Dr Jayasree Subramanian, Associate Professor from the Department of Mathematics, has recently published a book chapter titled “Strengthening Equity and Social Justice Research in Mathematics Education Through Critical Interrogations of White Supremacy and Settler Colonialism” in the Fourth International Handbook of Mathematics Education by Springer Publications.
Abstract
In this chapter, we contextualise a suggested approach to strengthening equity and social justice research in mathematics education by inserting the mathematics education enterprise into two world events of 2020: the global COVID-19 pandemic and the global resurgence of the Black Lives Matter movement. Our intent in doing so is to underscore how white colonialism is forever present everywhere in structures and institutions around the globe, including those of the mathematics education enterprise. The logic of both white supremacy and settler colonialism are described next and then combined into a compounding scheme of colonising white supremacist logic. To illustrate that colonizing white supremacist logic is not a manifestation of only the West, a discussion of the conflicts and contradictions of white supremacy and Brahminical supremacy in the mathematics education enterprise of postcolonial India is offered. Brief summaries of the five chapters in the “Equity and Social Justice” section of this Handbook are then provided; we highlight how the chapter authors interrogated colonialising white supremacist logic within their respective chapters and point toward additional opportunities. In concluding the chapter, we feature recent USA-based mathematics education research to illustrate different possibilities when equity and social justice research is strengthened through critical interrogations of white supremacy and settler colonialism.
About the Book
The Fourth International Handbook discusses developments not recognised or dealt with entirely in the first three Springer Mathematics Education handbooks and tackles controversial issues in the field. After starting with a provocative introductory chapter which asks whether controversy is a healthy feature of international mathematics education, the four following sections cover: (a) mathematics education in Asia; (b) the roles of theory in research and practice; (c) equity and social justice; and (d) curriculum and change. These themes are taken up in 28 chapters by 60 authoritative authors from all continents. The four sections are structured based on past, present, and future aspects.
Like the first three mathematics education handbooks, this handbook provides a valuable resource for teachers, practitioners and researchers, education policymakers, mathematicians, and graduate and undergraduate students.
Co-authors of the Book Chapter
1. David W. Stinson, College of Education and Human Development, Georgia State University, Atlanta, GA, USA (Lead Coauthor)
2. Cathery Yeh, Center for Asian American Studies, University of Texas, Austin, TX, USA (Fellow coauthor)