Emotional Talk, Intersectional Positioning: Theorizing the Positionings of Multiply Marginalized Students as They Learn Mathematics

• In Event: (Re)Conceptualizing Education Grounded in Student Experiences and Perspectives

Abstract

This paper describes the theoretical work of a research collaborative that seeks to develop understanding of the experiences of Latinas labeled with LD in math classrooms. Drawing from the theory of Complex Embodiment (Siebers, 2008) from Critical Disability Studies, we explore new interdisciplinary theoretical and methodological tools to analyze the emotional, embodied experience of learning mathematics in the social worlds of mathematics classrooms. We take up theoretical and methodological practices around intersectionality through analysis of how power and positioning operate in mathematics identity development. We reanalyze interview data from a previous study, focused particularly on how emotion and intersectionality emerge from the data.

Authors

• Rachel Lambert, University of California - Santa Barbara

• David Isaac Hernandez-Saca, University of Northern Iowa

• Rebeca Mireles-Rios, University of California - Santa Barbara

• Katherine Lewis, University of Washington - Seattle