Resistance Through Remixing the Discourses and Practices of an Inclusive Mathematics Classroom: Being Both “Fast” and “Slow” in Mathematics

• In Event: Boundary, Identity, and Narrative: The Significance of Method and Inquiry in Disability Studies in Education (DSE) Research

Abstract

Understanding disability as constructed through multiple discourses (Reid & Valle, 2004), this presentation explores how a Latino middle school student named Federico is positioned by his teachers through multiple sets of discourses and practices, and how Federico constructed self-understandings by agentically mixing and remixing these discourses and practices. Through engagement in intersecting figured worlds, the participants in this study worked and reworked their relationships, identities and positionings, particularly those at the intersection of disability and mathematics pedagogy.

Author

• Rachel Lambert, Chapman University