Xenofontos, C. (2025). Mathematical heterotopias: lessons from other-ed spaces for the mainstream classroom. Pedagogy, Culture & Society, 1–20.
https://doi.org/10.1080/14681366.2025.2508715
ABSTRACT
Many mathematics classrooms worldwide often adhere to rigid, traditional practices that may serve some students effectively but risk disengaging others. In this paper, I draw on Michel Foucault’s concept of heterotopia to introduce the notion of mathematical heterotopias, encompassing alternative educational spaces such as special needs classrooms, gifted programmes, homeschooling, and prison education. While recognising the various limitations of these heterotopic spaces, I focus on the valuable lessons they offer for mainstream mathematics classrooms. These environments can challenge conventional teaching methods, providing significant insights into flexibility, personalised support, emotional care, and practical learning, all of which can enhance student autonomy and engagement. Such methods are not confined to mathematical heterotopias; they are frequently highlighted as effective practices in research concerning the mainstream mathematics classroom. Rather than advocating for radical changes, this article endorses these practices found in both mathematical heterotopias and mainstream classrooms, concluding with a call for the systematic promotion of these practices.
KEYWORDS:
Mathematical heterotopias, other-ed learning environments, mainstream mathematics, classroom, Michel Foucault; conceptual analysis
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