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Making the pedagogic relay inclusive for indigenous Australian students in mathematics classrooms

Zevenbergen, Robyn, Mousley, Judy and Sullivan, Peter 2004, Making the pedagogic relay inclusive for indigenous Australian students in mathematics classrooms, International journal of inclusive education, vol. 8, no. 4, pp. 391-405, doi: 10.1080/1360311042000277715.

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Title Making the pedagogic relay inclusive for indigenous Australian students in mathematics classrooms
Author(s) Zevenbergen, Robyn
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Sullivan, Peter
Journal name International journal of inclusive education
Volume number 8
Issue number 4
Start page 391
End page 405
Publisher Routledge
Place of publication Abingdon, England
Publication date 2004-10
ISSN 1360-3116
1464-5173
Summary Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein (1996) has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics.
Language eng
DOI 10.1080/1360311042000277715
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008768

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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