Intersectionality as a lens for linguistic justice in mathematics learning

Leyva, Luis A.; Joseph, Nicole M.

doi:10.1007/s11858-023-01489-0

Cited by 2 publications

(1 citation statement)

References 39 publications

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“…This awareness entails a commitment to reevaluating and discarding established notions of knowledge, learning, and mathematics to disengage from prevailing deficit-oriented paradigms that often perpetuate the consolidation of power and privilege within a select group (Louie et al, 2021;Yeh, 2023). In the same vein, Leyva and Joseph (2023) conducted a scoping review to promote linguistic justice interrogating the interlocking systems of oppression and the resulting language-related inequities in math education.…”

Section: Teaching and Research On Intersectionality And/or From An In...mentioning

confidence: 99%

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Zhang,

Gao

2024

Extsv. Rev.

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The review article draws on key literature on intersectionality: theory, methodology, and empirical applications in Educational Psychology and Curriculum Studies. The review points out the urgent need to account for diverse learners’ intersectional identities (racial/ethnic backgrounds, gender, linguistic ability, citizenship status, and other social identity markers) and embrace a social-justice-oriented praxis in education. We argue that integrating the intersectionality framework with existing learning theories, methods (quantitative, qualitative, and mixed), and pedagogies is possible and necessary. Based on the critical review, we propose four recommendations for researchers and practitioners in Educational Psychology and Curriculum Studies: (a) staying faithful to the activism and liberatory commitment of intersectionality, (b) adopting appropriate method(s) and methodology with sound epistemological and axiological orientations, (c) reconceptualizing extant learning theories, which entails the re-thinking and validation of some education and psychological constructs, and (d) encouraging teaching and research on intersectionality and/or from an intersectional lens. The review article can serve as a guideline to incorporate intersectionality as theory and analytical framework. It is only through these practices that center intersectionality that we, as researchers and practitioners, become capable of creating a more equitable and inclusive learning environment from K-12 to Higher Education.

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Section: Teaching and Research On Intersectionality And/or From An In...mentioning

confidence: 99%

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Zhang,

Gao

2024

Extsv. Rev.

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Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”

Hafeez,

Xenofontos

2024

SN Soc Sci

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Many studies worldwide conclude that there are no significant differences between the academic performance of boys and girls in school mathematics. In fact, girls are often found to outperform boys in several countries. However, girls and women continue to participate less in mathematics classrooms and have lower enrolment rates in STEM-related subjects. To investigate this paradox, we utilise the theoretical framework of figured worlds (Holland, Lachicotte, Skinner, and Cain in Identity and agency in cultural worlds, Harvard University Press, 1998) and examine how a group of three boys and a group of four girls experience participation in the mathematics classroom. All children had attended the same 9th grade (ages 14–15) in Norway. Based on focus-group and individual interviews with the children, this study identifies three themes around which children construct their experiences: (a) gendered participation in the mathematics classroom, (b) what it means to be a ‘good’ mathematics pupil, and (c) the teacher’s role in fostering pupil participation. In closing, we discuss implications of our work and make recommendations for future research.

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Intersectionality as a lens for linguistic justice in mathematics learning

Cited by 2 publications

References 39 publications

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Intersectionality in Educational Psychology and Curriculum Studies: A Critical Review

Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”

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