Document Type
Conference Proceeding
Publication Date
2017
Abstract
In this essay, through reviewing three “equity” articles over the span of nearly 30 years, the author argues that researching race in mathematics education research has become a strategic discursive practice. But what about racism? What happens when racism is opened up –theoretically and methodologically– as an object of inquiry in mathematics teaching and learning? Doesn’t researching racism require an examination of the pervasiveness of White supremacy? That is to say, can we (ethically) examine racism without examining White supremacy? After all, aren’t racism and White supremacy two sides of the same coin?
Recommended Citation
Stinson, D.W. (2017). Researching race without researching White supremacy in mathematics education research: A strategic discursive practice. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 2, 901–912). Volos, Greece: MES9. Retrieved from http://mes9.ece.uth.gr/portal/images/proceedings/MES9_Proceedings_low_Volume2.pdf.
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Originally published in:
Stinson, D.W. (2017). Researching race without researching White supremacy in mathematics education research: A strategic discursive practice. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 2, 901–912). Volos, Greece: MES9. Retrieved from http://mes9.ece.uth.gr/portal/images/proceedings/MES9_Proceedings_low_Volume2.pdf.
(c) The Author.