Chowdhuri, Meghna Nag;
Herold, de Sylvaine;
(2023)
L’exclusion des communautés marginalisées dans l’enseignement des mathématiques en Inde.
Revue internationale d'éducation de Sèvres
(93)
pp. 81-90.
10.4000/ries.14208.
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Abstract
Mathematics education in India is part of a complex landscape, where the main problem is the exclusion of marginalized communities from mainstream mathematics education in schools. Through the examination of the national curricular frameworks which have succeeded one another over the years, this article intends to bring to light the three main discourses on inequalities which dominate the field of mathematics teaching in India: that in favor of a perspective of social justice, that of Hindu nationalism and finally that of results which prevails internationally. If the influence of these discourses is perceptible in the different national curricula, it is necessary to take an interest in daily educational processes if we truly wish to remedy the structural inequalities in mathematics teaching in India.
| Type: | Article |
|---|---|
| Title: | L’exclusion des communautés marginalisées dans l’enseignement des mathématiques en Inde |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4000/ries.14208 |
| Publisher version: | https://doi.org/10.4000/ries.14208 |
| Language: | French |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | mathematics teaching , teacher , purpose of education , curriculum , social inequality |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10187719 |
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