A Call for Critical Bifocality: Research on Marginalization in Mathematics Education

Autor/inn/en	Chen, Grace A.; Horn, Ilana S.
Titel	A Call for Critical Bifocality: Research on Marginalization in Mathematics Education
Quelle	In: Review of Educational Research, 92 (2022) 5, S.786-828 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Grace A.) ORCID (Horn, Ilana S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211070050
Schlagwörter	Mathematics Education; Disadvantaged; Research Reports; Personal Autonomy; Power Structure; Correlation; Equal Education; Databases; Critical Theory; Ideology; Educational Theories; Mathematics Instruction; Mathematics Curriculum; Mathematics Achievement; Preschool Education; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Research report; Forschungsbericht; Individuelle Autonomie; Korrelation; Datenbank; Kritische Theorie; Ideologie; Educational theory; Theory of education; Bildungstheorie; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Education researchers have long wrestled with the interplay of oppressive structures and individual agency in reproducing, sustaining, and contesting marginalization. In this article, we suggest that Weis and Fine's construct of critical bifocality may assist researchers in understanding and addressing marginalization in mathematics education. We conduct a conceptual review of existing mathematics education literature that accounts for both structure and agency in theorizing marginalization. By reading this literature alongside Weis and Fine's 2012 article, we develop four criteria for operationalizing critical bifocality in mathematics education research. The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions. Additionally, they offer theoretical and methodological recommendations for researchers studying marginalization in mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01