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An Ethical Critique of Technocratic Mathematics Education: Towards an Ethical Philosophy of Mathematics Education

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dc.contributor.authorNeyland, Jim
dc.date.accessioned2008-09-02T01:50:50Z
dc.date.accessioned2022-11-03T20:34:39Z
dc.date.available2008-09-02T01:50:50Z
dc.date.available2022-11-03T20:34:39Z
dc.date.copyright2001
dc.date.issued2001
dc.description.abstractAn 'ethical critique' of technocratic mathematics education is a radical alternative to standard critiques, and has three aims. (1) To analyse technocratic mathematics education by viewing it, not as a pedagogical method or educational doctrine as standard analyses do, but as a narrative with an ethical and temporal dimension. (2) To undermine the hegemonic status of technocratic mathematics education by (i) explaining its appeal, and (ii) showing why this appeal is illusory. (3) To engage with and disrupt the orientations, and practices of technocratic mathematics education, in a way that standard critiques cannot, by moving beyond the metaphysical realm of presence, to the temporal and ethical dimension revealed in the experience of our being with others.en_NZ
dc.formatpdfen_NZ
dc.identifier.urihttps://ir.wgtn.ac.nz/handle/123456789/30080
dc.languageen_NZ
dc.language.isoen_NZ
dc.publisherTe Herenga Waka—Victoria University of Wellingtonen_NZ
dc.rights.holderAll rights, except those explicitly waived, are held by the Authoren_NZ
dc.rights.licenseAuthor Retains Copyrighten_NZ
dc.rights.urihttps://www.wgtn.ac.nz/library/about-us/policies-and-strategies/copyright-for-the-researcharchive
dc.subjectEducational philosophyen_NZ
dc.subjectMathematics teachingen_NZ
dc.subjectMathematicsen_NZ
dc.titleAn Ethical Critique of Technocratic Mathematics Education: Towards an Ethical Philosophy of Mathematics Educationen_NZ
dc.typeTexten_NZ
thesis.degree.grantorTe Herenga Waka—Victoria University of Wellingtonen_NZ
thesis.degree.levelDoctoralen_NZ
thesis.degree.nameDoctor of Philosophyen_NZ
vuwschema.type.vuwAwarded Doctoral Thesisen_NZ

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