A mindful inquiry towards transformative curriculum vision for inclusive mathematics education. (2nd January 2018)

• Record Type: Journal Article
• Authors: Luitel, Bal Chandra
• Is Part Of: Learning. Volume 4:Number 1(2018)
• Page Start: 78
• Page End: 90
• Publication Date: 2018-01-02
• Subjects: Mindful inquiry -- transformative curriculum -- logics -- montage -- holon; Learning -- Research -- Periodicals; Learning -- Periodicals; Learning; Learning -- Research; Periodicals; 370.152305
• DOI: 10.1080/23735082.2018.1428141
• Languages: English
• ISSNs: 2373-5082

Abstract

ABSTRACT: Exploring ways to develop a transformative curriculum vision for mathematics education that is inclusive to opposing perspectives and ideologies, this mindful inquiry explores "mindless" views embedded in the mathematics curriculum of Nepal; explores narrowly conceived disempowering assumptions within it; engages in dialectical interactional texturing among perspectives; and eventually emerges with its transformative potentiality. In so doing, this reflection on hegemonic worship of modernity identifies Newtonian reductionism, absolutism, and non-fluidity of language, serving mono-cultural perspectives as restraints underlying inclusive mathematics curriculum. Reflecting on this meaning-making, and in seeking an equilibrium view of reality, the inquiry hopefully offers pluralism, synergy, and montage as imperative in making mathematics education more meaningful.