Providing for a praxis of uncertainty, theoretical traditions that undercover how knowledge, power, and identity are interwoven and constituted in and through socio-cultural and -political discourses characterize the sociopolitical-turn moment in mathematics education research. Researchers who work in the sociopolitical-turn moment pull from a variety of theoretical perspectives most often located in the emancipate and/or deconstruct paradigms of inquiry. In this symposium, panelists discuss how different theoretical traditions available to researchers in the sociopolitical-turn moment provide new productive ways to think and rethink mathematics teaching and learning.
Stinson, D. W., & Bullock, E. C. (2015). Exploring different theoretical frontiers – A symposium (Presenters: Drs. I. Esmonde, E. Gutstein, T. Sengupta-Irving, D. Martin, & N. Shah; Discussant: Dr. R. Gutiérrez). In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (MES8, Vol. 1, pp. 133–138). Portland, OR: Ooligan Press. Retrieved from http://mescommunity.info/MES8ProceedingsVol1.pdf