"Un leño solo, no arde": Exploring Borderline Epistemologies and Coalitions in Mathematics Education

• In Event: Roundtable Session 53
  In Roundtable Session: Rethinking STEM Education Across Cultural Contexts

Abstract

The initial portion of this title—A single log does not burn—describes our deliberate intent of developing coalitions with educational communities to address forms of subordination in mathematics teaching and learning. Acknowledging our position as newcomers, outsiders, and researchers in the work with specific communities of students of color and their teachers, we decided to examine our epistemological paradigms through the lens of Latina/o Critical Theory. Content analysis of our interviews revealed how our experiential knowledge has influenced our current perspectives as mathematics educators and researchers. This paper describes our necessity to "straddle the borderlands" of different epistemologies to responsively and more explicitly address issues of equity in our current and future coalitions with schools working with diverse communities.

Authors

• Carlos Alfonso LopezLeiva, University of New Mexico

• Gregory V. Larnell, University of Illinois at Chicago

• Beth A. Herbel-Eisenmann, Michigan State University

• Mary Q. Foote, Queens College - CUNY

• Ayse Yolcu, University of Wisconsin - Madison

• Durrell Jones, Michigan State University