In this article, I draw on post-structural and feminist epistemologies to analyse interview data from two prospective teachers on a primary education degree. Specifically I use Foucauldian critical discourse analysis to discuss the competing discourses of the masculine mathematician and the feminine primary school teacher. The initial purpose of the article is to deconstruct the themes of control, choice and confidence, which I argue are prevalent within mathematical discourses within our current neoliberal society. A further aim of the article is to explore the representation of discourse and data within educational texts, which I do by experimenting with the language used throughout.
- RT @pgliljedahl: Our podcast from the Making Math Moments Summit can now be accessed from my website ( peterliljedahl.com/btc). https://t.c… 1 week ago
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 11 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 11 months ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 11 months ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 1 year ago