Equitable and inclusive mathematics classrooms?

Abstract

This paper explores how the promises of equity and inclusion vanish into discourses about effectiveness, competitiveness, and meritocracy. Intentions of correcting onto-epistemic violence mutate into paradoxes of good intentions in the search for securing social order and economic prosperity. The hopes and fears about the future embody legacies of capitalist aspirations that position mathematics teachers as agents of change. Hence, mathematics teachers are granted full responsibility for correcting the wrongs generated by historical practices that shape modern society. The paper argues that Deleuze and Guattari's schizoanalysis becomes an analytical tool to map the flows of desire for equitable and inclusive education within capitalist aspirations. The desire flows are explored through global (transnational) and local (Chile) rhizomatic assemblage. Oedipus is used to reflect on the effects of power and desiring-production that positions education as a priority to safeguard the glocal future.