An Australian professor argues that small preschool furniture is “problematic” and “gendered,” in a recently published academic journal article.
In an academic journal article published earlier this month, Professor Jane Bone of Monash University in Austrailia argued that preschool classroom chairs are “problematic” and “gendered.”
The article argues that the small chair is a contentious and ambiguous artefact, which is taken for granted in early childhood settings, but also problematic when considered from different perspectives – an apparatus that both supports and betrays the body/ies that are in contact with it. Chairs, as objects that furnish human lives, can also haunt those lives and give contradictory messages of power, comfort and suffering. Now and to come, the chair is a trace, a symbol, an instrument of torture and object of desire. – READ MORE
[give_form id=”79809″] [divider][/divider]A math professor at Brooklyn College wrote an academic paper contending that meritocracy in math class holds back racial minorities and is a tool of “whiteness,” Campus Reform reported on Monday.
Professor Laurie Rubel, a former high school teacher, wrote the article in the Journal of Urban Mathematics Education. She reportedly contends that meritocracy is oftentimes associated with hard work, but it ignores “systematic barriers” that prevent the opportunity of success.
Rubel reportedly recommended that math teachers use more social justice issues during lessons. Rubel, however, warned that teaching “social justice” can also be a tool of whiteness if teachers are ignorant to the experiences of their minority students.
Campus Reform linked out to a PDF file of the article where Rubel cites another scholarly article to make the case that, “Teachers often view participation of marginalized students as off-task, unproductive, or distracting, even when it reflects students’ membership of and competence in another social context, unbeknownst to the teacher.” – READ MORE
[divider][/divider]A University of Illinois math professor believes that algebra and geometry perpetuate “white privilege” because Greek terms give Caucasians unearned credit for the subject.
But that isn’t the professor’s only complaint. She also believes that evaluations for math proficiency perpetuates discrimination against minority students, if they do worse than their white counterparts.
Rochelle Gutierrez argues in a newly published math education book for teachers that they must be aware of the identity politics surrounding the subject of mathematics.
“On many levels, mathematics itself operates as Whiteness,” she argues with complete sincerity, according to Campus Reform. “Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as White.”
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