Chamando para interrogações críticas da supremacia branca e do colonialismo colonial na pesquisa em educação matemática

Entrando em “problemas bons, problemas necessários”

Autores

DOI:

https://doi.org/10.34024/prometeica.2023.27.15288

Palavras-chave:

mathematics education, settler colonialism, white supremacy

Resumo

Neste ensaio, contextualizamos um apelo para o fortalecimento da pesquisa de equidade e justiça social na educação matemática, inserindo o empreendimento da educação matemática em dois eventos mundiais de 2020: a pandemia global de COVID-19 e o ressurgimento global do movimento Black Lives Matter. Fazemos isso para enfatizar como o colonialismo branco está sempre presente em todas as estruturas e instituições ao redor do mundo, incluindo aquelas do empreendimento de educação matemática. Descrevemos brevemente as lógicas da supremacia branca e do colonialismo dos colonos e, em seguida, as combinamos em um esquema composto de colonizar as lógicas da supremacia branca. Em seguida, apresentamos pesquisas recentes em educação matemática nos EUA para ilustrar algumas possibilidades diferentes quando a pesquisa sobre equidade e justiça social é de fato fortalecida por meio de interrogações críticas sobre a supremacia branca e o colonialismo dos colonos. Concluímos o ensaio com uma justificativa para nos metermos em problemas bons, problemas necessários.

Métricas

Carregando Métricas ...

Biografia do Autor

  • 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.

Referências

Battey, D. (2013). Access to mathematics: A possessive investment in whiteness. Curriculum Inquiry, 43(3), 332–359. https://doi.org/10.1111/curi.12015

Battey, D., & Leyva, L. A. (2016). A framework for understanding whiteness in mathematics education. Journal of Urban Mathematics Education, 9(2), 49–80. https://doi.org/10.21423/jume-v9i2a294

Bonds, A., & Inwood, J. (2016). Beyond white privilege: Geographies of white supremacy and settler colonialism. Progress in Human Geography, 40(6), 715–733. https://doi.org/10.1177/0309132515613166

Bové, P. A. (1995). Discourse. In F. Lentricchia & T. McLaughlin (Eds.), Critical terms for literary study (pp. 50–65). University of Chicago Press.

Davis, J. (2018). Redefining Black students’ success and high achievement in mathematics education: Toward a liberatory paradigm. Journal of Urban Mathematics Education, 11(1&2), 69–77. https://doi.org/10.21423/jume-v11i1-2a359

Flint, M. A., & Toledo, W. (2022). Making good trouble: Becoming-with critical inquiry. International Review of Qualitative Research, 14(4), 728–749. https://doi.org/10.1177/19408447211012649

Foucault, M. (1972). The archaeology of knowledge (A. M. Sheridan Smith, Trans.). Pantheon. (Original work published 1969)

Foucault, M. (1997). On the genealogy of ethics: An overview of work in progress. In P. Rabinow (Ed.), The essential works of Michel Foucault, 1954–1984 (Vol. I; pp. 253–280). New Press. (Interview conducted 1983)

Fox News (2018, January 11). Professor claims ‘meritocracy’ in math class is a ‘tool of whiteness’: Report. https://www.foxnews.com/us/professor-claims-meritocracy-in-math-class-is-a-tool-of-whiteness-report

Gholson, M. L., & Wilkes, C. E. (2017). (Mis)taken identities: Reclaiming identities of the “collective Black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228–252. https://doi.org/10.3102/0091732X16686950

Gutiérrez, R. (2008). A gap-gazing fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364. https://doi.org/10.5951/jresematheduc.39.4.0357

Gutiérrez, R. (2017a). Living mathematx: Towards a vision for the future. Philosophy of Mathematics Education Journal, 32, 1–34.

Gutiérrez, R. (2017b). Why mathematics (education) was late to the backlash party: The need for a revolution. Journal of Urban Mathematics Education, 10(2), 8–24. https://doi.org/10.21423/jume-v10i2a347

Harper, F. K., Maher, E. M., & Jung, H. (2021). Whiteness as a stumbling block in learning to teach mathematics for social justice. Investigations in Mathematics Learning, 13(1), 5–17. https://doi.org/10.1080/19477503.2020.1827662

Hottinger, S. N. (2016). Inventing the mathematician: Gender, race, and our cultural understanding of mathematics. SUNY Press.

Lewis, J. (2018, November 7). Our struggle is not the struggle of a day, a week, a month, or a year—it is the struggle of a lifetime. Be persistent and consistent. We shall overcome. #GoodTrouble. Twitter. https://twitter.com/repjohnlewis/status/1060202650082390018?s=20

Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295–338. https://doi.org/10.1177/016146810911100208

Martin, D. B. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316¬–333. https://doi.org/10.5951/jresematheduc.44.1.0316

Martin, D. B. (2015). The collective Black and principles to actions. Journal of Urban Mathematics Education, 8(1), 17–23. https://doi.org/10.21423/jume-v8i1a270

Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478. https://doi.org/10.1080/13613324.2019.1592833

Martin, D. B., Rousseau-Anderson, C., & Shah, N. (2017). Race and mathematics education. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 607–636). National Council of Teachers of Mathematics.

