{"title":"黑人移民儿童:弃儿、内(外)排斥与学校数学改革","authors":"Luz Valoyes-Chávez, Melissa Andrade-Molina","doi":"10.11144/javeriana.m15.bica","DOIUrl":null,"url":null,"abstract":"\n\n\n\nThis paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.\n\n\n\n","PeriodicalId":44037,"journal":{"name":"Magis-Revista Internacional de Investigacion en Educacion","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform\",\"authors\":\"Luz Valoyes-Chávez, Melissa Andrade-Molina\",\"doi\":\"10.11144/javeriana.m15.bica\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n\\n\\n\\nThis paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.\\n\\n\\n\\n\",\"PeriodicalId\":44037,\"journal\":{\"name\":\"Magis-Revista Internacional de Investigacion en Educacion\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2022-08-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Magis-Revista Internacional de Investigacion en Educacion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.11144/javeriana.m15.bica\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Magis-Revista Internacional de Investigacion en Educacion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11144/javeriana.m15.bica","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform
This paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.
期刊介绍:
The journal takes as an essential part the promotion of the good practices of educational investigation in the country and in the region, by means of the presentation and analysis of epistemologies, perspectives and methodological designs, reflections theoretical and results of excellent investigations in the education. It focuses its different declarations in the good teaching, didactic practices and of educational management, so much the way in which these practices are a declaration of integral formation of those who carry out them, they face them and study them, as the disposition of the pupil to achieve its integral formation and its meeting with himself itself propitiated by the accompaniment of the teacher across the dialogue. magis, International Journal of Research in Education, besides being a space for discussion on the prospects of research in education and a way to disseminate results and research approaches, is conceived as an academic space of mediation in the qualification of the research capital of the region. magis is a biannual digital publication with a rejection rate of 80%.