The reproduction of social class inequalities through mathematics pedagogies in South African primary schools
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2007
TITLE AUTHOR(S): U.Hoadley
KEYWORDS: MATHEMATICS, PEDAGOGY, SCHOOLS, SOCIAL DEVELOPMENT
Print: HSRC Library: shelf number 4588
HANDLE: 20.500.11910/6070
URI: http://hdl.handle.net/20.500.11910/6070
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
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.-
Related Research Outputs:
- Teachers' social class, professional dispositions and pedagogic practice
- Social class and pedagogy: a model for the investigation of pedagogic variation
- Injury and social determinants among in-school adolescents in six African countries
- School and individual predictors of mathematics achievement in South Africa: the mediating role of learner aspirations
- School leadership matters: the importance of emphasis on academic success
- Science engagement projects: talent development programme: post-school destinations of the 2017 and 2018 cohorts
- Developing critical literacy in a changing context: the challenges of 'critique' in South Africa
- Challenges in the provision of private schools in South Africa
- Challenges to critical pedagogy: student opposition and identity in a South African English studies course
- Modelling the invisible: the pedagogy of craft apprenticeship
- The recognition of prior learning power, pedagogy and possibility: conceptual and implementation guides
- Etat de l'ecole: usage des systemes d'information et construction d'indicateurs synthetiques
- Graduates with qualifications in mathematics, applied mathematics, physics and information technology on the HSRC register of graduates, 1991 to 1998, as at April 1999
- Attendance of the National Research Coordinator (NRC) meeting of the Second Information Technology in Education Study (SITES)
- The consolidation of democracy in South Africa
- Visit to Scotland and England as part of the ETQA task team on the invitation of the National Department of Education
- School calendar investigation
- Assessment of mathematics and science in Africa (AMASA)
- Core datasets for the state of the environment reporting in SARDC
- Crime and violence in Gauteng schools