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The Sociopolitical Turn in Mathematics Education

Rochelle GutiĆ©rrez 

January 2013, Volume 44, Issue 1, Page 37

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 and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners.

Equity / Diversity / Special Needs