Identity Work, Racialized Emotions, and Equity in Mathematics Education

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datacite.alternateIdentifier.citationJOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION,Vol.53,372-378,2022
datacite.alternateIdentifier.doi10.5951/jresematheduc-2022-0002
datacite.creatorLuz, Valoyes Chavez
datacite.creatorLisa, Darragh
datacite.date2022
datacite.subject.englishIdentity work
datacite.subject.englishRacialized emotions
datacite.subject.englishEquity
datacite.titleIdentity Work, Racialized Emotions, and Equity in Mathematics Education
dc.date.accessioned2023-06-08T15:48:08Z
dc.date.available2023-06-08T15:48:08Z
dc.description.abstractThis Research Commentary draws on the articles in the March 2022 issue of JRME, engaging with the notion of labor as a key concept to push the field toward novel understandings of equity in mathematics education. We introduce the concepts of identity work and racialized emotions to provide an alternative reading of the articles in that issue, arguing that attention to the interplay of these two concepts is vital to consider issues of equity because mathematics identity intersects with race, gender, class, and sexuality, among other social identities historically marginalized in the classroom. We argue that a focus on such interplay could help to revitalize the discourse on equity in mathematics education across the globe.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5237
dc.language.isoen
dc.publisherNATL COUNCIL TEACHERS MATHEMATICS-NCTM
dc.sourceJOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION
oaire.resourceTypeArticle
uct.indizacionSSCI
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