对批判性双重性的呼唤:数学教育的边缘化研究

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2022-01-17 DOI:10.3102/00346543211070050

Grace A. Chen, I. Horn

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引用次数: 5

摘要

长期以来，教育研究人员一直在努力研究压迫性结构和个人代理在再现、维持和对抗边缘化方面的相互作用。在本文中，我们建议Weis和Fine的批判性双重性结构可以帮助研究人员理解和解决数学教育中的边缘化问题。我们对现有的数学教育文献进行了概念性的回顾，这些文献说明了理论化边缘化的结构和代理。通过阅读这些文献以及Weis和Fine的2012年文章，我们制定了在数学教育研究中实施批判性双重性的四个标准。这次审查的结果突出了结构和个人生活的相互联系，边缘化的物质和意识形态因素，群体内部的交叉性和异质性，以及历史和制度的相互联系。此外，他们还为研究数学教育边缘化的研究者提供了理论和方法上的建议。

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

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.

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.