Globalisation and ghettoisation

Challenges and possibilities for mathematics education with immigrant students

Authors

DOI:

https://doi.org/10.34024/prometeica.2024.31.19503

Keywords:

Critical Mathematics Education, Racism, Immigrant Students, Landscape of Investigation

Abstract

Globalisation is a contested concept and therefore refers to contradictory social processes. Additionally, immigration is established alongside the dualities of globalisation and ghettoisation. This paper is theoretically driven by doctoral research data and aims to present concerns and possibilities for critical mathematics education regarding immigrants in the context of the challenges posed by globalisation and ghettoisation in a world impacted by socially and racially structured injustices. The following topics will be addressed: (1) Firstly, I will clarify what this paper refers to regarding globalisation and ghettoisation and discuss how these concepts relate to mathematics education and immigrant students. (2) Next, I will present the participants' reports in the voices of mathematics teachers from schools with immigrant students in São Paulo, Brazil. (3) Following this, I will engage in a theoretical discussion on "meeting amongst differences" in mathematics classes with immigrant students. (4) Finally, I will explore, through Pedagogical Imagination, the hypothetical project "Ghettoisation—Is Racism a Factor?" as a possibility, considering the reality of immigrant students in developing spaces for meeting to overcome the distances created by ghettoisation.

Metrics

Metrics Loading ...

Author Biography

  • Manuella Carrijo, Universidade Federal de Alfenas

    She is a professor at the Institute of Exact Sciences of the Federal University of Alfenas-MG. She has a PhD in Mathematics Education from Unesp/Rio Claro, with a research internship at the University of Klagenfurt/Austria. She has a Master's degree in Science and Mathematics Education from the Federal University of Goiás. She has a degree in Mathematics from the Federal University of Goiás. She develops research on teaching and learning mathematics from the perspective of Critical Mathematics Education. She works mainly on the following themes: Mathematics Education, Critical Mathematics Education, Immigrant Education, Education for Citizenship, Critical Race Theory, Social and Racial Justice, Intersectionality, Scenarios for Mathematical Research.

References

Baber, S. A. (2012). Learning of mathematics among Pakistani immigrant children in Barcelona: A sociocultural perspective. In L. Bartlett & A. Ghaffar-Kucher (Eds.), Refugees, immigrants, and education in the global South: Lives in motion (pp. 143–166). Routledge.

Bartlett, L., & Ghaffar-Kucher, A. (Eds.). (2013). Refugees, immigrants, and education in the global South: Lives in motion. Routledge.

Bauman, Z. (1999). Globalização: As consequências humanas. Editora Schwarcz-Companhia das Letras.

Carrijo, M. (2012). Global citizenship. In M. G. Penteado & O. Skovsmose (Eds.), Landscapes of investigation: Contributions to critical mathematics education (pp. 133–147). Open Book Publisher. https://doi.org/10.11647/OBP.0316

Carrijo, M. (2023). “Get out of my country!”: Confronting racism and xenophobia through inclusive mathematics education (Dissertação de doutorado). Universidade Estadual Paulista (UNESP), Rio Claro, Brasil.

Ernest, P. (2008). Epistemological issues in the internationalization and globalization of mathematics education. In Internationalisation and globalisation in mathematics and science education (pp. 19–38). Springer.

Faustino, A. C. (2018). "Como você chegou a esse resultado?": O diálogo nas aulas de Matemática dos anos iniciais do Ensino Fundamental (Dissertação de doutorado). Universidade Estadual Paulista (Unesp), Rio Claro, Brasil.

Freire, P. (2016). Pedagogia da tolerância. Editora Paz e Terra.

Gutstein, E. R. (2012). Mathematics as a weapon in the struggle. In L. Bartlett & A. Ghaffar-Kucher (Eds.), Refugees, immigrants, and education in the global South: Lives in motion (pp. 23–48). Routledge.

Heywood, A. (2010). Ideologias políticas: Do liberalismo ao fascismo. Ática.

Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.

