### Resumé

Originalsprog | Engelsk |
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Forlag | Aalborg Universitetsforlag |
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Antal sider | 155 |

ISBN (Elektronisk) | 978-87-7210-199-6 |

DOI | |

Status | Udgivet - 2018 |

Navn | Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet |
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ISSN | 2446-1636 |

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### Bibliografisk note

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

### Citer dette

*The fabrication of the mathematics teacher as neoliberal subject*. Aalborg Universitetsforlag. Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet https://doi.org/10.5278/vbn.phd.eng.00059

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*The fabrication of the mathematics teacher as neoliberal subject*. Ph.d.-serien for Det Ingeniør- og Naturvidenskabelige Fakultet, Aalborg Universitet, Aalborg Universitetsforlag. https://doi.org/10.5278/vbn.phd.eng.00059

**The fabrication of the mathematics teacher as neoliberal subject.** / Munoz, Alex Montecino.

Publikation: Bog/antologi/afhandling/rapport › Ph.d.-afhandling › Forskning

TY - BOOK

T1 - The fabrication of the mathematics teacher as neoliberal subject

AU - Munoz, Alex Montecino

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

PY - 2018

Y1 - 2018

N2 - This Ph.D. dissertation aims at problematizing the discourses about the mathematics teacher through an intensive reading, which is accomplished through a Foucault-inspired discourse analysis and historizing of the present. This implies a critical questioning of dominant discourses about the desired teacher, power/knowledge relationships, technologies of government, and taken-for-granted truths. The discourse analysis enables to rethink the fabrication of the mathematics teachers without the teacher. It enables new ways of conceiving, thinking, and understanding the mathematics teacher as entangled with historical and social conditions. Building on Foucauldian and Deleuzian toolboxes, this dissertation troubles how the mathematics teacher becomes a neoliberal subject, and how certain technologies of government are assembled to make particular kinds of teachers—the desired mathematics teacher. The mathematics teacher is understood as a discursive formation that is submerged in a constant becoming and evolving.

AB - This Ph.D. dissertation aims at problematizing the discourses about the mathematics teacher through an intensive reading, which is accomplished through a Foucault-inspired discourse analysis and historizing of the present. This implies a critical questioning of dominant discourses about the desired teacher, power/knowledge relationships, technologies of government, and taken-for-granted truths. The discourse analysis enables to rethink the fabrication of the mathematics teachers without the teacher. It enables new ways of conceiving, thinking, and understanding the mathematics teacher as entangled with historical and social conditions. Building on Foucauldian and Deleuzian toolboxes, this dissertation troubles how the mathematics teacher becomes a neoliberal subject, and how certain technologies of government are assembled to make particular kinds of teachers—the desired mathematics teacher. The mathematics teacher is understood as a discursive formation that is submerged in a constant becoming and evolving.

U2 - 10.5278/vbn.phd.eng.00059

DO - 10.5278/vbn.phd.eng.00059

M3 - Ph.D. thesis

BT - The fabrication of the mathematics teacher as neoliberal subject

PB - Aalborg Universitetsforlag

ER -