Pub Date : 2018-03-01DOI: 10.3102/0091732X18759305
Sarah A. Robert, Min Yu
This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality’s origins in U.S. Black feminist scholarship, but anticipate transformations as it travels to “Other” contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces. Examining Eastern and Southern Hemisphere English-language, Chinese-language, and Spanish-language peer-reviewed publications, we ask how intersectionality translates to languages other than English and to Eastern and Southern contexts, and what analytic insights are gained from intersectionality’s travel and translation that may contribute to its reconceptualization in Northern and Western contexts. Intersectionality coupled with transnationalism provides theoretical and methodological might toward understanding complex systems of inequality through/in which education policy travels, critiquing how inequality continues to flourish within nation-states and global-level hierarchies and privileging non-Western/Southern struggles for equity.
{"title":"Intersectionality in Transnational Education Policy Research","authors":"Sarah A. Robert, Min Yu","doi":"10.3102/0091732X18759305","DOIUrl":"https://doi.org/10.3102/0091732X18759305","url":null,"abstract":"This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality’s origins in U.S. Black feminist scholarship, but anticipate transformations as it travels to “Other” contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces. Examining Eastern and Southern Hemisphere English-language, Chinese-language, and Spanish-language peer-reviewed publications, we ask how intersectionality translates to languages other than English and to Eastern and Southern contexts, and what analytic insights are gained from intersectionality’s travel and translation that may contribute to its reconceptualization in Northern and Western contexts. Intersectionality coupled with transnationalism provides theoretical and methodological might toward understanding complex systems of inequality through/in which education policy travels, critiquing how inequality continues to flourish within nation-states and global-level hierarchies and privileging non-Western/Southern struggles for equity.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"121 - 93"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01Epub Date: 2018-04-05DOI: 10.3102/0091732x18759040
Lauren Schudde
To date, the theory of intersectionality has largely guided qualitative efforts in social science and education research. Translating the construct to new methodological approaches is inherently complex and challenging, but offers the possibility of breaking down silos that keep education researchers with similar interests-but different methodological approaches-from sharing knowledge. Quantitative approaches that emphasize the varied impacts of individual identities on educational outcomes move beyond singular dimensions capturing individual characteristics, drawing a parallel to intersectionality. Scholars interested in heterogeneous effects recognize the shortcomings of focusing on the effect of a single social identity. This integrative review explores techniques used in quantitative research to examine heterogeneous effects across individual background, drawing on methodological literature from the social sciences and education. I examine the goals and challenges of the quantitative techniques and explore how they relate to intersectionality. I conclude by discussing what education researchers can learn from other applied fields that are working to develop a crosswalk across the two disparate, but interconnected, literatures.
{"title":"Heterogeneous Effects in Education: The Promise and Challenge of Incorporating Intersectionality Into Quantitative Methodological Approaches.","authors":"Lauren Schudde","doi":"10.3102/0091732x18759040","DOIUrl":"https://doi.org/10.3102/0091732x18759040","url":null,"abstract":"<p><p>To date, the theory of intersectionality has largely guided qualitative efforts in social science and education research. Translating the construct to new methodological approaches is inherently complex and challenging, but offers the possibility of breaking down silos that keep education researchers with similar interests-but different methodological approaches-from sharing knowledge. Quantitative approaches that emphasize the varied impacts of individual identities on educational outcomes move beyond singular dimensions capturing individual characteristics, drawing a parallel to intersectionality. Scholars interested in heterogeneous effects recognize the shortcomings of focusing on the effect of a single social identity. This integrative review explores techniques used in quantitative research to examine heterogeneous effects across individual background, drawing on methodological literature from the social sciences and education. I examine the goals and challenges of the quantitative techniques and explore how they relate to intersectionality. I conclude by discussing what education researchers can learn from other applied fields that are working to develop a crosswalk across the two disparate, but interconnected, literatures.</p>","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"72-92"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732x18759040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41147859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18759550
Mariana Souto-Manning, Ayesha Rabadi-Raol
In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.
{"title":"(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children","authors":"Mariana Souto-Manning, Ayesha Rabadi-Raol","doi":"10.3102/0091732X18759550","DOIUrl":"https://doi.org/10.3102/0091732X18759550","url":null,"abstract":"In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"203 - 225"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18759072
D. Ireland, K. Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, K. M. Woodson
In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls “hidden figures” in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or “unhidden.” We discuss these findings from a psychological perspective and provide insights to guide future research and practice directions in STEM education.
