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dc.contributor.authorMeaney, Tamsin
dc.contributor.authorFyhn, Anne Birgitte
dc.contributor.authorGraham, S.R.W.
dc.date.accessioned2021-09-17T13:06:29Z
dc.date.available2021-09-17T13:06:29Z
dc.date.created2021-08-26T16:45:08Z
dc.date.issued2021
dc.identifier.citationMeaney, T., Fyhn, A. B., & Graham, S. R. W. (2021). Unfettering discussions about social justice: The role of conversational prompts in discussions about mathematics education for Indigenous students. Educational Studies in Mathematics.en_US
dc.identifier.issn0013-1954
dc.identifier.urihttps://hdl.handle.net/11250/2778934
dc.description.abstractTo increase possibilities for listening respectfully to Indigenous educators, there is a need to identify conversational prompts which are used to raise alternative views of social justice about mathematics education for Indigenous students. Using Nancy Fraser’s description of abnormal social justice, an analysis was made of transcripts from round table sessions, at an Indigenous mathematics education conference. This analysis identified a number of conversational prompts that enabled shifts from normal to abnormal discussions about social justice. Normal discussions exhibited assumptions in which mathematics was valued as a Western domain of knowledge; cultural examples could be used as vehicles to teach mathematics; and decisions about education for Indigenous students should be made by external authorities. In abnormal discussions, these assumptions were queried and alternative possibilities arose. The conversational prompts, which initiated this querying, occurred in a number of ways, including the telling of stories and the asking of questions that either directly or indirectly challenged normal justice discourses about Indigenous students’ learning of mathematics. Identifying conversational prompts can assist non-Indigenous mathematics educators, who wish to be allies, to challenge their own and others’ assumptions about normal social justice issues related to mathematics education for Indigenous students.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectNancy Fraseren_US
dc.subjectindigenous studentsen_US
dc.subjectmathematics educationen_US
dc.subjecteducatorsen_US
dc.subjectselfrefexivityen_US
dc.titleUnfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous studentsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© The Author(s) 2021en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.journalEducational Studies in Mathematicsen_US
dc.identifier.doi10.1007/s10649-021-10089-2
dc.identifier.cristin1929082
dc.relation.projectNorges forskningsråd: 247182en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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