Dr. Gale Russell is the author of a new book released in summer entitled Transreform Radical Humanism: A Mathematics and Teaching Philosophy (Sense Publishers).

The book is based upon Gale’s doctoral dissertation in which a methodological collage of auto/ethnography, Gadamerian hermeneutics, and grounded theory was used to analyze a diverse collection of data related to mathematics and the teaching and learning of mathematics. Data consider in the book includes the author’s evolving relationship with mathematics; the philosophies of mathematics; the “math wars”; the achievement gap for Indigenous students in mathematics; some of the lessons learned from ethnomathematics; and risk education (as an emerging topic within mathematics curricula).

Foundational to this analysis is a new theoretical framework proposed and implemented by Gale that encompasses an Indigenous worldview and the Traditional Western worldview, acting as a pair of voices (and lenses) that speak to the points of tension, conflict, and possibility found throughout the data. The analysis of the data sets results in the emergence of a new theory, the “Transreform Approach” to the teaching and learning of mathematics, as well as the transreform radical humanistic philosophy of mathematics and teaching.

Within the book mathematics, the teaching and learning of mathematics, hegemony, and the valuing of different kinds of knowledge and ways of knowing collide, sometimes merge, and most frequently become transformed in ways that hold promise for students, teachers, society, and even mathematics itself. Throughout, the incommensurability of the two worldviews is challenged, and new possibilities emerge. It is hoped that readers will not just read this work, but engage with it, exploring the kinds of knowledge and ways of knowing that they value within mathematics and the teaching and learning of mathematics and why.

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Check out Dr. Pamela Osmond-Johnson’s newest report as part of the Professional Learning in Canada Series
Osmond-Johnson, P., Zeichner, K., & Campbell, C. (2017). The state of educators’ professional learning in Alberta. Oxford, OH: Learning Forward.

Dr. Pamela Osmond-Johnson is a co-author for a new book that has been released today entitled Empowered Educators in Canada: How High-Performing Systems Shape Teaching Quality. It is currently the number one book in Hot New Releases in Education Theory/Administration on Amazon.ca

“Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.

Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling” Read more

 

Culturally Responsive Pedagogy: Working towards Decolonization, Indigeneity and Interculturalism

Edited by Dr. Fatima Pirbhai Illich (University of Regina), Dr. Shauneen Pete (University of Regina), and  Dr. Fran Martin (University of Exeter)

Palgrave Macmillan provide the following abstract:

“This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.”

“An important read for educators, administrators and policy makers … a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity” George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada

To pre-order a copy of the book please visit the Palgrave Macmillan Online Store.

In Canada I would check out work/networks of Dr Fatima Pirbhai Illich. On FB not twitter. She is at Uni of Regina. First Nations chs here pic.twitter.com/AeRqDZvqyH

— Diane Leedham (@DiLeed) July 24, 2017

Fatima Pirbhai-Illich opening the “Decolonizing Teacher Education” seminar with verses from the Quran # Exeter University pic.twitter.com/K5Jq5rH81G

— Dr.Maryam Almohammad (@AlmohamadMaryam) Palgrave Macmillan Online Store