Department of Teaching, Learning and Teacher Education
ORCID IDs
Date of this Version
3-2012
Citation
Journal of Research in Mathematics Education 43:3 (March 2012), pp. 126-140.
doi: 10.5951/jresematheduc.43.3.0238
Abstract
This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously. The obstacles discussed are (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.
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Curriculum and Instruction Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2012 National Council of Teachers of Mathematics. Published by Hipatia Press. Creative Commons CC BY Attribution license.