Ethics and Identity Research in the Field of Mathematics Education: Reflections

• In Event: 18.049 - Advancing Methods for Studying Social Identities in Mathematics Education: New Possibilities and Perspectives

Abstract

The purpose of this paper is to have a conversation about ethics in the context of identity research in mathematics education. To fulfill this purpose, we conducted approximately 75-minute interviews with ten scholars in education, eight of whom are in mathematics education specifically. The scholars were selected from amongst a broader list of potential participants who do work related to identity and community from humanizing, participatory, and/or decolonizing perspectives. Our objective was to understand how they conceptualize and frame their scholarship in relationship to research related to identity and the ethical issues or processes involved in doing such work.
Methodologically, we chose an approach that is contrary to expectations of Western epistemologies by foregrounding the voices of the scholars themselves and by reflecting together on what we have learned from them. One component of Western knowledge production is that we are expected to sort, categorize and label information in efficient and accurate ways. Although we recognize that we put quotes together in ways that resonated for us as the authors, we also explicitly acknowledge that the scholars who we interviewed may not agree with our groupings or interpretations. In attempting to hold that expectation and reality present, our reflections say something about how these ideas hung together for us, what they make us think about in terms of our work, and what we think might be important for informing the field rather than attempting to make broad claims. We also reflect on the ways the interviewed scholars’ ideas are heterogeneous. We hold both to be true: that there can be some similar ideas/themes/terminology and that there can be heterogeneity of thought.
Interviewed scholars shared a variety of perspectives about what identity and ethics entail and raise important concerns about representation of youth and communities as well as the audiences for whom we write. They located issues of ethics and identity research in histories of colonialism and white supremacy, identifying structural aspects that are part of a broader framework of systemic oppression in policies and practices. These oppressive structures are not only ‘out there’ in society but they are also maintained within the academy, funding agency practices, and in school-based practices. The scholars provided insights into the challenges of changing the field and suggested ways to prepare for pushback from various stakeholders. We conclude by sharing what the scholars found hopeful or exciting about moving the field forward in the ways they suggest, despite the histories, structures, policies and practices we might encounter. For example, the scholars described ways the field has been changing to become more accepting of critical perspectives, the growing number of scholars doing humanizing, participatory, and/or decolonizing work, and the ways in which mathematics itself might change as youth who have been historically marginalized find their voices and engage in mathematics in ways that honor their languages, communities, and cultural practices.

Authors

• Sandra M. Crespo, Michigan State University

• Emma Carene Gargroetzi, Stanford University

• Victoria M. Hand, University of Colorado - Boulder

• Beth A. Herbel-Eisenmann, Michigan State University