Ghettoes in the classroom and the construction of possibilities

Miriam Godoy Penteado, Ole Skovsmose

    Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

    8 Citations (Scopus)

    Abstract

    We are going to discuss categories that can provide an educational interpretation of equity and quality. We formulate categories ‘dense with experience’ based on teachers’ accounts. The particular context we are considering is set by the basic education in Brazilian public schools; we interviewed 13 teachers including 2 prospective teachers. The categories that emerged from these interviews were: diversity, access to technology, prestige, poverty, hope, stigmatisation, learning condition, possibility and participation. Starting from these categories we address two challenges. The first concerns what we refer to as ghettoes in the classroom. An education for equity and quality must try to act against all processes which form part of shaping such ghettoes. The second challenge we address concerns the construction of possibilities for students. We see the construction of such possibilities as crucial for an education for equity as well as for interpreting what quality in education could mean.
    Original languageEnglish
    Title of host publicationMapping Equity and Quality in Mathematics Education
    EditorsBill Atweh, Mellony Graven, Walter Secada, Paola Valero
    Place of PublicationNew York
    PublisherSpringer Science+Business Media
    Publication date2011
    Pages77-90
    Chapter6
    ISBN (Print)978-90-481-9802-3
    ISBN (Electronic)978-90-481-9803-0
    DOIs
    Publication statusPublished - 2011

    Keywords

    • Ghettoes in the classroom
    • Construction of possibilities
    • Diversity
    • Access to technology
    • Prestige
    • Poverty
    • Hope
    • Stigmatisation
    • Learning condition
    • Possibility
    • Participation

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