The Sociopolitical Turn in Mathematics Education
Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have...
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| Veröffentlicht in: | Journal for research in mathematics education 2013-01, Vol.44 (1), p.37-68 |
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| container_title | Journal for research in mathematics education |
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| creator | Gutierrez, Rochelle |
| description | Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlights some promising conceptual tools from critical theory and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners. |
| doi_str_mv | 10.5951/jresematheduc.44.1.0037 |
| format | Article |
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| ispartof | Journal for research in mathematics education, 2013-01, Vol.44 (1), p.37-68 |
| issn | 0021-8251 1945-2306 |
| language | eng |
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| source | Jstor Complete Legacy; Alma/SFX Local Collection; JSTOR Mathematics & Statistics |
| subjects | Critical Theory Educational Change Educational History Educational Quality Educational research Equal Education Identity theory Learning Mathematical concepts Mathematical knowledge Mathematics curricula Mathematics Education Mathematics Teachers Minority Group Students Power Structure Racial Bias Racial Factors Racism Social Bias Social Influences Social Justice Sociocultural Patterns Teacher Competencies Teachers |
| title | The Sociopolitical Turn in Mathematics Education |
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