Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature

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  • 1 University of Georgia

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.

Contributor Notes

Amy Noelle Parks, Elementary and Social Studies Education, University of Georgia, 629 Aderhold Hall, Athens, GA, 30602; amyparks@uga.edu.

Mardi Schmeichel, Elementary and Social Studies Education, University of Georgia, 629 Aderhold Hall, Athens, GA, 30602; mardi@uga.edu.

(Corresponding author is Parks amyparks@uga.edu)(Corresponding author is Schmeichel mardi@uga.edu)
Journal for Research in Mathematics Education

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