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An Anarchist Approach to the Undergraduate Mathematics Curriculum

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Title: An Anarchist Approach to the Undergraduate Mathematics Curriculum
Language: English
Authors: Vincent Bouchard (ORCID 0000-0003-4777-9819), Asia Matthews
Source: Canadian Journal of Science, Mathematics and Technology Education. 2025 25(1):79-97.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Study, College Mathematics, Mathematics Curriculum, Educational Philosophy, Power Structure, Grading, Diversity, Personal Autonomy, Student Evaluation, Grades (Scholastic), Theory Practice Relationship, Educational Change
DOI: 10.1007/s42330-025-00350-8
ISSN: 1492-6156
1942-4051
Abstract: Contemporary anarchism centers around three tenets: (1) a constant challenge of and resistance to all forms of domination, (2) so-called "prefigurative politics," in which all decisions are made in a manner that is consistent with a set of non-hierarchical values such as equality, decentralization, and voluntary cooperation, (3) a focus on diversity and open-endedness (Gordon, 2008). Within this philosophy, the notion of end goals becomes moot; progress, then, is measured by process, in which the values of diversity, pluralism, cooperation, autonomy, and experimentation are celebrated. In this perspective piece, we propose anarchism as a philosophical framework to address the perceived cognitive dissonances of the current undergraduate mathematics curriculum. Are learning outcomes appropriate in an anarchist approach to education? How can we address the power dynamics of grading and assessment? How can assessment be done in the context of a process-based and horizontal approach that celebrates diversity and autonomy? Should grades be used, and if so, how could they be assigned non-hierarchically? At its core, anarchism aims at aligning thoughts and actions, and we argue that an anarchist viewpoint on undergraduate mathematics addresses the cognitive dissonances that currently plague our curriculum. We propose food for thought for individual instructors' practice, including ideas for incremental and large-scale changes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489145
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Vincent+Bouchard%22">Vincent Bouchard</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4777-9819">0000-0003-4777-9819</externalLink>)<br /><searchLink fieldCode="AR" term="%22Asia+Matthews%22">Asia Matthews</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Contemporary anarchism centers around three tenets: (1) a constant challenge of and resistance to all forms of domination, (2) so-called "prefigurative politics," in which all decisions are made in a manner that is consistent with a set of non-hierarchical values such as equality, decentralization, and voluntary cooperation, (3) a focus on diversity and open-endedness (Gordon, 2008). Within this philosophy, the notion of end goals becomes moot; progress, then, is measured by process, in which the values of diversity, pluralism, cooperation, autonomy, and experimentation are celebrated. In this perspective piece, we propose anarchism as a philosophical framework to address the perceived cognitive dissonances of the current undergraduate mathematics curriculum. Are learning outcomes appropriate in an anarchist approach to education? How can we address the power dynamics of grading and assessment? How can assessment be done in the context of a process-based and horizontal approach that celebrates diversity and autonomy? Should grades be used, and if so, how could they be assigned non-hierarchically? At its core, anarchism aims at aligning thoughts and actions, and we argue that an anarchist viewpoint on undergraduate mathematics addresses the cognitive dissonances that currently plague our curriculum. We propose food for thought for individual instructors' practice, including ideas for incremental and large-scale changes.
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