Mathematics as (Multi)cultural Practice: Irish Lessons From the Polish Weekend School
DOI:
https://doi.org/10.21423/jume-v5i2a147Keywords:
Polish weekend school, multicultural mathematics, Irish cultural lessons, ‘parallel integration’.Abstract
In this article, the authors challenge the erroneous assumption that mathematics is universal, and thus culturally neutral, by critically investigating diverse cultural meanings and “ways of knowing” that influence individual/social (affective) forms of identity. The authors begin by briefly detailing the structural features of a Polish weekend school and providing an overview profile of the Polish community living in Ireland. The rationale for the “weekend” school is then discussed from both Polish and Irish perspectives. Empirical data suggest a greater need for “parallel integration,” whereby two divergent education systems attempt to culturally coalesce at some level of school policy and/or mathematics classroom practice.Downloads
Published
2012-12-21
Issue
Section
RESEARCH ARTICLES
License
The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.
How to Cite
Mathematics as (Multi)cultural Practice: Irish Lessons From the Polish Weekend School. (2012). Journal of Urban Mathematics Education, 5(2), 133–156. https://doi.org/10.21423/jume-v5i2a147