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 language | English |
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| Title of host publication | MERGA 29 |
| Subtitle of host publication | Identities, cultures and learning spaces |
| Place of Publication | Canberra, Australia |
| Publisher | MERGA Inc |
| Pages | 623-627 |
| Number of pages | 5 |
| ISBN (Electronic) | 1920846107 |
| Publication status | Published - 2006 |
| Event | Mathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia Duration: 01 Jul 2006 → 05 Jul 2006 https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings) |
Conference
| Conference | Mathematics Education Research Group of Australasia (MERGA) Conference 2006 |
|---|---|
| Abbreviated title | Identities, Cultures and Learning Spaces |
| Country/Territory | Australia |
| City | Canberra |
| Period | 01/07/06 → 05/07/06 |
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