Michael Baker Towards a Post-Eurocentric Mathematics and Science Education
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Michael Baker Towards a Post-Eurocentric Mathematics and Science Education
TOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science EducationrUniversity of Rochester, New York, USATable of ContentsIntroduction1Methodological and Theoretical RationaleEurocentrism as the Epistemic Framework of Colonial Modernity 9Towards a Post-Eurocentric Curriculum in Math & Science Education 41Ethnomathematics47EthnosciencesGOConclusion: Towards an Epis Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationtemological Multiculturalism79References82Al the end of the colonial era, people began 10 ask the West what rights its culture, its science, its sociaMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
l organization and finally its rationality itself could have to laying claim to a universal validity: is it not a mirage tied to an economic dominatioTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationty as a whole (Dirlik, 2002, p. 8).Introduction1 Originally published as Eurocentrism and the Modem'Colontal Curriculum:Towards a Post-Eurocentric Math & Science Education - A Critical Interpretive Review, by Michael Baker, University of Rochester. Unpublished Paper, 2009.hup$:'.'www.acaMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
ssay reviews literature in science and mathematics education that assumes the possibilities for knowing the realities of the world through the officiaTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationribed as the epistemic framework of colonial modernity, a framework through which western knowledge enabled and legitimated the global imposition of one particular conception of the world over all others. Eurocentrism is an ethnocentric projection onto the world that expresses the ways the west and Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationthe westernized have learned to conceive and perceive the world. At the center of this ethnocentric projection are the control of knowledge and the maMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
intenance of the conditions of epistemic dependency (Mignolo, 2000a).Every conception of the “world" involves epistemological and ontological presuppoTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationcts (Santos, 2007a). What counts as knowledge and what it means to be human are profoundly interrelated (Santos, 2006). The knowledge that counts in the modern school curriculum, from kindergarten to graduate school, is largely constructed and contained within an epistemic framework that is constitu Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationtive of the monocultural worldview and ideological project of western modernity (Meyer, Kamens & Benavot, 1992; Wallerstein, 1997, 2006; Lander, 2002;Michael Baker Towards a Post-Eurocentric Mathematics and Science Education
Kami, 2006; Kincheloe, 2008: Battiste, 2008). The monocultural worldview and ethos of western civilization are based in part upon structures of knowlTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationmperial/colonial domination (Quijano, 1999, p. 47). If our increasingly interconnected and interdependent world is also to become more and not less democratic, schools and teachers must learn to incorporate the worldwide diversity of knowledges and ways of being (multiple epistemologies and ontologi Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationes) occluded by the hegemony of Eurocentrism. Academic knowledge and understanding should be complemented with learning from those who are living in aMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
nd thinking from colonial and postcolonial legacies (Mignolo, 2000, p. 5).Too many children and adults today (particularly those from non-dominant groTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationnial2conception of the world. The reproduction ol personal and cultural inferiority inherent in the modern educational project of rnonocultural assimilation is interrelated with the hegemony ol western knowledge structures that are largely taken lor granted within Eurocentric education (Dei. 2008). Michael Baker Towards a Post-Eurocentric Mathematics and Science EducationIhus. in the field of education, “we need to learn again how five centuries of studying, classifying, and ordering humanity within an imperial contextMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
gave rise to peculiar and powerful ideas of race, culture. and nation that were, in effect, conceptual instruments that the West used both to divide TOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationern education was institutionalized is located in the cultural complex called “F.urocentrism”.Western education institutions and the modern curriculum, from the sixteenth century into the present, were designed to reproduce this Eurocentric imaginary' under the sign of “civilization" (Grafton & Jard Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationine, 1986; Butts, 1967, 1973). Eurocentric knowledge lies at the center of an imperial and colonial model of civilization that now threatens to destroMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
y the conditions that make life possible (Lander. 2002, p. 245). From a post-Eurocentric interpretive horizon (described below), the present conditionTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationilopose, 2007; Kincheloe, 2008).Based upon hierarchical competition for power, control, and supremacy among the “civilized” nation-states, imperialism is an original and inherent characteristic of the modem western interstate system that emerged with the formation of sovereign European territorial s Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationtates in the sixteenth and seventeenth centuries (Wallerstcin. 1973: Gong. 1984 ; Hindness, 2005; Agnew, 2003; Taylor & Flint, 2000). Closely interrelMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
ated with imperialism, colonialism involves a civilizing projec t within an ideologic al formation established Io construct the way the world is knownTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationes reality to the single dimension ol the colonizer. Colonialism and imperialism impose on the world one discourse, one form of conscience, one science, one way of being in die world. “Post-colonial analysis leads to a simple realization: that the effect of the colonizing process over individuals, o Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationver culture and society throughout3Europe’s domain was vast, and produced consequences as complex as they are profound" (Ashcroft, 2001a, p. 24).In yeMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
t to be acknowledged ways, the Eurocentric curriculum, and western schooling in general, are profoundly interrelated with both modern imperialism and TOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationtself in a particular kind of attitude": the European attitude - a subset of a more encompassing “imperial attitude.” The Eurocentric attitude combines the search for theoria with the mythical fixation with roots and the assertion of imperial subjectivity. Il produces and defends what Enrique Dussel Michael Baker Towards a Post-Eurocentric Mathematics and Science Education has referred to as “the myth of modernity" (Maldonado-Torres, 2005b, p. 43).Western schooling reproduces this “Eurocentric attitude” in complicit)- wMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
ith a globalized system of power'knowledge relations, tacitly based upon white heterosexual male supremacy (Kincheloe, 1998: Allen, 2001: Bonilla-SilvTOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationetween abstract universality and concrete world hegemony (Escobar. 2007; Dussel, 2000: Quijano, 1999. 2000). Worldwide imperial expansion and European colonialism led to the late nineteenth centuiy worldwide hegemony of Eurocentrism (Quijano, 2005, p. 56). Eurocentrism, in other words, refers to the Michael Baker Towards a Post-Eurocentric Mathematics and Science Education hegemony of a (universalized) Euro-Anglo-American epistemological framework that governs both the production and meanings of knowledges and subjectivMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
ities throughout the world (Schott, 2001; Kincheloe, 2008).Eurocentrism is an epistemological model that organizes the state, the economy, gender and TOWARDS A POST-EUROCENTRIC MATHEMATICS & SCIENCEEDUCATION1Eurocentrism and the Modern/Colonial Curriculum: A Critical Interpretive ReviewMichael Baker Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationral institutions and institutionalized practices that began to emerge with the colonization of the Americas in the sixteenth century. The nation-state, the bourgeois family, the capitalist corporation, Eurocentric rationality, and western educational institutions are all examples of worldwide instit Michael Baker Towards a Post-Eurocentric Mathematics and Science Educationutions and institutionalized practices that contribute to the production of Eurocentrism (Quijano, 2008, pp. 193-194).Eurocentrism as a historical pheMichael Baker Towards a Post-Eurocentric Mathematics and Science Education
nomenon is not to be understood without reference to the structures of power that EuroAmerica produced over the4Gọi ngay
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