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Paulo Freire

The Global Legacy


Edited By Michael A. Peters and Tina Besley

This collection is the first book devoted to Paulo Freire’s ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire’s work and the impact of his global legacy. The book contains essays by some of the world’s foremost Freire scholars – McLaren, Darder, Roberts, and others – as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.
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Chapter Fifteen: Enough Is Enough—(de) Constructing Measurement Through Exposing Aspects of the Australian Curriculum in Mathematics as a White-Centric Epistemic Location



Enough Is Enough—(de) Constructing Measurement Through Exposing Aspects of the Australian Curriculum in Mathematics as a White-Centric Epistemic Location



This chapter seeks to begin a discussion regarding the Australian Curriculum in Mathematics. This discussion seeks a change in focus, theory, and proof as to what can be measured and quantified, viewed through a qualitative lens of diversity. The premise of this discussion resides alongside the concept of “enough.” a conceptualised quantification that rails against both the construct of (white) truth and logicality that underpin constructions of Western curricula and social policy.

Framing this discussion are Paulo Freire’s culture-nature dichotomy and Kincheloe’s concept of “multi-logicality” (critically viewing white Western ways (www) replicated through a curricula of outcomes, experiences, and epistemologies). Constructing and conceptualising measurement and thus quantity as being both moveable and experiential (potentially) rejects the logicality currently assumed within documented white-centric curricula and institutions. ← 235 | 236 →

Multi-logicality (potentially) supports a new direction in both mathematical understanding and direction in curricula. Constructing measurement as a moveable quantification denies an ongoing (white) colonisation of both curricula and what is legitimised as knowledge.

Mathematics is something that I have always understood. As a (white Western male) primary school student, I was always considered a high-achieving student who would apply theories and concepts presented to me in an unthinking (im)practical way. The quintessential good (read: privileged) student, I found room to engage, accept,...

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