Abstract
ABSTRACT In this article I refer to research conducted on my constructivist practice in mathematics in pre‐service teacher education over 3 years, 1991–93. I use Foucault's concept of ‘governmentality’ to help me re‐vision the collaborative and supportive environment for learning I attempted to provide for my students. In the concluding sections of the paper I suggest that were students made aware of this ‘governmentality’ informing all pedagogical practice(s), they may later refuse to take up those actions which potentially marginalise and exclude some students in the various educational discourses, in this instance mathematics.
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