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Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities
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DOI：10.5951/jresematheduc-2021-0093.png)
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Abstract
En 中文
Society produces storylines about Latin & eacute; communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy by centering dominant (white) storylines and values to maintain a racial hierarchy, with whites above Latin & edot; and other marginalized groups. However, our findings also illuminate the counter-stories of Latin & eacute; communities in mathematics educa-tion research literature. We call for a more critical look at the field of mathematics education research and the norms that have been set for conducting, disseminating, and reflecting on research endeavors about marginalized groups.
Keywords:
Latin & eacute
communities
Latino critical theory
Whiteness
Research on research
Discourse analysis
Journal
J
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3.6
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759
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2.5K
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