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Outputs (49)

Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis (2023)
Book Chapter
Swanson, D. M. (2023). Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (763-781). Switzerland: Springer. https://doi.org/10.1007/978-3-031-24420-9_43

The last decade has seen distinct ideological shifts in particular geopolitical contexts and in global/local relations across the globe, with increasing instability witnessed in social, political, ecological, material, and economic systems. Efforts t... Read More about Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis.

Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa (2023)
Other
Ncube, S., Wilson, A., Petersen, L., Black, G. . F., Abrams, A., Carden, K., …Swanson, D. (2023). Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa

A significant percentage of the urban population in most low- and middle-income countries live in informal settlements. Due to poor quality housing, dense settlement patterns and lack of risk reducing infrastructure, informal settlements are least pr... Read More about Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa.

‘It Means We are Not Safe’: Understanding and Learning from Household Experiences of Water Scarcity, Flood and Fire in Marginalized Settlements in the Cape Flats, South Africa (2022)
Working Paper
Ncube, S., Wilson, A., Frances Black, G., Petersen, L., Abrams, A., Carden, K., …Swanson, D. M. ‘It Means We are Not Safe’: Understanding and Learning from Household Experiences of Water Scarcity, Flood and Fire in Marginalized Settlements in the Cape Flats, South Africa

As climate change-related extreme weather events such as flooding and droughts increase in frequency and severity in most cities worldwide, there is a need to deepen understanding of disaster risks and adaptive capacities. A significant percentage of... Read More about ‘It Means We are Not Safe’: Understanding and Learning from Household Experiences of Water Scarcity, Flood and Fire in Marginalized Settlements in the Cape Flats, South Africa.

Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality (2022)
Journal Article
le Roux, K., & Swanson, D. M. (2022). Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality. Research in Mathematics Education, 23(3), 323-337. https://doi.org/10.1080/14794802.2021.1993978

Education commonly is positioned as central to developing citizens who can address so-called global challenges. Responses are identifiable in global citizenship education, which may recruit mathematics into interdisciplinary relationships, and within... Read More about Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality.

(Re)imagining spatialities for equity in mathematics education (2021)
Conference Proceeding
Swanson, D. M., & le Roux, K. (2021). (Re)imagining spatialities for equity in mathematics education. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (603-612)

Contemporary discourse about the ‘opening’/‘closing’ of schools and what is ‘inside’/‘outside’ the curriculum potentially exacerbates existing inequities in mathematics education. This paper explores how different spatial imaginaries might advance or... Read More about (Re)imagining spatialities for equity in mathematics education.

Global citizenship’s double-facedness: embracing contradiction towards radical hope (2021)
Presentation / Conference
Swanson, D. M., & Gamal, M. (2021, May). Global citizenship’s double-facedness: embracing contradiction towards radical hope. Paper presented at 4th Academic Network on Global Education and Learning (ANGEL) Conference: Pedagogy of Hope and Global Social Justice, London, UK (online)

'Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both... Read More about Global citizenship’s double-facedness: embracing contradiction towards radical hope.

Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures. (2021)
Journal Article
Swanson, D. M., & Gamal, M. (2021). Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures. Globalisation, Societies and Education, 19(4), 456-469. https://doi.org/10.1080/14767724.2021.1904211

'Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both... Read More about Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures..

Unpacking the purposes and potential of interdisciplinary STEM (2020)
Book Chapter
Swanson, D. M., & Tytler, R. (2020). Unpacking the purposes and potential of interdisciplinary STEM. In N. Mansour, & H. EL-Deghaidy (Eds.), STEM in Science Education and S in STEM (242-268). Leiden, Netherlands: Brill Academic Publishers. https://doi.org/10.1163/9789004446076_011

This chapter traces the development of STEM advocacy as a globalizing modernist discourse based in national competitive wealth creation agendas. It therefore addresses the drivers for STEM in schools by way of understanding state and industry intenti... Read More about Unpacking the purposes and potential of interdisciplinary STEM.

De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique (2019)
Conference Proceeding
Chronaki, A., & Swanson, D. M. (2019). De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique. In Proceedings of the tenth International Mathematics Education and Society Conference (333-342)

Various interpretations have been given to the double gesture of de/mathematising in relation to a variety of social thematic contexts demarcating ‘the political’ in mathematics education. By way of theoretical intervention, we offer the beginnings... Read More about De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique.

Alterities of global citizenship: education, human rights, and everyday bordering (2018)
Journal Article
Swanson, D. M., & Gamal, M. (2018). Alterities of global citizenship: education, human rights, and everyday bordering. Justice, Power and Resistance, 2(2), 357-388

Assumptions abound regarding societal embetterment at the heart of global interconnections and the distributions of knowledge through international educational organisations and structures worldwide (Swanson, 2013; 2015). In schools and higher educat... Read More about Alterities of global citizenship: education, human rights, and everyday bordering.