Meaney, T. (2013). The privileging of English in mathematics education research, just a necessary evil? In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the Seventh International Mathematics Education and Society Conference (Vol. 1, pp. 65–84). Cape Town, South Africa: MES7. https://www.mescommunity.info/mes7a.pdf

Mills, C. W. (1997). The racial contract. Cornell University Press.

Nishi, N. W. (2021). White hoarders: A portrait of whiteness and resource allocation in college algebra. The Journal of Higher Education, 92(7), 1164–1185. https://doi.org/10.1080/00221546.2021.1914495

Pullmann, J. (2018, August 30). Professor who worked on Common Core tests: Math education needs to downplay ‘objects, truth, and knowledge.’ The Federalist. https://thefederalist.com/2018/08/30/professor-worked-common-core-tests-math-needs-downplay-objects-truth-knowledge/

Rubel, L., & McCloskey, A. V. (2019). The “soft bigotry of low expectations” and its role in maintaining white supremacy through mathematics education. Bank Street Occasional Paper Series, 41, 113–128. https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/10/

Stinson, D. W. (2011). Race in mathematics education research: Are we a community of cowards? Journal of Urban Mathematics Education, 4(1), 1–6. https://doi.org/10.21423/jume-v4i1a139

Stinson, D. W. (2013). Negotiating the “White male math myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 44(1), 69–99. https://doi.org/10.5951/jresematheduc.44.1.0069

Stinson, D. W. (2017). Beyond white privilege: Toward white supremacy and settler colonialism in mathematics education. Journal of Urban Mathematics Education, 10(2), 1–7. https://doi.org/10.21423/jume-v10i2a348

Stinson, D. W., & Walshaw, M. A. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 128–155). National Council of Teachers of Mathematics.

Stinson, D. W., Subramanian, J., & Yeh, C. (in press). Strengthening equity and social justice research in mathematics education through critical interrogations of white supremacy and settler colonialism. In M. A. Clements, B. Kaur, T. Lowrie, V. Mesa, & J. Prytz (Eds.), Fourth International Handbook of Mathematics Education. Springer.

Tate, W. F. (1997). Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education, 28(6), 652–679. https://doi.org/10.5951/jresematheduc.28.6.0652

Valoyes-Chávez, L., & Martin, D. B. (2016). Exploring racism inside and outside the mathematics classroom in two different contexts: Colombia and USA. Intercultural Education, 27(4), 363–376. https://doi.org/10.1080/14675986.2015.1106135

Veracini, L. (2013). ‘Settler colonialism’: Career of a concept. The Journal of Imperial and Commonwealth History, 41(2), 313–333. https://doi.org/10.1080/03086534.2013.768099

Wells, C. L. (2018). Understanding issues associated with tracking students in mathematics education. Journal of Mathematics Education, 11(2), 68–84. https://educationforatoz.com/images/2018-7-6_JME_Wells.pdf

Wilkerson, I. (2020). Caste: The origins of our discontents. Random House.

Downloads

Publicado

2023-07-27

Edição

n. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Seção

Artigos - Dossiê 1

Licença

Copyright (c) 2023 David Stinson, Jayasree Subramanian, Cathrey Yeh

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.

Direitos Autorais: Prometeica permite que o (s) autor (es) mantenha seus direitos autorais sem restrições. Prometeica permite que o (s) autor (es) conservem seus direitos de publicação sem restrições. Os autores devem garantir que o artigo é um trabalho original sem fabricação, fraude ou plágio; não infringe nenhum direito autoral ou direito de propriedade de terceiros. Os autores também devem garantir que cada um atendeu aos requisitos de autoria conforme recomendação do ICMJE e entendem que, se o artigo ou parte dele for falho ou fraudulento, cada autor compartilha a responsabilidade.

Atribuição-NãoComercial 4.0 Internacional (CC BY-NC 4.0)

Prometeica - Revista de Filosofía e Ciências é regida pela licença CC-By-NC

Você tem o direito de:

  • Adaptar — remixar, transformar, e criar a partir do material

 

O licenciante não pode revogar estes direitos desde que você respeite os termos da licença.

 

De acordo com os termos seguintes:

  • Atribuição — Você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas. Você deve fazê-lo em qualquer circunstância razoável, mas de maneira alguma que sugira ao licenciante a apoiar você ou o seu uso.

  • Não Comercial — Você não pode usar o material para fins comerciais.

 

Sem restrições adicionais — Você não pode aplicar termos jurídicos ou medidas de caráter tecnológico que restrinjam legalmente outros de fazerem algo que a licença permita.

 

Manutenção de direitos

Prometeica permite que o (s) autor (es) mantenha seus direitos autorais sem restrições.

Prometeica permite que o (s) autor (es) conservem seus direitos de publicação sem restrições.

 

Como Citar

Stinson, D., Subramanian, J., & Yeh, C. (2023). Chamando para interrogações críticas da supremacia branca e do colonialismo colonial na pesquisa em educação matemática: Entrando em “problemas bons, problemas necessários”. Prometeica - Revista De Filosofia E Ciências, 27, 231-240. https://doi.org/10.34024/prometeica.2023.27.15288