Queer Positionalities and Identities as Resources for Learning

• In Event: Marginalization in Mathematics and Science in and Through Learning, Curriculum, and Research

Abstract

This paper investigates how queer positionalities and identities shaped mathematical meaning-making in an afterschool documentary filmmaking program. While racialized and gendered identities have been examined in mathematics education research, few scholars have centered the mathematical experiences of students with marginalized sexual identities with notable exceptions (e.g., Esmonde, 2011; Rubel, 2016). To do so, this paper explores how the performance of and negotiations with queer identities are co-constructed and emerge with meaning making around math concepts. Findings call for centering these trajectories as productive, critical aspects of learning such that youths’ queer positionalities and identities in and across contexts are an essential aspect to advancing equity in mathematics teaching and learning.

Author

• Sarah C. Radke, Concord Consortium