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: (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.
Highlights
Part of the Curriculum and Instruction Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons, and the Teacher Education and Professional Development Commons
In the most recent Journal for Research in Mathematics Education Equity Special Issue, Gutiérrez (2010) argued that it is currently both easy and difficult to attend to identity and power in mathematics education—easy because of a shared recognition of the importance of social contexts and difficult because work that explicitly deals with power and identity often is marginalized by funding agencies and publication outlets
Gutiérrez described a number of theoretical perspectives that would help mathematics educators make a sociopolitical turn, which— like the sociocultural turn before it—would change the way researchers think about quality research in mathematics education
Summary
Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature. Follow this and additional works at: https://digitalcommons.unl.edu/teachlearnfacpub. Faculty Publications: Department of Teaching, Learning and Teacher Education. This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln
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