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Author: Nancy A. Wasser
“I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, Nancy A. Wasser argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write.

Wasser explains how teaching and regular practicing of writing skills from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process.

Good writers are not born that way, but made through effort and practice. Changes in curriculum may not only lead to better-expressed citizens, but also to more balance between teacher and children voices.
This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty-first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education.

Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole.
Volume Editors: Linda Ware and Janet Story Sauer
Author: Augie Fleras
The multiculturalization of Canada has catapulted it into the front ranks of countries in advancing a principled diversity governance. Fifty years after the inception of a multicultural governance model that seemingly works and is relatively popular, Canada remains one of the few countries in the world to believe in multiculturalism. Yet the irony is inescapable: Notwithstanding its lofty status as a Canadian icon and an aspirational ideal, an official multiculturalism remains misunderstood both in Canada and abroad in terms of what it means, how it works and for whom, and why it endures. If anything, as the book explains, the idea of multiculturalism remains shrouded in the conceptual fog of a ‘riddle wrapped in a mystery inside an enigma’. An interplay of polite fictions that mask inconvenient truths puts the onus on deconstructing Canadian multiculturalism by conceptualizing strengths (including a probe into why multiculturalism ostensibly works in Canada but rarely elsewhere), analyzing weaknesses, critically assessing its worth, and envisioning its future in responding to the new realities and demands of a post-multicultural world. That Canada’s multiculturalism remains a work in progress, albeit one with innovative possibilities, provides a fitting tribute.
Volume Editors: Annica Andersson and Richard Barwell
There is no shortage of urgent, complex problems that mathematics education can and should engage with. Pandemics, forest fires, pollution, Black Lives Matter protests, and fake news all involve mathematics, are matters of life and death, have a clear political dimension, and are interdisciplinary in nature. They demand a critical approach. The authors in this volume showcase new insights, teaching ideas and new and unique ways of applying critical mathematics education, in areas as diverse as climate change, obesity, decolonisation and ethnomathematics. This book demonstrates that there is plenty to be done with critical mathematics education.

Contributors are: Annica Andersson, Tonya Gau Bartell, Richard Barwell, Lisa Lunney Borden, Sunghwan Byun, Anna Chronaki, Brian Greer, Jennifer Hall, Victoria Hand, Kjellrun Hiis Hauge, Beth Herbel-Eisenmann, Rune Herheim, Courtney Koestler, Kate le Roux, Swapna Mukhopadhyay, Aldo Parra, Anita Rampal, Sheena Rughubar-Reddy, Toril Eskeland Rangnes, Ulrika Ryan, Lisa Steffensen, Paola Valero and David Wagner.
What We Say and Do Matters
Volume Editors: Katia González and Rhoda Frumkin
The ability of educators to provide a nurturing environment to support students’ cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators’ personal and professional growth is also included.
Chapter 1 Applying Critical Mathematics Education

Abstract

In this introductory chapter, we first set out our broad characterisation of critical mathematics education, drawing on contemporary issues including, for example, global climate change and rapid societal challenges. Critical mathematics education is driven by urgent, complex questions; is interdisciplinary; is politically active and engaged; is democratic; involves critique; and is reflexive and self-aware. This perspective leads us to argue for the necessity of critical mathematics education, for which we summarise three significant traditions derived from Freire, Foucault, and the Nordic School. Finally, we provide an overview and discussion of the contributions to this volume, and show how they apply critical mathematics education in unique ways that relate to the six previously described features of this approach. We conclude by reiterating the urgent necessity of applying critical mathematics education.

Open Access
In: Applying Critical Mathematics Education
Chapter 8 A Critical Mathematics Education for Climate Change

Abstract

Climate change is an urgent global challenge. Responding to climate change requires significant critical mathematical understanding on the part of all citizens. In this chapter, we consider what a critical mathematics education for climate change might look like. We draw on ideas from Skovsmose’s work, including the notion of formatting, as well as the body of work known as post-normal science. As a starting point for pedagogical reflection, we propose twelve principles, operating within landscapes of investigation, and organised into three groups relating to: forms of authenticity; forms of participation; and reflection on and with mathematics. We illustrate these ideas with an example of a possible landscape of investigation relating to historical temperature change.

Open Access
In: Applying Critical Mathematics Education
Chapter 12 Critical Mathematics Education Imaginaries
Author: Anita Rampal

Abstract

Reflections on how critical mathematics education can offer a diverse and expanding arena to address several themes, without necessarily needing to synthesise it or blur its contours with respect to ethnomathematics. Using the perspective of “righting our world,” inspired by Freire’s sense of “writing the world,” the focus is on transforming and decolonising mathematical knowledge.

In: Applying Critical Mathematics Education
Chapter 2 Culturally Situated Critical Mathematics Education

Abstract

Based on a synthesis of connections between ethnomathematics and critical mathematics education, we present a set of four “concerns,” framing what we call culturally situated critical mathematics education. We see any ethnomathematics or critical mathematics education work as fitting within this framing. We illustrate the framework with an analysis of two empirical articles, one reporting an ethnomathematical teaching and research project in a Sámi context, and one reporting on a critical mathematics education teaching and research project in an underprivileged context in the USA. Our analysis shows how the concerns bring the strengths of ethnomathematics to critical mathematics education and vice versa.

Open Access
In: Applying Critical Mathematics Education