Teaching and learning mathematics is a political act in which children, teachers, parents, and policy makers are made visible as subjects. As they learn about mathematics, children are also learning about themselves – who they are, who they might become. We can choose to listen or not to what children have to say about learning mathematics. Such choices constitute us in relations of power. Mathematical know-how is widely regarded as essential not only to the life chances of individuals, but also to the health of communities and the economic well-being of nations. With the globalisation of education in an increasingly market-oriented world, mathematics has received intensified attention in the first decade of the twenty-first century with a shifting emphasis on utilitarian aspects of mathematics. This is reflected in the reconceptualisation of mathematical competence as mathematical literacy, loosely conceived as those ways of thinking, reasoning and working “mathematically” that allow us to engage effectively in everyday situations, in many occupations, and the cut and thrust of world economies as active, empowered and participatory citizens. It is no surprise then that mathematics has become one of the most politically charged subjects in primary school curricula worldwide. We are experiencing an unprecedented proliferation of regional and national strategies to establish benchmarks, raise standards, enhance achievement, close gaps, and leave no child behind in mathematics education. Industries have sprung up around the design, administration and monitoring of standardised assessment to measure and compare children’s mathematical achievement against identified benchmarks and each other.

'Becoming Subjects' is an interdisciplinary reference for those who are working with or studying young people and sexuality, looking at the educational discourses with which they are commonly associated.

This book argues that the war on terror is a paradigmatic foreign policy that has had profound effects on domestic social order. Cameron develops an original framework which inverts the traditional analysis of foreign policy in order to interpret its impact upon subject formation through everyday practises of security and social regulation.

A multifaceted portrait of the Hiroshima bombing and its many legacies On August 6, 1945, in the waning days of World War II, the United States dropped an atomic bomb on the Japanese city of Hiroshima. The city's destruction stands as a powerful symbol of nuclear annihilation, but it has also shaped how we think about war and peace, the past and the present, and science and ethics. The Age of Hiroshima traces these complex legacies, exploring how the meanings of Hiroshima have reverberated across the decades and around the world. Michael D. Gordin and G. John Ikenberry bring together leading scholars from disciplines ranging from international relations and political theory to cultural history and science and technology studies, who together provide new perspectives on Hiroshima as both a historical event and a cultural phenomenon. As an event, Hiroshima emerges in the flow of decisions and hard choices surrounding the bombing and its aftermath. As a phenomenon, it marked a revolution in science, politics, and the human imagination—the end of one age and the dawn of another. The Age of Hiroshima reveals how the bombing of Hiroshima gave rise to new conceptions of our world and its precarious interconnectedness, and how we continue to live in its dangerous shadow today.

This classic work by one of the most important philosophers and critics of our time charts the genesis and trajectory of the desiring subject from Hegel's formulation in Phenomenology of Spirit to its appropriation by Kojève, Hyppolite, Sartre, Lacan, Deleuze, and Foucault. Judith Butler plots the French reception of Hegel and the successive challenges waged against his metaphysics and view of the subject, all while revealing ambiguities within his position. The result is a sophisticated reconsideration of the post-Hegelian tradition that has predominated in modern French thought, and her study remains a provocative and timely intervention in contemporary debates over the unconscious, the powers of subjection, and the subject.