Inclusion, Representation, and Justice in Mathematics Education: Scripts and Counterscripts (Poster 30)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Sociopolitical Issues in Mathematics and Science Education: Navigating Learning Pathways

Abstract

This paper examines mathematics as a regime implicated in the (re)production of imperialism, neoliberalism, and racial capitalism. Through an ethnographic account of two events at a prominent mathematical conference in a US city, we trace the construction of mathematics as a political project of the state. Through Star’s (1991) attention to the marginal person in a community and Ahmed’s (2012) approach to understanding institutional life, we make sense of the institution of mathematics by examining institutional responses to the actions of marginal actors across two events at the conference. We believe acts of resistance work to reclaim the politics of mathematics towards liberatory ends and follow these acts of resistance to surface the shifting cultural politics of the discipline.

Authors

• Arundhati Velamur, New York University

• Ali R. Blake, School of the Art Institute of Chicago

• Sarah C. Radke, Concord Consortium