An Unlikely Alliance: Mathematics Education, Poststructuralism and Potential Affirmation

Margaret Walshaw

Abstract


This paper engages current poststructural debates over knowledge and subjectivity
for a discussion on teacher education. In doing so it takes seriously the claim that
what we have come to know as teaching practice is now profoundly undermined by
social theories of the postmodern. The task that it sets itself is to reinterpret the role
of the teacher educator in such a way that this new form might confront the challenge
that postmodemism has posed. It does this by exploring how 'modern' assumptions
have shaped the self-understanding in terms of which many educators make sense
of their work. Drawing on the philosophy of Foucault it then critiques these ideas
and works to reconstruct them in order to meet the challenge posed by
postmodernism.

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