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Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice

Artigo2022

Babawande Emmanuel Olawale ORCID

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Resumo

For individuals to become democratic citizens, they need to be exposed to at least three interrelated elements: collective identity, the privileges of membership, and social rights and benefits. This study investigates how South African universities prepare mathematics teachers for democratic citizenship. Data were generated from six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education who were undergoing teacher training at three different universities. Data were gathered through interviews, observations, and document reviews. Thematic analysis was employed to analyse the data. The study findings reveal contradictions with respect to theory and practice within the mathematics education programmes at South African universities. While the programmes contribute to the formation of active citizenry through the development of democratic skills and values, together with the incorporation of social justice issues in mathematics classrooms, they also inhibit and disempower students, given that the offerings emphasize the importance of teaching and testing, as well as the acceptance or rejection of “right” answers. Based on the findings, it is recommended that educators democratise mathematics education classrooms and adopt a humanising pedagogical approach based on care, trust and respect.

Dados da obra

Tipo
Artigo
Periódico
IJPTE International Journal of Pedagogy and Teacher Education, v. 6, n. 2, p. 126
Editora
Sebelas Maret University
Ano
2022 (2022-11-09)
Idioma
en
Palavras-chave
democratic citizenship; mathematics teacher education; pre-service teachers; social justice in mathematics education; theory-practice contradiction; humanizing pedagogy; South African universities
Temas
Educação Matemática Crítica, Formação de Professores de Matemática
DOI
10.20961/ijpte.v6i2.61574
ISSN
2549-8525, 2597-7792
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OLAWALE, Babawande Emmanuel. Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice. IJPTE International Journal of Pedagogy and Teacher Education, v. 6, n. 2, p. 126, 2022. DOI: https://doi.org/10.20961/ijpte.v6i2.61574.

APA

Olawale, B. E. (2022). Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice. IJPTE International Journal of Pedagogy and Teacher Education, 6(2), 126. https://doi.org/10.20961/ijpte.v6i2.61574

BibTeX
@article{olawale2022,
  author = {Olawale, Babawande Emmanuel},
  title = {Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice},
  year = {2022},
  journal = {IJPTE International Journal of Pedagogy and Teacher Education},
  volume = {6},
  number = {2},
  pages = {126},
  publisher = {Sebelas Maret University},
  doi = {10.20961/ijpte.v6i2.61574},
  language = {en}
}
RIS
TY  - JOUR
AU  - Olawale, Babawande Emmanuel
TI  - Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice
PY  - 2022
JO  - IJPTE International Journal of Pedagogy and Teacher Education
VL  - 6
IS  - 2
SP  - 126
DO  - 10.20961/ijpte.v6i2.61574
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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