{"title":"(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education","authors":"D. Ireland, K. Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, K. M. Woodson","doi":"10.3102/0091732X18759072","DOIUrl":"https://doi.org/10.3102/0091732X18759072","url":null,"abstract":"In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls “hidden figures” in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or “unhidden.” We discuss these findings from a psychological perspective and provide insights to guide future research and practice directions in STEM education.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"226 - 254"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45707871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18768504
Adai A. Tefera, Jeanne M. Powers, Gustavo E. Fischman
{"title":"Intersectionality in Education: A Conceptual Aspiration and Research Imperative","authors":"Adai A. Tefera, Jeanne M. Powers, Gustavo E. Fischman","doi":"10.3102/0091732X18768504","DOIUrl":"https://doi.org/10.3102/0091732X18768504","url":null,"abstract":"","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"vii - xvii"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18768504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18759071
A. Harris, Z. Leonardo
In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the genealogy of “intersectionality” beginning with Kimberlé Crenshaw’s formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most central, task of the chapter is our account of intersectionality’s utility for social analysis. We examine some of the issues raised by the metaphor of the intersection and some of the debates surrounding the concept, such as the tension between fragmenting and universalizing perspectives mediated by the notion of “strategic essentialism.” Fourth, we review how education researchers have explained race and gender subordination in education since Ladson-Billings and Tate’s Teachers College Record article. We conclude with some remarks concerning future research on intersectionality.
{"title":"Intersectionality, Race-Gender Subordination, and Education","authors":"A. Harris, Z. Leonardo","doi":"10.3102/0091732X18759071","DOIUrl":"https://doi.org/10.3102/0091732X18759071","url":null,"abstract":"In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the genealogy of “intersectionality” beginning with Kimberlé Crenshaw’s formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most central, task of the chapter is our account of intersectionality’s utility for social analysis. We examine some of the issues raised by the metaphor of the intersection and some of the debates surrounding the concept, such as the tension between fragmenting and universalizing perspectives mediated by the notion of “strategic essentialism.” Fourth, we review how education researchers have explained race and gender subordination in education since Ladson-Billings and Tate’s Teachers College Record article. We conclude with some remarks concerning future research on intersectionality.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"1 - 27"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18759039
Erika C. Bullock
In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.
{"title":"Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding","authors":"Erika C. Bullock","doi":"10.3102/0091732X18759039","DOIUrl":"https://doi.org/10.3102/0091732X18759039","url":null,"abstract":"In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"122 - 145"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47466621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.3102/0091732X18759280
Thai-Huy Nguyen, Bach Mai Dolly Nguyen
First-generation students (FGSs) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressing the various and persistent configurations of inequality associated with FGSs lies with the complicated yet obscure state of the FGS term itself. Leaving the term unquestioned limits the capacity to grasp how these students’ backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussion—grounded by the concept of intersectionality—of the empirical literature on FGSs. We identify and discuss the dominant and problematic manner in which the FGS term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on FGSs beyond the imaginary, traditional boundaries of college campuses.
{"title":"Is the “First-Generation Student” Term Useful for Understanding Inequality? The Role of Intersectionality in Illuminating the Implications of an Accepted—Yet Unchallenged—Term","authors":"Thai-Huy Nguyen, Bach Mai Dolly Nguyen","doi":"10.3102/0091732X18759280","DOIUrl":"https://doi.org/10.3102/0091732X18759280","url":null,"abstract":"First-generation students (FGSs) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressing the various and persistent configurations of inequality associated with FGSs lies with the complicated yet obscure state of the FGS term itself. Leaving the term unquestioned limits the capacity to grasp how these students’ backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussion—grounded by the concept of intersectionality—of the empirical literature on FGSs. We identify and discuss the dominant and problematic manner in which the FGS term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on FGSs beyond the imaginary, traditional boundaries of college campuses.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"42 1","pages":"146 - 176"},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X17690499
A. Gregory, R. Skiba, K. Mediratta
Race and gender disparities in school discipline and associated harms have been well documented for decades. Suspension from school can reduce instructional time and impede academic progress for students who may already be lagging in their achievement. This chapter offers a research-based framework for increasing equity in school discipline. The framework is composed of ten principles that hold promise for helping educators to address student behavior in a developmentally appropriate manner and reduce race and gender disparities in school discipline. The framework also informs directions for future research in school discipline.
{"title":"Eliminating Disparities in School Discipline: A Framework for Intervention","authors":"A. Gregory, R. Skiba, K. Mediratta","doi":"10.3102/0091732X17690499","DOIUrl":"https://doi.org/10.3102/0091732X17690499","url":null,"abstract":"Race and gender disparities in school discipline and associated harms have been well documented for decades. Suspension from school can reduce instructional time and impede academic progress for students who may already be lagging in their achievement. This chapter offers a research-based framework for increasing equity in school discipline. The framework is composed of ten principles that hold promise for helping educators to address student behavior in a developmentally appropriate manner and reduce race and gender disparities in school discipline. The framework also informs directions for future research in school discipline.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"253 - 278"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X17690499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46222742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X16686950
Maisie L. Gholson, Charles E. Wilkes
This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.
{"title":"(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity","authors":"Maisie L. Gholson, Charles E. Wilkes","doi":"10.3102/0091732X16686950","DOIUrl":"https://doi.org/10.3102/0091732X16686950","url":null,"abstract":"This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"228 - 252"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46567892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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