Subjectivity and cultural adjustment in mathematics education: a response to Wolff-Michael Roth

2.50
Hdl Handle:
http://hdl.handle.net/2173/237915
Title:
Subjectivity and cultural adjustment in mathematics education: a response to Wolff-Michael Roth
Authors:
Brown, Tony
Citation:
Educational studies in mathematics, 2012, vol. 80, no. 3, pp. 475-490
Publisher:
Springer Netherlands
Issue Date:
2012
URI:
http://hdl.handle.net/2173/237915
DOI:
10.1007/s10649-012-9400-3
Additional Links:
http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0013-1954
Abstract:
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics.
Type:
Article
Language:
en
Keywords:
Subjectivity; Ideology; Lacan; Badiou; Žižek; Vygotsky
ISSN:
0013-1954; 1573-0816

Full metadata record

DC FieldValue Language
dc.contributor.authorBrown, Tonyen_GB
dc.date.accessioned2012-08-09T11:01:24Z-
dc.date.available2012-08-09T11:01:24Z-
dc.date.issued2012-
dc.identifier.citationEducational studies in mathematics, 2012, vol. 80, no. 3, pp. 475-490en_GB
dc.identifier.issn0013-1954-
dc.identifier.issn1573-0816-
dc.identifier.doi10.1007/s10649-012-9400-3-
dc.identifier.urihttp://hdl.handle.net/2173/237915-
dc.description.abstractIn this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics.en_GB
dc.language.isoenen
dc.publisherSpringer Netherlandsen_GB
dc.relation.urlhttp://springerlink.metapress.com/openurl.asp?genre=journal&issn=0013-1954en_GB
dc.rightsArchived with thanks to Educational Studies in Mathematicsen_GB
dc.subjectSubjectivityen_GB
dc.subjectIdeologyen_GB
dc.subjectLacanen_GB
dc.subjectBadiouen_GB
dc.subjectŽižeken_GB
dc.subjectVygotskyen_GB
dc.titleSubjectivity and cultural adjustment in mathematics education: a response to Wolff-Michael Rothen
dc.typeArticleen
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