The Global Legacy
Edited By Michael A. Peters and Tina Besley
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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