What counts as mathematics? Technologies of power in adult and vocational education (Q1848555)

This highly operose and valuable monograph attempts to tease out some of the many seemingly paradoxical issues that currently confront Technical and Further Education (TAFE) teachers in Australia -- and, potentially, mathematics teachers elsewhere. The author attempts to provide a range of theoretical perspectives on dialogical relationship between mathematics and technology and discusses diverse issues succinctly and rigorously. The author appears animated by the following two major goals: ''To present from a critical perspective examples of workplace research into mathematics as well as exemplars of textual material designed for adult and vocational students; and (b) to present theorisations on why a 'developed' country such as Australia should be persuing such an 'anti-educational' or perhaps anti-intellectual trajectory in relation to vocational mathematics. The second point has serious implications for other nations or interest groups who may try to emulate the model or who may be unduly influenced by virtue of being recipients of Australian government aid (e.g., through AUSAID).'' The author's passion about improving the quality of mathematics educational experiences for adult and vocational students is very well reflected while discussing the richness and complexity of mathematics that lies in its historical and pervasive links with technology. The following outline of the monograph is quoted from its Prelude. ''Chapters 1 and 2 set the scene from a mathematical perspective, presenting reviews of literature which focus on the institution and images of mathematics and mathematics education, on the one hand, and the relationship between technology and mathematics in and for the workplace, on the other. Chapter 3, Interlude, provides theoretical perspectives on technologies of power and new forms of knowledge production, drawing upon a range of intellectual work. However, Basil Bernstein's concepts of symbolic control, pedagogy, and identity appear to provide the most coherent framing for the terrain to be covered. ''After a brief introduction to the historical and contextual setting of the Australian Vocational Education and Training sector, chapters 4, 5 and 6 consider technologies of power - moving from the micro-level issues associated with teaching and learning, through the meso-level of curriculum and the conditions of teachers' work, to the macro-level of knowledge production and distribution, where the de-institutionalisation of education is looming as a serious challenge. ''The monograph concludes by returning to the construction of image; firstly in relation to technologies of management, and secondly in relation to vocational mathematics as located within the public image of mathematics education. However, it is argued that even public image has become technologised.'' The book consisting of an extensive literature base is suitable for mathematics teachers, vocational educators and research scholars, and any one who is looking for his/her own answer to the question: ''What counts as mathematics in adult and vocational education?''.