Mathematics and Eurocentrism

George Gheverghese Joseph

Chapter Chapter Two in The Challenge of Eurocentrism: Global Perspectives, Policy, and Prospects, 2009, pp 25-44 from Palgrave Macmillan

Abstract: Abstract In the 1980s, soon after the publication of the Swann Report, Education for All (DES 1985), there was a growing recognition that the British school curriculum suffered from an ethnocentric bias that an increasing number of teachers found unacceptable in a multicultural Britain. However, despite some institutional and professional backing even in Mathematics (ILEA 1985a, 1985b; The Mathematics Association 1988), the attempt to counter ethnocentrism in the classroom met with resistance by politicians and academics who believed that an important goal of educational policy was to instill a greater awareness of British culture and history. The rationale for this position was well expressed by the Secretary of State for Education, Keith Joseph, on his last day in office (May 20, 1985), when he addressed the question of the role of education in an ethnically diverse society: British history and cultural traditions are, or will become, at least, part of the cultural heritage of all who live in this country … Schools should be responsible for trying to transmit British culture—enriched as it has been by so many traditions.

Keywords: Mathematical Knowledge; Math Class; Mathematical Tradition; European Scholar; Pascal Triangle (search for similar items in EconPapers)
Date: 2009
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Persistent link: https://EconPapers.repec.org/RePEc:pal:palchp:978-0-230-62089-6_3

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DOI: 10.1057/9780230620896_3

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