Ethics, power, internationalisation and the postcolonial: A Foucauldian discourse analysis of policy documents in two Scottish universities (2017)
Journal Article
Guion Akdag, E., & Swanson, D. M. (2017). Ethics, power, internationalisation and the postcolonial: A Foucauldian discourse analysis of policy documents in two Scottish universities. European Journal of Higher Education, 8(1), https://doi.org/10.1080/21568235.2017.1388188

This paper provides a critical discussion of internationalisation in Higher Education (HE), and exemplifies a process of uncovering the investments in power and ideology through the partial analysis of four strategic internationalisation documents at... Read More about Ethics, power, internationalisation and the postcolonial: A Foucauldian discourse analysis of policy documents in two Scottish universities.

Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally (2017)
Journal Article
Swanson, D. M., Yu, H. L., & Mouroutsou, S. (2017). Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally. Social Inclusion, 5(3), 172-182. https://doi.org/10.17645/si.v5i3.984

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly... Read More about Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally.

Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence (2017)
Book Chapter
Swanson, D. M., & Gamal, M. (2017). Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence. In The Implications of `New Populism' For Education. Stroud: E&E Publishing

Through a critical examination of Scottish curricular policies and practices, this chapter addresses the ways in which nationalist popul(ar)ism assembles a range of identities, discourses and representations of the Scottish nation. It argues that the... Read More about Nation state, popul(ar)ism, and discourses of global citizenship: examples from Scotland’s Curriculum for Excellence.

Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis (2017)
Journal Article
Swanson, D. M. (in press). Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis. Journal of Urban Mathematics Education, 10(1), 7-15. https://doi.org/10.21423/jume-v10i1a337

More and more, standardized, efficiencies-based, and surveillance-driven modus operandi are prescriptively defining the interests of the individual and collective in terms of market-driven imperatives in consonance with the demands of the nation stat... Read More about Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis.

Democracy, Education, and a Politics of Indignation (2016)
Book Chapter
Swanson, D. M. (2016). Democracy, Education, and a Politics of Indignation. In P. R. Carr, P. Thomas, B. J. Porfilio, & J. A. Gorlewski (Eds.), Democracy and Decency: What does Education have to do with it? (21-37). Information Age Publishing

Alternative understandings of equity and their relationship to ethics (2016)
Conference Proceeding
Atweh, B., & Swanson, D. M. (2016). Alternative understandings of equity and their relationship to ethics. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (531–535). https://doi.org/10.1007/978-3-319-62597-3_60

This paper discusses three distinct, yet overlapping and often exchangeable discourses of equity, diversity and social justice in mathematics education. Like all discourses in education, they are social constructs and have been subjected to developm... Read More about Alternative understandings of equity and their relationship to ethics.

Ubuntu, Radical Hope, and an Onto-epistemology of Conscience (2015)
Journal Article
Swanson, D. M. (2015). Ubuntu, Radical Hope, and an Onto-epistemology of Conscience. Journal of Critical Southern Studies, 3, Article 96-118

Via the evocation of a lived narrative related to witnessing Middle Eastern refugees’ attempts at entering into the European Union in September 2015, I draw connections between the political, ethical, spiritual and embodied, recognising their always-... Read More about Ubuntu, Radical Hope, and an Onto-epistemology of Conscience.

Frames of Ubuntu: (Re)framing an ethical education (2015)
Book Chapter
Swanson, D. (2015). Frames of Ubuntu: (Re)framing an ethical education. In H. Smits, & R. Naqvi (Eds.), Framing Peace: Thinking about and Enacting Curriculum as "Radical Hope". Peter Lang International Academic Publishers

Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience (2015)
Journal Article
Swanson, D. M. (2015). Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience. Journal of Critical Southern Studies, 3, 96-118

Via the evocation of a lived narrative related to witnessing Middle Eastern refugees’ attempts at entering into the European Union in September 2015, I draw connections between the political, ethical, spiritual and embodied, recognising their always-... Read More about Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience.

The owl spreads its wings: Global and international education within the local from critical perspectives (2013)
Book Chapter
Swanson, D. (2013). The owl spreads its wings: Global and international education within the local from critical perspectives. In Y. Hébert, & A. A. Abdi (Eds.), Critical Perspectives on International Education (333-347). SensePublishers

Within an era of a New Knowledge Society, assumptions abound regarding the ‘goodness’ and justice of global interconnections and distributions of knowledge through international educational organizations and structures worldwide. Just as George Bush... Read More about The owl spreads its wings: Global and international education within the local from critical perspectives.

