Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH

Magis-Revista Internacional de Investigacion en Educacion Pub Date : 2022-08-19 DOI:10.11144/javeriana.m15.bica

Luz Valoyes-Chávez, Melissa Andrade-Molina

引用次数: 4

Abstract

This paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.

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黑人移民儿童:弃儿、内(外)排斥与学校数学改革

本文考察了黑人移民学生融入改革数学课堂的话语和实践的局限性和可能性。数据来自于一项关于智利边缘化学校数学教师教育的大型定性研究。关于排斥和包容动态的概念化有助于我们说明改革数学教学如何需要希望(关于“我们”)和恐惧(关于“他者”)的双重姿态。研究结果证明，教育改革和政策根植于一种理性体系中，这种理性体系历来将黑人视为不可见的、劣等的，从而塑造了接纳黑人儿童的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Magis-Revista Internacional de Investigacion en Educacion EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

48 weeks

期刊介绍： The journal takes as an essential part the promotion of the good practices of educational investigation in the country and in the region, by means of the presentation and analysis of epistemologies, perspectives and methodological designs, reflections theoretical and results of excellent investigations in the education. It focuses its different declarations in the good teaching, didactic practices and of educational management, so much the way in which these practices are a declaration of integral formation of those who carry out them, they face them and study them, as the disposition of the pupil to achieve its integral formation and its meeting with himself itself propitiated by the accompaniment of the teacher across the dialogue. magis, International Journal of Research in Education, besides being a space for discussion on the prospects of research in education and a way to disseminate results and research approaches, is conceived as an academic space of mediation in the qualification of the research capital of the region. magis is a biannual digital publication with a rejection rate of 80%.