Llamado a interrogatorios críticos de la supremacía blanca y el colonialismo de los colonos en la investigación en educación matemática

Meterse en "problemas buenos, problemas necesarios"




Palabras clave:

educación matemática, supremacía blanca, colonialismo de colonos


En este ensayo, contextualizamos un llamado para fortalecer la investigación sobre equidad y justicia social en la educación matemática al incorporar la empresa de educación matemática en dos eventos mundiales de 2020: la pandemia mundial de COVID-19 y el resurgimiento mundial del movimiento Black Lives Matter. Hacemos esto para subrayar cómo el colonialismo blanco está siempre presente en todas partes en las estructuras e instituciones de todo el mundo, incluidas las de la empresa de educación matemática. Describimos brevemente las lógicas de la supremacía blanca y el colonialismo de colonos y luego las combinamos en un esquema compuesto de lógicas colonizadoras de supremacía blanca. Aquí, presentamos una investigación reciente sobre educación matemática basada en los EE. UU. para ilustrar algunas posibilidades diferentes cuando la investigación sobre equidad y justicia social se fortalece a través de la interrogación crítica de la supremacía blanca y el colonialismo de los colonos. Concluimos el ensayo con una justificación para meterse en buenos problemas, problemas necesarios.


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Biografía del autor/a

David Stinson, Georgia State University

The research interests of Professor Stinson (Ph.D., The University of Georgia), broadly speaking, are twofold: critical postmodern theory and identity. More specifically, he explores how mathematics teachers, educators and researchers (might) incorporate the philosophical and theoretical underpinnings of critical postmodern theory into their education philosophies, pedagogical practices, and/or research methods. Additionally, he examines (and theorizes) how students who are constructed outside the White, Christian, heterosexual male of bourgeois privilege successfully accommodate, reconfigure or resist (i.e., negotiate) the hegemonic discourses of society generally and schooling specifically, including those found in the mathematics classroom.

Jayasree Subramanian, SRM University AP

I have an interdisciplinary background. My Ph D was in Algebraic Number Theory from University of Hyderabad. After a couple of postdoctoral fellowships in Mathematics, I started reading a lot of literature on Feminist Science Studies and carried out an empirical work to understand how gender makes a difference to doing science in India. In 2005 I joined the Curriculum Research and Material Development Unit of Eklavya Foundation, Bhopal and worked with them on Mathematics Education at the grassroot level for seven years, before joining the Azim Premji School of Education at Tata Institute of Social Sciences, Hyderabad.

Cathrey Yeh, University of Texas at Austin

Dr. Cathery Yeh (she/her/hers) is an assistant professor in STEM Education and a core faculty member in the Center for Asian American Studies. Her research examines the role race, class, gender and language plays in the constructions of ability in mathematics classrooms. Funded by the National Science Foundation, Mathematics Education Fund, National Endowment for the Humanities and other agencies, her scholarship is collaborative, building research partnerships with school districts and communities to attend to the strengths, needs and goals of teachers, students and the community served. Her work as an engaged scholar builds on 20+ years as a dual language classroom teacher and educator, visiting over 300 student homes, while family and community members came into the classroom to co-teach mathematics Dr. Yeh currently serves on the Board of Directors for the National Council of Teachers of Mathematics.


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Cómo citar

Stinson, D., Subramanian, J., & Yeh, C. (2023). Llamado a interrogatorios críticos de la supremacía blanca y el colonialismo de los colonos en la investigación en educación matemática: Meterse en "problemas buenos, problemas necesarios". Prometeica - Revista De Filosofía Y Ciencias, (27), 231–240. https://doi.org/10.34024/prometeica.2023.27.15288
##plugins.generic.dates.received## 2023-07-03
##plugins.generic.dates.published## 2023-07-27

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