No Highway and No Destination?

Editor's Reaction to Part IV
  • Bill Atweh


The chapters in this section deal with lessons learnt by academic researchers and/or school practitioners from attempts to manage equity and quality within various educational contexts (early childhood, primary, secondary, university and the mathematics education profession itself) and with a variety of marginalised populations (African-American, Latino students, low socioeconomic backgrounds, Indigenous students and researchers from non-English-speaking countries). They represent stories from different regions and countries (Australia, Europe, Israel, Mexico, South Africa and the United States). Arguably, they represent different criteria for evaluating quality and equity. Undoubtedly, such a variety makes generalisations from their learnings somehow problematic. There are, however, some overall themes that are worth identifying and some general challenges which require further action and reflection in our practice.


Professional Development Mathematics Education Latino Student Indigenous Student Affirmative Action Program 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Bernstein, B. (1971). Class, codes and control. London: Routledge & Paul.Google Scholar
  2. Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Crows Nest: Allen & Unwin.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Science and Mathematics Education CentreCurtin UniversityPerthAustralia

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