A Gramscian Perspective on Mathematics Education Reform: Three Commonsense Ideas

• In Event: Conceptualizing Equity in Mathematics Education Research, Practices, and Policy

Abstract

This paper synthesizes critiques of mathematics education research and reform—buttressed by personal observations—to argue that a trio of ideas has become “common sense” (Gramsci, 1971) in these projects. Together, these common sense ideas have facilitated consent to and participation in top-down and corporate-style mathematics education reform initiatives. The first common sense idea is the imaginary of a raced, classed, and geographically located “urban child”, apart from an imagined “white social body” (Martin, 2009; Popkewitz, 2006; Leonardo & Hunter, 2007), and targeted for reform. The second common sense idea is the scientific and moral authority of mathematics education researchers to administer this reform. The third common sense idea is that mathematics education reform should be top-down and administered broadly.

Author

• Alyse Schneider, University of California - Berkeley