Scottish teachers’ perceptions of marginalisation in school mathematics
Résumé
Several studies highlight significant differences between the mathematical performances of white middle-class boys and several other groups of children with other demographic characteristics. Across different countries, discussions about who is marginalised vary. In Scotland, marginalisation is typically associated with social class and children’s socioeconomic backgrounds. In this paper we explore Scottish teachers’ perceptions of the causes of marginalisation in school mathematics. 29 teachers from different school levels participated in individual semi-structured interviews. All teachers’ responses reflected the social-class discourse of policymakers. Few teachers recognised other marginialising variables (i.e. gender, English language competence) as well. We conclude that the intersectional character of marginalisation needs to be promoted more explicitly in both initial teacher education and continuous professional development programmes.
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