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ERIC Number: EJ868794
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0228-0671
Doomsday Device: Rethinking the Deployment of the "Achievement Gap" in Equity Arguments
Parks, Amy Noelle
For the Learning of Mathematics, v29 n1 p14-19 2009
I adopt a poststructural perspective to argue that the current focus in mathematics education on measuring, reducing, and explaining the achievement gap is dangerous and can be counter-productive to the equity-oriented arguments that those mobilizing "gap" language want to make. The reiteration of the achievement gap in scholarly arguments can work to reinforce the very hierarchies that those using the language often say they wish to challenge. I suggest two techniques borrowed from poststructural theorists that may offer opportunities for mathematics educators to work.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada; e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A