Bringing feminist poststructuralism to bear on [mathematics] teacher education

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Abstract

This paper explores the usefulness of marshalling feminist poststructuralist frameworks to think about mathematics teacher education. After describing some of the fundamental aspects of feminist poststructuralism, I use this framework to interrogate a specific vignette from mathematics teacher education ' the case of Casey. My analysis of this case demonstrates the centrality of notions of identities to the feminist poststructuralist project, and the utility of what such an analysis now renders visible.
Original languageEnglish
Title of host publicationMERGA 29
Subtitle of host publicationIdentities, cultures and learning spaces
Place of PublicationCanberra, Australia
PublisherMERGA Inc
Pages623-627
Number of pages5
ISBN (Electronic)1920846107
Publication statusPublished - 2006
EventMathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia
Duration: 01 Jul 200605 Jul 2006
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings)

Conference

ConferenceMathematics Education Research Group of Australasia (MERGA) Conference 2006
Abbreviated titleIdentities, Cultures and Learning Spaces
CountryAustralia
CityCanberra
Period01/07/0605/07/06
Internet address

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