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Microexclusion in Inclusive Mathematics Education

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Abstract

In Brazil, the right of all students to education is legally reinforced in order to make educational institutions truly inclusive. However, in inclusive contexts, the processes of exclusion, which previously were explicit, have often been transformed into local and implicit actions. Such microexclusions may be carried out covertly, which makes it difficult to identify and denounce them. In particular, we investigate what types of microexclusions can be identified in inclusive contexts. In so doing, we present a range of cases of microexclusions, which illustrates that overall processes of macroinclusions can be accompanied by microexclusions. This applies to any educational context, including inclusive mathematics education. We identify eight different types of microexclusions having to do with ignoring, normalising, paying special attention to, barring, labelling, disqualification, stigmatising and institutionalising.

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Notes

  1. 1.

    This is the main Brazilian online database of research from all areas of knowledge, including education and mathematics education. Its address is http://catalogodeteses.capes.gov.br/catalogo-teses/

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Acknowledgements

We have discussed the relationship between macroinclusion and microexclusion in Faustino et al. (2017), and here, we draw on ideas from this paper. We thank Peter Gates for his helpful comments and suggestions.

Author information

Authors and Affiliations

  1. Universidade Estadual Paulista, São Paulo, Brazil

    Ana Carolina Faustino, Amanda Queiroz Moura & João Luiz Muzinatti

  2. Universidade Federal de Alfenas, Alfenas, Brazil

    Guilherme Henrique Gomes da Silva

  3. Universidade Estadual Paulista, Rio Claro, Brazil

    Ole Skovsmose

  4. Aalborg Universitet, Aalborg, Denmark

    Ole Skovsmose

Authors
  1. Ana Carolina Faustino
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  2. Amanda Queiroz Moura
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  3. Guilherme Henrique Gomes da Silva
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  4. João Luiz Muzinatti
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  5. Ole Skovsmose
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Editor information

Editors and Affiliations

  1. Pädagogische Hochschule Vorarlberg, Feldkirch, Austria

    David Kollosche

  2. Universidade Federal de São Paulo, Diadema, Brazil

    Renato Marcone

  3. Universität Potsdam, Potsdam, Germany

    Michel Knigge

  4. Universidade Estadual Paulista, Rio Claro, Brazil

    Miriam Godoy Penteado  & Ole Skovsmose  & 

  5. Aalborg Universitet, Aalborg, Denmark

    Ole Skovsmose

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Faustino, A.C., Moura, A.Q., da Silva, G.H.G., Muzinatti, J.L., Skovsmose, O. (2019). Microexclusion in Inclusive Mathematics Education. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_6

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  • DOI: https://doi.org/10.1007/978-3-030-11518-0_6

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