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ERIC Number: EJ1186505
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2373-5082
A Mindful Inquiry towards Transformative Curriculum Vision for Inclusive Mathematics Education
Luitel, Bal Chandra
Learning: Research and Practice, v4 n1 p78-90 2018
Exploring ways to develop a transformative curriculum vision for mathematics education that is inclusive to opposing perspectives and ideologies, this mindful inquiry explores "mindless" views embedded in the mathematics curriculum of Nepal; explores narrowly conceived disempowering assumptions within it; engages in dialectical interactional texturing among perspectives; and eventually emerges with its transformative potentiality. In so doing, this reflection on hegemonic worship of modernity identifies Newtonian reductionism, absolutism, and non-fluidity of language, serving mono-cultural perspectives as restraints underlying inclusive mathematics curriculum. Reflecting on this meaning-making, and in seeking an equilibrium view of reality, the inquiry hopefully offers pluralism, synergy, and montage as imperative in making mathematics education more meaningful.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nepal