{"title":"A mindful inquiry towards transformative curriculum vision for inclusive mathematics education","authors":"Bal Chandra Luitel","doi":"10.1080/23735082.2018.1428141","DOIUrl":null,"url":null,"abstract":"ABSTRACT Exploring ways to develop a transformative curriculum vision for mathematics education that is inclusive to opposing perspectives and ideologies, this mindful inquiry explores “mindless” views embedded in the mathematics curriculum of Nepal; explores narrowly conceived disempowering assumptions within it; engages in dialectical interactional texturing among perspectives; and eventually emerges with its transformative potentiality. In so doing, this reflection on hegemonic worship of modernity identifies Newtonian reductionism, absolutism, and non-fluidity of language, serving mono-cultural perspectives as restraints underlying inclusive mathematics curriculum. Reflecting on this meaning-making, and in seeking an equilibrium view of reality, the inquiry hopefully offers pluralism, synergy, and montage as imperative in making mathematics education more meaningful.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"27 1","pages":"78 - 90"},"PeriodicalIF":0.0000,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning: Research and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23735082.2018.1428141","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 9
Abstract
ABSTRACT Exploring ways to develop a transformative curriculum vision for mathematics education that is inclusive to opposing perspectives and ideologies, this mindful inquiry explores “mindless” views embedded in the mathematics curriculum of Nepal; explores narrowly conceived disempowering assumptions within it; engages in dialectical interactional texturing among perspectives; and eventually emerges with its transformative potentiality. In so doing, this reflection on hegemonic worship of modernity identifies Newtonian reductionism, absolutism, and non-fluidity of language, serving mono-cultural perspectives as restraints underlying inclusive mathematics curriculum. Reflecting on this meaning-making, and in seeking an equilibrium view of reality, the inquiry hopefully offers pluralism, synergy, and montage as imperative in making mathematics education more meaningful.
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