The reproduction of social class inequalities through mathematics pedagogies in South African primary schools

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dc.date.accessioned 2007-04-01 en
dc.date.accessioned 2024-11-29T03:42:05Z
dc.date.available 2024-11-29T03:42:05Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/6070
dc.description.abstract It has long been clear that the school reproduces social class differences. However, how this happens remains something of a black box. I set out to contribute to our understanding of schooling processes and the reproduction of inequality by focusing on pedagogy. I elaborate a technique for the analysis of classroom observation and student performance data that is rooted in sociological theory. The purpose is to develop an analytic framework capable of capturing a wide variation in pedagogic practice, and show the implications of this variation for student learning. The focus is on how the structuring of social relations relates to the structuring of knowledge, and what the implications of this are in terms of how children of different social-class positions are socialized into school ways of knowing, or the 'school code'. The article addresses the equity debate in mathematics education and schooling more generally, by showing how inequalities are reproduced through pedagogy. The focus here relates to broader debates on the relation between everyday knowledge and school knowledge in mathematics. en
dc.format.medium Print en
dc.subject SOCIAL DEVELOPMENT en
dc.subject MATHEMATICS en
dc.subject PEDAGOGY en
dc.subject SCHOOLS en
dc.title The reproduction of social class inequalities through mathematics pedagogies in South African primary schools en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 39(4) en
dc.BudgetYear 2007/08 en
dc.ResearchGroup Child, Youth, Family and Social Development en
dc.SourceTitle Journal of Curriculum Studies en
dc.ArchiveNumber 4588 en
dc.PageNumber 1-28 en
dc.outputnumber 3141 en
dc.bibliographictitle Hoadley, U. (2007) The reproduction of social class inequalities through mathematics pedagogies in South African primary schools. Journal of Curriculum Studies. 39(4):1-28. http://hdl.handle.net/20.500.11910/6070 http://hdl.handle.net/20.500.11910/6070 http://hdl.handle.net/20.500.11910/6070 en
dc.publicationyear 2007 en
dc.contributor.author1 Hoadley, U. en


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