Popular Culture, Educational Discourse, and Mathematics. Questo articolo non è disponibile.
Lingua: inglese
Editore: State University of New York Press, 1995
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- Usato
Da: Better World Books Ltd, Dunfermline, Regno UnitoBetter World Books Ltd
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Descrizione dell’articolo da parte del venditore
Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Codice articolo 4175502-75
- Titolo
- Popular Culture, Educational Discourse, and Mathematics
- Autore
- Appelbaum, Peter M.
- Editore
- State University of New York Press
- Anno di pubblicazione
- 1995
- Condizione
- Very Good
- Rilegatura
- Brossura
- Lingua
- inglese
- ISBN 10
- 0791422704
- ISBN 13
- 9780791422700
- Peso dell'articolo
- 1,003 libbre
- Dimensioni
- N/A
This groundbreaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an "extreme case," since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum's juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of "common sense" distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understanding
The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture.
The book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture.
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Informazioni sull’autore
Peter M. Appelbaum is Assistant Professor of Curriculum and Instruction at the William Paterson College of New Jersey.
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