3 ms·

I think it's both. There seems to be an effort to change the methods as well because I guess it was made for the wrong target audience. It all seems based on a

by proc0 4y ago

I think it's both. There seems to be an effort to change the methods as well because I guess it was made for the wrong target audience. It all seems based on a different epistemology, that reality isn't objective but rather a social construct, therefore it's inherently moral and needs to account for all the injustices of the world. The reason this is sinister is because it's implicitly trying to teach people that objective knowledge does not exist.

n4r9 4y ago
In the linked statement there are exactly two mentions of decolonisation. Firstly on p6: > Values of EDI [Equality, Diversity and Inclusion] should permeate the curriculum and every aspect of the learning experience to ensure the diverse nature of society in all its forms is evident. MSOR providers should reflect on their curricula and processes to ensure that no group is disadvantaged or othered; for example, decolonising the curriculum can involve explicit reflection on the history of MSOR knowledge generation, as well as reflecting on how delivery or admission practices might adversely impact on certain subgroups within the student cohort. EDI aspects of student engagement and achievement should be monitored and actions formed to ensure equity. Then on p. 7: > the curriculum should present a multicultural and decolonised view of MSOR, informed by the student voice. Where possible, it should present the work of a diverse group of MSOR practitioners. Students should be made aware of problematic issues in the development of the MSOR content they are being taught, for example some pioneers of statistics supported eugenics, or some mathematicians had connections to the slave trade, racism or Nazism. Students should be educated in general EDI matters and also those that are specifically elevant to MSOR, such as the need to consider diversity in data collection and analysis. I sympathise with the idea that this isn't particularly relevant to the content of mathematics. But I see nothing in the above that suggests social constructivism or challenges objective knowledge.
- proc0 4y ago
  The problem is stemming from undermining the subject of math as a thinking tool, logic and all that. It's being done by talking about things that are not really math, as if it were math. > for example some pioneers of statistics supported eugenics, or some mathematicians had connections to the slave trade, racism or Nazism That's really a form of history, maybe social history or science history. At best it's mixing subject matters and potentially depriving people of learning math, and at worse it's pushing this ideology that has to see everything through the lens of oppressor and oppressed (not saying it's never useful, but the ideology seems to pushing itself into every corner of society and distorting everything it comes across).
onos 4y ago
The main point seems to me to be anti western. They aren’t calling for the dirty laundry of the colonies to be aired.

by proc0 4y ago

n4r9 4y ago

In the linked statement there are exactly two mentions of decolonisation. Firstly on p6: > Values of EDI [Equality, Diversity and Inclusion] should permeate the curriculum and every aspect of the learning experience to ensure the diverse nature of society in all its forms is evident. MSOR providers should reflect on their curricula and processes to ensure that no group is disadvantaged or othered; for example, decolonising the curriculum can involve explicit reflection on the history of MSOR knowledge generation, as well as reflecting on how delivery or admission practices might adversely impact on certain subgroups within the student cohort. EDI aspects of student engagement and achievement should be monitored and actions formed to ensure equity. Then on p. 7: > the curriculum should present a multicultural and decolonised view of MSOR, informed by the student voice. Where possible, it should present the work of a diverse group of MSOR practitioners. Students should be made aware of problematic issues in the development of the MSOR content they are being taught, for example some pioneers of statistics supported eugenics, or some mathematicians had connections to the slave trade, racism or Nazism. Students should be educated in general EDI matters and also those that are specifically elevant to MSOR, such as the need to consider diversity in data collection and analysis. I sympathise with the idea that this isn't particularly relevant to the content of mathematics. But I see nothing in the above that suggests social constructivism or challenges objective knowledge.

proc0 4y ago
The problem is stemming from undermining the subject of math as a thinking tool, logic and all that. It's being done by talking about things that are not really math, as if it were math. > for example some pioneers of statistics supported eugenics, or some mathematicians had connections to the slave trade, racism or Nazism That's really a form of history, maybe social history or science history. At best it's mixing subject matters and potentially depriving people of learning math, and at worse it's pushing this ideology that has to see everything through the lens of oppressor and oppressed (not saying it's never useful, but the ideology seems to pushing itself into every corner of society and distorting everything it comes across).

onos 4y ago

The main point seems to me to be anti western. They aren’t calling for the dirty laundry of the colonies to be aired.