From Text to Pretext: An Ethical Turn in Curriculum Work (2012)
Book Chapter
Maheux, J., Swanson, D., & Khan, S. (2012). From Text to Pretext: An Ethical Turn in Curriculum Work. In T. C. Mason, & R. J. Helfenbein (Eds.), Ethics and International Curriculum Work: The Challenges of Culture and Context (143-172). Information Age Publishing

Ubuntu, African Epistemology, and Development (2012)
Book Chapter
Swanson, D. M. (2012). Ubuntu, African Epistemology, and Development. In H. K. Wright, & A. A. Abdi (Eds.), The Dialectics of African Education and Western Discourses (27-52). New York: Peter Lang

This chapter is a discussion in three parts and a closing argument. It begins with a discussion on development and references some of the philosophical difficulties with its Western-inspired conceptualization and ideological deployment in the African... Read More about Ubuntu, African Epistemology, and Development.

Parallaxes and paradoxes of Global Citizenship: Critical reflections and possibilities of praxis in/through an international online course. (2011)
Book Chapter
Swanson, D. M. (2011). Parallaxes and paradoxes of Global Citizenship: Critical reflections and possibilities of praxis in/through an international online course. In L. Shultz, A. A. Abdi, & G. H. Richardson (Eds.), Global Citizenship Education in Post Secondary Institutions: Theories, Practices, Policies (120-139). New York: Peter Lang

"Global citizenship" has become a popular term in recent times. Often its deployment is intended to evoke the full ambit of intersectionalities of the global justices. An interest in the concept and its rationalization in the contemporary era are mar... Read More about Parallaxes and paradoxes of Global Citizenship: Critical reflections and possibilities of praxis in/through an international online course..

Roots/Routes (2008)
Journal Article
Swanson, D. M. (2008). Roots/Routes. Qualitative Inquiry, 15(1), 49-78. https://doi.org/10.1177/1077800408321631

This narrative and poetic rendering acts as an articulation of a journey of many routes. It is a storying of critical research issues and events as performances of lived experience. It is a métissage of hybrid, but interrelated, themes that find cohe... Read More about Roots/Routes.

Voices in the Silence: Narratives of disadvantage, social context, and school mathematics in post-apartheid South Africa (2005)
Thesis
Swanson, D. M. (2005). Voices in the Silence: Narratives of disadvantage, social context, and school mathematics in post-apartheid South Africa. (Thesis). University of British Columbia. Retrieved from https://nottingham-repository.worktribe.com/output/14601775

"Voices in the Silence" is a critical exploration of the construction of disadvantage in school mathematics in social context. It provides a reflexive, narrative account of a pedagogic journey towards understanding the pedagogizing of difference in m... Read More about Voices in the Silence: Narratives of disadvantage, social context, and school mathematics in post-apartheid South Africa.

Teaching Mathematics in Two Independent School Contexts: The Construction of "Good Practice" (2000)
Journal Article
Swanson, D. M. (2000). Teaching Mathematics in Two Independent School Contexts: The Construction of "Good Practice". Educational Insights, 6(1),

This paper compares constructions of mathematics teaching and learning practices in two geographically different school contexts. It looks at the constructions of "good practice" within the schooling communities across these two contexts and describe... Read More about Teaching Mathematics in Two Independent School Contexts: The Construction of "Good Practice".

Bridging the Boundaries?: A study of mainstream mathematics, academic support and "disadvantaged learners" in an independent, secondary school in the Western Cape (South Africa) (Masters Thesis) (1998)
Thesis
Swanson, D. (1997). Bridging the Boundaries?: A study of mainstream mathematics, academic support and "disadvantaged learners" in an independent, secondary school in the Western Cape (South Africa) (Masters Thesis). (Dissertation). Retrieved from https://nottingham-repository.worktribe.com/output/16506442

Bridging the Boundaries?: A study of mainstream mathematics, academic support and "disadvantaged learners" in an independent, secondary school in the Western Cape (1998)
Thesis
Swanson, D. M. (1998). Bridging the Boundaries?: A study of mainstream mathematics, academic support and "disadvantaged learners" in an independent, secondary school in the Western Cape. (Dissertation). University of Cape Town. Retrieved from https://nottingham-repository.worktribe.com/output/14601779

A small-scale study was conducted within a historic and traditional, independent, all-boys secondary school in the Western Cape, the focus of which is the exploration of subject positions potentially available to the black male students of the "Black... Read More about Bridging the Boundaries?: A study of mainstream mathematics, academic support and "disadvantaged learners" in an independent, secondary school in the Western Cape.