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Exploring Scholastic Mortality Among Working-Class and Indigenous Students

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Equity in Discourse for Mathematics Education

Part of the book series: Mathematics Education Library ((MELI,volume 55))

Abstract

Using Bourdieu’s theoretical framework, it becomes possible to theorise the ways in which school mathematics operates to create a form of symbolic violence for those students who do not speak the dominant discourse of mathematics. By providing a number of examples, the chapter explores the nuances of school mathematics discourse and how it operates to exclude students from participating in the discursive interactions that make up the teaching practices, and how this ultimately limits access to the field. In so doing, the myth of ability prevails so that those who enter the field with the forms of culture recognised and validated within the field are more likely to be constructed as effective learners of school mathematics

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Notes

  1. 1.

    The term ‘Indigenous’ is used in this chapter to refer to Aboriginal and Torres Strait Islander People. It is recognised that the term is problematic, as it fails to acknowledge the great diversity among the first nation peoples of Australia. It is used here as a marker to highlight the diversity of the original inhabitants of Australia.

  2. 2.

    In this study, Year 6 was the final year in primary school in the state in which the study was conducted. Typically, students were about 12 years old and had experienced 7 years of formal schooling. This is common in most Australian states, except for Queensland and Western Australia where a different numbering system is used and the final year of primary school is Year 7.

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Authors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Gold Coast, QLD, Australia

    Robyn Jorgensen

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  1. Robyn Jorgensen
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Correspondence to Robyn Jorgensen .

Editor information

Editors and Affiliations

  1. Michigan State University, Erickson Hall 329, East Lansing, 48824, Michigan, USA

    Beth Herbel-Eisenmann

  2. , Warner School of Education, University of Rochester, Box 270425, Rochester, 14627, New York, USA

    Jeffrey Choppin

  3. , Faculty of Education, University of New Brunswick, P.O. Box 4400, Fredericton, E3B 5A3, Canada

    David Wagner

  4. Dept. Secondary Education, University of Alberta, Education South 341, Edmonton, T6G 2G5, Alberta, Canada

    David Pimm

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Jorgensen, R. (2012). Exploring Scholastic Mortality Among Working-Class and Indigenous Students. In: Herbel-Eisenmann, B., Choppin, J., Wagner, D., Pimm, D. (eds) Equity in Discourse for Mathematics Education. Mathematics Education Library, vol 55. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2813-4_3

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