Intersectionality as a Lens for Linguistic Justice in Mathematics Learning

Autor/inn/en	Leyva, Luis A.; Joseph, Nicole M.
Titel	Intersectionality as a Lens for Linguistic Justice in Mathematics Learning
Quelle	In: ZDM: Mathematics Education, 55 (2023) 6, S.1187-1197 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01489-0
Schlagwörter	Intersectionality; Interdisciplinary Approach; Language Research; Language Usage; Mathematics Education; Social Justice; Racism; Ideology; Colonialism; Power Structure + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachforschung; Sprachgebrauch; Mathematische Bildung; Soziale Gerechtigkeit; Rassismus; Ideologie; Kolonialismus
Abstract	Language is a source of power that preserves the status quo in its relationships with learners and mathematics. However, there is a dearth of research that examines how multiple systems of power (e.g., racism, cisheteropatriarchy, colonialism) shape variation in structural inequality and experiences of oppression for language learners. This conceptual paper argues that intersectionality is a promising analytical lens to advance interdisciplinary research on language in mathematics education that nuances knowledge about linguistic justice for racially minoritized and Indigenous learners. To develop this argument, we present insights from a scoping review of research in language education and mathematics education. Our review shows how intersectional analyses can interrogate inequities of language in mathematics education contexts, which are entrenched in ideologies of neutrality that leave exclusionary practices of teaching and learning unchecked. The review also depicts how uptake of intersectionality extends sociopolitical research on language in mathematics education that left interplay between racism, colonialism, linguicism, and other power systems unexamined for nuanced insights on linguistic justice. Following the review, we look across three cases of research studies from our review that vary in terms of their designs and methodologies to illustrate the analytical possibilities of intersectionality in future research on language in mathematics education. We conclude with a discussion of how adopting the lens of intersectionality is necessary to advance interdisciplinary scholarship for linguistic justice. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01