In Defense of Mathematics and its Place in Anarchist Education
Bibliographic Data
| ID | 8924263 |
|---|---|
| Authors | Mark Wolfmeyer (City University of New York, corresponding author) |
| Year | 2012 |
| Volume | 48 |
| Issue | 1 |
| Pages | 39-51 |
| Publication date | 2012-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2011.637256 |
| OpenAlex | W2085958159 |
| Language | EN |
| Citations received | 2 |
| References cited | 14 |
This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics’ status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can insert this vision into their current work. Aspects to this vision include teacher autonomy, freedom from hierarchical curriculum structure and math class as a non-coercive, happy place. Finally, mathematics is argued to be essential knowledge for anarchistic society for three potentialities: in solving social and technological problems through application, as an analytic technology and for increasing individual happiness via the aesthetic dimension
Mathematics education · Pedagogy · Sociology · Anarchism and Radical Politics · Critical and Liberation Pedagogy · Mathematics · Political theory and Gramsci
| Citations per year | 0.22 |
|---|---|
| Citation span | 2017 - 2019 (3) |
| Highly cited | No |