Lima, P. C., & Penteado, M. G. (2021). Pedagogical imagination and prospective mathematics teachers’ education. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 2, pp. 613–621). Tredition. https://doi.org/10.5281/zenodo.5415278

Moura, A. Q. (2020). O encontro entre surdos e ouvintes em cenários para investigação: Das incertezas às possibilidades nas aulas de matemática (Dissertação de doutorado). Universidade Estadual Paulista (Unesp), Rio Claro, Brasil.

Moura, A. Q. (2022). Inclusive practices in mathematics classroom: Some contributions from critical mathematics education. Philosophy of Mathematics Education Journal, 39. https://doi.org/10.5281/zenodo.7748137

Rosenberg, A. (2022). Undesirable immigrants: Why racism persists in international migration. Princeton University Press.

Santos, M. (2008). Por uma outra globalização: Do pensamento único à consciência universal (15ª ed.). Editora Record.

Skovsmose, O. (2007). Educação crítica: Incerteza, matemática e responsabilidade. Cortez.

Skovsmose, O. (2008). Mathematical literacy and globalisation. In Internationalisation and globalisation in mathematics and science education (pp. 1–16). Springer. https://doi.org/10.1007/978-1-4020-5908-7_1

Skovsmose, O. (2009). Researching possibilities. In K. Setati, R. Vithal, C. Malcolm, & R. Dhunpath (Eds.), Researching possibilities in mathematics, science and technology education (pp. 105–119). Nova Science Publishers.

Skovsmose, O. (2012). An invitation to critical mathematics education. Springer Science & Business Media.

Skovsmose, O. (2019). Inclusions, meetings and landscapes. In Inclusive mathematics education: State-of-the-art research from Brazil and Germany (pp. 71–84). Springer.

Skovsmose, O. (2023). Critical mathematics education. Springer.

Skovsmose, O., Moura, A. Q., & Carrijo, M. (2023). Inclusive citizenship through mathematics education: A conceptual investigation. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01470-x

Skovsmose, O., & Niss, M. (2008). Critical mathematics education for the future. In ICME-10 Proceedings: Proceedings of the 10th International Congress on Mathematical Education. IMFUFA, Roskilde University.

Steger, M. B. (2017). Globalization: A very short introduction (Vol. 86). Oxford University Press.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1995). Declaration of principles on tolerance. Culture of Peace Programme.

Valoyes-Chávez, L., Montecino, A., & Guzmánc, P. (2021). Global mobility and processes of racialisation: The case of immigrant adults in mathematics education. Research in Mathematics Education, 23(3), 248–261. https://doi.org/10.1080/14794802.2021.1993979

Wacquant, L. (2004). What is a ghetto? Building a sociological concept. Revista de Sociologia e Política, 23, 155–164.

Downloads

Published

2024-11-29

Issue

Vol. 31 (2024): Prometeica - v 31 (11/2024 - 02/2025)

Section

Articles - Dossier 1

License

Copyright (c) 2024 Manuella Carrijo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright: Prometeica allows the author (s) to keep their copyrights unrestricted. Prometeica allows the author (s) to retain their publication rights without restriction. Authors should ensure that the article is an original work without fabrication, fraud or plagiarism; does not infringe any copyright or right of ownership of any third party. Authors should also ensure that each one complies with the authorship requirements as recommended by the ICMJE and understand that if the article or part of it is flawed or fraudulent, each author shares responsibility.

Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Prometeica - Journal of Philosophy and Sciences is governed by the licencse CC-By-NC

You are free to:

  • Adapt — remix, transform, and build upon the material

The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

 

Copyright maintenance

Prometeica allows the author (s) to keep their copyright without restrictions.

Prometeica allows the author (s) to retain their publication rights without restriction.

How to Cite

Carrijo, M. (2024). Globalisation and ghettoisation: Challenges and possibilities for mathematics education with immigrant students. Prometeica - Journal of Philosophy and Science, 31, 380-391. https://doi.org/10.34024/prometeica.2024.31.19503
Received 2024-09-15
Accepted 2024-11-23
Published 2024-11-29