou, S. (2019). An ontological turn for Childhood Studies? Children & Society, 33(4), 316–323.
St. Pierre, E. A. (2018). Writing post qualitative inquiry. Qualitative inquiry, 24(9), 603- 608.
St. Pierre, E. A. (2019). Post qualitative inquiry in an ontology of immanence. Qualitative Inquiry, 25(1), 3-16.
St. Pierre, E. A. (2021). Post qualitative inquiry, the refusal of method, and the risk of the new. Qualitative Inquiry, 27(1), 3-9.
St. Pierre, E. A. (2017). Deleuze and Guattari’s language for new empirical inquiry. Educational philosophy and theory, 49(11), 1080-1089.
Taylor, C. and Harris‐Evans, J. (2016). Reconceptualising transition to higher education with deleuze and guattari. Studies in Higher Education, 43(7), 1254-1267. https://doi.org/10.1080/03075079.2016.1242567
Ulmer, J. B. (2017). Posthumanism as research methodology: Inquiry in the Anthropocene. International Journal of Qualitative Studies in Education, 30, 832–848. https://doi.org/10.1080/09518398.2017.1336806
Walsh, Z., Böhme, J., & Wamsler, C. (2020). Towards a relational paradigm in sustainability research, practice, and education. Ambio, 1-11.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Once the article is accepted by the Latin American Journal of Ethnomathematics, the authors cede the rights to publish and distribute the text electronically, including storing it and making it available online.
The authors can distribute their own material without soliciting permission from the Latin American Journal of Ethnomathematics, whenever mentioning that the original version is found at http://www.revista.etnomatematica.org
Copyright © 2008, Latin American Journal of Ethnomathematics
All contents of the Latin American Journal of Ethnomathematics are published under the _ and can be used freely, giving credits to the authors and to the Journal, as established by this license.
