Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education.
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| Title: | Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education. |
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| Authors: | Allen, Piata1 p.allen@auckland.ac.nz, Trinick, Tony1 |
| Source: | Educational Studies in Mathematics. Oct2021, Vol. 108 Issue 1/2, p351-368. 18p. |
| Subject Terms: | *Mathematics education, *COVID-19 pandemic, *Cultural rights, Globalization, Sociology, Socioeconomics |
| Abstract: | This article is a synthesis of the historical account of the ongoing suppression of Māori indigeneity (language and cultural knowledge) in mathematics education for over 100 years. During that time, Māori, the Indigenous people of Aotearoa New Zealand, have been ravaged by the effects of globalisation as an outcome of colonisation, resulting in loss of property, linguistic, and cultural rights, that have been compounded by the damaging effects of diseases that have cumulatively sustained negative socioeconomic and education outcomes to this day. The COVID-19 pandemic, which arrived on Aotearoa New Zealand shores in February 2020, exposed and further exacerbated the deep inequities that already existed due to the legacy of assimilation policies. This article draws on Bourdieu's notions of capital, habitus, and field to frame our analysis of the capacity and potential for Māori to act as agents within, and against, multiple cultural and structural pressures that have impacted the historical development of Māori-medium mathematics education, and the capacity of the Māori-medium mathematics community to cope while schools were closed during the COVID-19 pandemic. This article reveals that despite some recent positive structural changes in response to the emergence of Māori-medium schooling in the 1980s, and partly due to the high status of mathematics educationally, many structural challenges remain. In 2020, in response to having to deliver mathematics education remotely, the Māori-medium community, including parents, teachers, and associates, used their individual and collective agency to overcome the structural barriers created by physical school closures. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 153554711 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Allen%2C+Piata%22">Allen, Piata</searchLink><relatesTo>1</relatesTo><i> p.allen@auckland.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Trinick%2C+Tony%22">Trinick, Tony</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Oct2021, Vol. 108 Issue 1/2, p351-368. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+rights%22">Cultural rights</searchLink><br /><searchLink fieldCode="DE" term="%22Globalization%22">Globalization</searchLink><br /><searchLink fieldCode="DE" term="%22Sociology%22">Sociology</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomics%22">Socioeconomics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article is a synthesis of the historical account of the ongoing suppression of Māori indigeneity (language and cultural knowledge) in mathematics education for over 100 years. During that time, Māori, the Indigenous people of Aotearoa New Zealand, have been ravaged by the effects of globalisation as an outcome of colonisation, resulting in loss of property, linguistic, and cultural rights, that have been compounded by the damaging effects of diseases that have cumulatively sustained negative socioeconomic and education outcomes to this day. The COVID-19 pandemic, which arrived on Aotearoa New Zealand shores in February 2020, exposed and further exacerbated the deep inequities that already existed due to the legacy of assimilation policies. This article draws on Bourdieu's notions of capital, habitus, and field to frame our analysis of the capacity and potential for Māori to act as agents within, and against, multiple cultural and structural pressures that have impacted the historical development of Māori-medium mathematics education, and the capacity of the Māori-medium mathematics community to cope while schools were closed during the COVID-19 pandemic. This article reveals that despite some recent positive structural changes in response to the emergence of Māori-medium schooling in the 1980s, and partly due to the high status of mathematics educationally, many structural challenges remain. In 2020, in response to having to deliver mathematics education remotely, the Māori-medium community, including parents, teachers, and associates, used their individual and collective agency to overcome the structural barriers created by physical school closures. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-021-10098-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 351 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Cultural rights Type: general – SubjectFull: Globalization Type: general – SubjectFull: Sociology Type: general – SubjectFull: Socioeconomics Type: general Titles: – TitleFull: Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Allen, Piata – PersonEntity: Name: NameFull: Trinick, Tony IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 108 – Type: issue Value: 1/2 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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