Retroactively Infusing Equity Into Research Frames: Contributing to Dismantling Racial Injustice and Constructing Educational Possibilities

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Social Justice and Equity in Mathematics Education (Table 7)

Abstract

Educational research has spent over a century developing theories, research strategies, and methodological approaches that center whiteness and name it “standard” or “traditional”. Despite major contributions from diverse scholars over the last several decades offering new ways of designing and conducting ambitious and inclusive research, a great deal of research in mathematics education is designed and conducted from a “culturally neutral” approach. Using an illustrative research project, our diverse team sought to consider how depictions of research frames from such projects could be revised to be more responsive to concerns for culturally and linguistically diverse students. Collectively we generated revised equity-infused depictions that we argue are more humanizing and can contribute to dismantling intersectional racial injustice and constructing educational possibilities.

Authors

• Imani Masters Goffney, University of Maryland

• Shekira Larnica Edgar, Western Michigan University

• Michelle Wilson-Banks, Kalamazoo Public Schools

• Offir Romero Castro, Western Michigan University

• Yaronn James Cuarteros Arciaga, Western Michigan University

• Laura R. Van Zoest, Western Michigan University