Making Unseen Privilege Visible in Mathematics Education Research

Authors

  • Tonya Gau Bartell
  • Kate R. Johnson

DOI:

https://doi.org/10.21423/jume-v6i1a203

Keywords:

privilege, equity, mathematics education

Abstract

In this essay, the authors begin to “unpack the invisible knapsack” of mathematics education research privilege. They present short statements representing the multiplicity of their respective identities; acknowledging that efforts to understand privilege and oppression are often supported and constrained by identities. The authors then present three lists generated as they identify experiences as mathematics education researchers that they may have taken for granted; two lists are from the perspective of privilege and the other is from a position of marginalization. The multiple lists reflect that a person can be simultaneously oppressed in some ways and privileged in others. The authors conclude by inviting others to join the discussion about the invisible knapsack of mathematics education research privilege.

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Published

2013-06-17

How to Cite

Bartell, T. G., & Johnson, K. R. (2013). Making Unseen Privilege Visible in Mathematics Education Research. Journal of Urban Mathematics Education, 6(1), 35–44. https://doi.org/10.21423/jume-v6i1a203

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