The sociopolitical turn in mathematics education

Research output: Contribution to journalArticlepeer-review

Abstract

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 (including critical race theory/Latcrit theory) and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners. Potential benefits and challenges of this turn are also discussed.

Original languageEnglish (US)
Pages (from-to)37-68
Number of pages32
JournalJournal for Research in Mathematics Education
Volume44
Issue number1
StatePublished - Jan 1 2013

Keywords

  • Equity/diversity
  • Race/ethnicity
  • SES
  • Social and cultural issues

ASJC Scopus subject areas

  • Education
  • Mathematics (miscellaneous)

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