‘Limits of the local’ in theorising numeracy as social practice: a case study of mathematics education in Palestine

Alshwaikh, J; Yasukawa, K

‘Limits of the local’ in theorising numeracy as social practice: a case study of mathematics education in Palestine

Alshwaikh, J Yasukawa, K

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Numeracy As Social Practice Global and Local Perspectives, 2018, pp. 133 - 148
Issue Date:: 2018-04-16

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Field	Value	Language
dc.contributor.author	Alshwaikh, J	en_US
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Rogers, A	en_US
dc.contributor.editor	Jackson, K	en_US
dc.contributor.editor	Street, BV	en_US
dc.date.issued	2018-04-16	en_US
dc.identifier.citation	Numeracy As Social Practice Global and Local Perspectives, 2018, pp. 133 - 148	en_US
dc.identifier.isbn	1138284440	en_US
dc.identifier.isbn	9781138284449	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128471
dc.description.abstract	The human capital-based discourse dominating policy discussions about lifelong learning places significant emphasis on literacy and numeracy as key skills for economic growth and for individuals’ successes in the labour market. While formulations of numeracy in many influential policy discussions acknowledge the contingency of numeracy in the context in which it is used, the discussions do not generally engage with issues of power relations in these contexts. Drawing on two case studies, this chapter considers some of the factors that influence the possibilities of workplaces as sites for developing critical numeracy practices that challenge certain forms of power relations.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Numeracy As Social Practice Global and Local Perspectives	en_US
dc.title	‘Limits of the local’ in theorising numeracy as social practice: a case study of mathematics education in Palestine	en_US
dc.type	Chapter
utslib.location	UK	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	UK	en_US
pubs.publication-status	Published	en_US

Abstract:

The human capital-based discourse dominating policy discussions about lifelong learning places significant emphasis on literacy and numeracy as key skills for economic growth and for individuals’ successes in the labour market. While formulations of numeracy in many influential policy discussions acknowledge the contingency of numeracy in the context in which it is used, the discussions do not generally engage with issues of power relations in these contexts. Drawing on two case studies, this chapter considers some of the factors that influence the possibilities of workplaces as sites for developing critical numeracy practices that challenge certain forms of power relations.

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http://hdl.handle.net/10453/128471