(D)effecting the Child

The scientifization of the self through school mathematics

Melissa Andrade-Molina

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

110 Downloads (Pure)

Resumé

This dissertation explores the socio-political dimension of mathematics education. It problematizes the power effects of school geometry, particularly Euclidean geometry, in the fabrication of modern and cosmopolitan subjects. Based on Foucault's discursive analysis strategies and power/knowledge relationships, this study maps the scientifization of the self through school mathematics, in which the desired citizen is shaped via the learning of elementary geometry. The mapping is conducted in two moments. First, it uses a discourse analysis of the self-evident truths about the "goodness" of mathematics for the future of the students. These truths have granted mathematical knowledge salvation narratives as a secure way to achieve success, welfare, health, social commitment and economic stability. Second, it uses a historization of the present to map the continuities and discontinuities that make possible to fabricate a desired rational and scientific citizen. It seeks to understand how truths about the need for a scientific child for economic progress are established. This thesis demonstrates the emergence of what is called the (d)effect of power of a specific scientific subjectivity. In which, school mathematics has a disciplinary and normalizing (homogenizing) effect in the fabrication of the productive and desired subjected body.
OriginalsprogEngelsk
ForlagAalborg Universitetsforlag
Antal sider252
ISBN (Elektronisk)978-87-7112-986-1
DOI
StatusUdgivet - 2017
NavnPh.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet
ISSN2446-1636

Bibliografisk note

PhD supervisor:
Professor Paola Valero, Aalborg University, Denmark & Stockholm University, Sweden

Citer dette

Andrade-Molina, M. (2017). (D)effecting the Child: The scientifization of the self through school mathematics. Aalborg Universitetsforlag. Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet https://doi.org/10.5278/vbn.phd.eng.00032
Andrade-Molina, Melissa. / (D)effecting the Child : The scientifization of the self through school mathematics. Aalborg Universitetsforlag, 2017. 252 s. (Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet).
@phdthesis{d076abff1f8942feb346af6909275d55,
title = "(D)effecting the Child: The scientifization of the self through school mathematics",
abstract = "This dissertation explores the socio-political dimension of mathematics education. It problematizes the power effects of school geometry, particularly Euclidean geometry, in the fabrication of modern and cosmopolitan subjects. Based on Foucault's discursive analysis strategies and power/knowledge relationships, this study maps the scientifization of the self through school mathematics, in which the desired citizen is shaped via the learning of elementary geometry. The mapping is conducted in two moments. First, it uses a discourse analysis of the self-evident truths about the {"}goodness{"} of mathematics for the future of the students. These truths have granted mathematical knowledge salvation narratives as a secure way to achieve success, welfare, health, social commitment and economic stability. Second, it uses a historization of the present to map the continuities and discontinuities that make possible to fabricate a desired rational and scientific citizen. It seeks to understand how truths about the need for a scientific child for economic progress are established. This thesis demonstrates the emergence of what is called the (d)effect of power of a specific scientific subjectivity. In which, school mathematics has a disciplinary and normalizing (homogenizing) effect in the fabrication of the productive and desired subjected body.",
author = "Melissa Andrade-Molina",
note = "PhD supervisor: Professor Paola Valero, Aalborg University, Denmark & Stockholm University, Sweden",
year = "2017",
doi = "10.5278/vbn.phd.eng.00032",
language = "English",
publisher = "Aalborg Universitetsforlag",

}

Andrade-Molina, M 2017, (D)effecting the Child: The scientifization of the self through school mathematics. Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet, Aalborg Universitetsforlag. https://doi.org/10.5278/vbn.phd.eng.00032

(D)effecting the Child : The scientifization of the self through school mathematics. / Andrade-Molina, Melissa.

Aalborg Universitetsforlag, 2017. 252 s. (Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet).

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

TY - BOOK

T1 - (D)effecting the Child

T2 - The scientifization of the self through school mathematics

AU - Andrade-Molina, Melissa

N1 - PhD supervisor: Professor Paola Valero, Aalborg University, Denmark & Stockholm University, Sweden

PY - 2017

Y1 - 2017

N2 - This dissertation explores the socio-political dimension of mathematics education. It problematizes the power effects of school geometry, particularly Euclidean geometry, in the fabrication of modern and cosmopolitan subjects. Based on Foucault's discursive analysis strategies and power/knowledge relationships, this study maps the scientifization of the self through school mathematics, in which the desired citizen is shaped via the learning of elementary geometry. The mapping is conducted in two moments. First, it uses a discourse analysis of the self-evident truths about the "goodness" of mathematics for the future of the students. These truths have granted mathematical knowledge salvation narratives as a secure way to achieve success, welfare, health, social commitment and economic stability. Second, it uses a historization of the present to map the continuities and discontinuities that make possible to fabricate a desired rational and scientific citizen. It seeks to understand how truths about the need for a scientific child for economic progress are established. This thesis demonstrates the emergence of what is called the (d)effect of power of a specific scientific subjectivity. In which, school mathematics has a disciplinary and normalizing (homogenizing) effect in the fabrication of the productive and desired subjected body.

AB - This dissertation explores the socio-political dimension of mathematics education. It problematizes the power effects of school geometry, particularly Euclidean geometry, in the fabrication of modern and cosmopolitan subjects. Based on Foucault's discursive analysis strategies and power/knowledge relationships, this study maps the scientifization of the self through school mathematics, in which the desired citizen is shaped via the learning of elementary geometry. The mapping is conducted in two moments. First, it uses a discourse analysis of the self-evident truths about the "goodness" of mathematics for the future of the students. These truths have granted mathematical knowledge salvation narratives as a secure way to achieve success, welfare, health, social commitment and economic stability. Second, it uses a historization of the present to map the continuities and discontinuities that make possible to fabricate a desired rational and scientific citizen. It seeks to understand how truths about the need for a scientific child for economic progress are established. This thesis demonstrates the emergence of what is called the (d)effect of power of a specific scientific subjectivity. In which, school mathematics has a disciplinary and normalizing (homogenizing) effect in the fabrication of the productive and desired subjected body.

U2 - 10.5278/vbn.phd.eng.00032

DO - 10.5278/vbn.phd.eng.00032

M3 - Ph.D. thesis

BT - (D)effecting the Child

PB - Aalborg Universitetsforlag

ER -

Andrade-Molina M. (D)effecting the Child: The scientifization of the self through school mathematics. Aalborg Universitetsforlag, 2017. 252 s. (Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet). https://doi.org/10.5278/vbn.phd.eng.00032