Mathematics Education and Democracy: An Open Landscape of Tensions, Uncertainties, and Challenges

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dc.contributor.authorSkovsmose, Ole
dc.contributor.authorPenteado, Miriam Godoy [UNESP]
dc.contributor.institutionAalborg University
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2023-07-29T16:09:35Z
dc.date.available2023-07-29T16:09:35Z
dc.date.issued2015-01-01
dc.description.abstractIn their classic study assuming the perspective of analytical philosophy, Benn and Peters (1959) relate democracy to notions such as justice, equality, freedom, and responsibility. A further investigation of justice is provided by Rawls (1971/1999), who begins his inquiry in analytic philosophy but expands his investigations beyond this tradition. Ideas about deliberative democracy, as for instance presented by Bohman and Rehg (1997), relate the notion of democracy to participation, negotiation, and dialogue. Democracy can also be related to citizenship, autonomy, human rights, and inclusion. Together all such notions belong to an extended family of open concepts.en
dc.description.affiliationAalborg University
dc.description.affiliationUniversidade Estadual Paulista
dc.description.affiliationUnespUniversidade Estadual Paulista
dc.format.extent359-373
dc.identifierhttp://dx.doi.org/10.4324/9780203448946-17
dc.identifier.citationHandbook of International Research in Mathematics Education, Third Edition, p. 359-373.
dc.identifier.doi10.4324/9780203448946-17
dc.identifier.scopus2-s2.0-85151224839
dc.identifier.urihttp://hdl.handle.net/11449/249802
dc.language.isoeng
dc.relation.ispartofHandbook of International Research in Mathematics Education, Third Edition
dc.sourceScopus
dc.titleMathematics Education and Democracy: An Open Landscape of Tensions, Uncertainties, and Challengesen
dc.typeCapítulo de livro

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Artigos - Matemática - IGCE