ABSTRACT
Processes and products look forward to hermeneutic practices for the study of subjectivity embedded in social networks and frameworks of being and knowing that reproduce structures of dominance and inequality amid heterotopias of difference. The role of culture in education enacts the social and the democratic, including some yet excluding others. The legitimacy of education is open to questioning because of the narrative nature of its representations and exchanges that locate knowledge in privileged archives. In “Teaching and Learning Risk in the Context of Mathematics Education,” Nenad Radakovic proposes a critical pedagogy of risk that combines mathematics with social justice and risk-based decision-making. Theories of the intellectual are a staple of left thinking. The majority of Canadian classrooms are integrated in that it is up to the teachers to celebrate the individual and varied strengths and challenges that each student brings to the classroom.
