Disrupting Policies and Reforms in Mathematics Education to Address the Needs of Marginalized Learners

Abstract

This chapter uses a hybrid policy analysis-critical race theory (CRT) lens informed largely by the work of Derrick Bell to make the case that policies and reforms in mathematics education were not designed to address the needs of marginalized learners; rather, these policies and reforms are often designed and enacted to protect the economic, technological, and social interests of those in power. The chapter offers contrasting narratives between policy intentions and policy enactment, highlighting how the language of mathematics education policies, when enacted by educational professionals, positions marginalized learners as deficient within their cultures, families, and communities. This chapter is organized into four sections: (1) The Social Conditions of Marginalized Learners; (2) Theoretical Framework: CRT; (3) Historical Perspectives and Unpacking Policies and Reforms; and (4) Discussion and Conclusion. The Social Conditions of Marginalized Learners section describes central features of the social and historical context in which marginalized learners now function by contextualizing the school and mathematical experiences of marginalized learners. The Theoretical Framework section outlines CRT as a lens for critically examining policies and reforms. The Historical Perspectives and Unpacking Policies and Reforms section focuses on how marginalized students have been framed historically in policies and reforms. The Discussion and Conclusion considers features that are necessary in policies and reform documents when discussing the needs of marginalized learners.