Beyond language: conceptualizing epistemic violence against Black immigrant students in mathematics education
Tóm tắt
This paper provides on-the-ground accounts of epistemic violence against Black immigrant children in mathematics classrooms. From a critical feminist perspective, we introduce Dotson’s notion of silencing as an enactment of epistemic violence. According to Dotson, one way to enact epistemic violence is to damage a particular group’s ability to speak and be heard. A successful act of communication depends on the audience’s willingness and ability to “hear” the speaker. Therefore, denying this reciprocity in communication is a form of epistemic violence. Using this conceptualization, we conducted a secondary data analysis from a larger study aimed at enhancing teachers’ knowledge and abilities to implement problem-solving teaching. We identify and characterize three practices of silencing Black immigrant students in Chilean mathematics classrooms that damage their agency as knowers and doers of mathematics. Beyond language issues, we show that silencing is a form of anti-Black onto-epistemic violence that prevents Black immigrant students from being recognized as legitimate subjects of knowledge in mathematics classrooms.
Tài liệu tham khảo
Andrade-Molina, M., Montecino, A., & Valoyes-Chávez, L. (2022). Desde la normalidad a la producción de la diversidad en educación matemática. Revista Colombiana de Educación, 86, 339–360. https://doi.org/10.17227/rce.num86-13710.
Barwell, R. (2018). From language as a resource to sources of meaning in multilingual mathematics classrooms. The Journal of Mathematics Behavior, 50, 155–168. https://doi.org/10.1016/j.jmathb.2018.02.007.
Brunner, C. (2021). Conceptualizing epistemic violence: An interdisciplinary assemblage for IR. International Politics Reviews, 9(1), 193–212. https://doi.org/10.1057/s41312-021-00086-1.
Chronaki, A., Planas, N., & Svensson, P. (2022). Onto/Epistemic violence and dialogicality in translanguaging practices across multilingual mathematics classrooms. Teachers College Record, 124(5), 108–126. https://doi.org/10.1177/01614681221104040.
Davis, J. (2021). A liberatory response to antiblackness and racism in the mathematics education enterprise. Canadian Journal of Science Mathematics and Technology Education, 21(4), 783–802. https://doi.org/10.1007/s42330-021-00187-x.
Dotson, K. (2011). Tracking epistemic violence, tracking practices of silencing. Hypatia, 26(2), 236–257. https://doi.org/10.1111/j.1527-2001.2011.01177.x.
Dumas, M., & Ross, K. M. (2016). Be real Black for me”: Imagining BlackCrit in Education. Urban Education, 51(4), 415–442. https://doi.org/10.1177/0042085916628611.
Fricker, M. (2007). Epistemic injustice. Power and the ethics of knowing. Oxford University Press.
Gholson, M. L., & Wilkes, C. E. (2017). Mis)taken identities: Reclaiming identities of the “collective black” in mathematics education research through an exercise in black specificity. Review of Research in Education, 41(1), 228–252. https://doi.org/10.3102/0091732X16686950.
Halai, A., & Clarkson, P. (Eds.). (2016). Teaching and learning mathematics in multilingual classrooms. Brill.
Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478. https://doi.org/10.1080/13613324.2019.1592833.
Martin, D. B., Price, P. G., & Moore, R. (2019). Refusing systemic violence against black children. In J. Davis, & C. C. Jett (Eds.), Critical race theory in Mathematics Education (pp. 32–55). Routledge.
Mills, C. (2007). White ignorance. In S. Sullivan, & N. Tuana (Eds.), Race and epistemologies of ignorance (pp. 11–38). State University of New York Press.
Nixon, R. (2011). Slow violence and the Environmentalism of the poor. Harvard University Press.
Norén, E., & Svensson, P. (2018). Fabrication of newly-arrived students as mathematical learners. Nordic Studies in Mathematics Education, 23(3–4), 15–37.
Osibodu, O. (2021). Necessitating teacher learning in teaching mathematics for social justice to counter anti-black racism. For the Learning of Mathematics, 41(1), 18–20.
Pinto, J. P. (2017). On language, bodies, and epistemic violence. In D. Silva (Ed.), Language and Violence. Pragmatic perspectives (pp. 171–188). John Benjamins Publishing Company.
Pohlhaus, G. (2017). Varieties of epistemic injustice. In J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge Handbook of Epistemic Injustice (pp. 13–26). Routledge.
Quijano, A. (1993). Colonialidad del poder, eurocentrismo y América latina. In E. Lander (Ed.), La colonialidad del saber: Eurocentrismo y ciencias sociales. Perspectivas latinoamericanas (pp. 201–249). Consejo Latinoamericano de Ciencias Sociales - UNESCO.
Riedemann, A., & Stefoni, C. (2015). Sobre el racismo, su negación y las consecuencias para una educación anti-racista en la enseñanza secundaria chilena. Polis Revista Latinoamericana, 14(2), 191–216. https://doi.org/10.4067/S0718-65682015000300010.
Rosa, J. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183. https://doi.org/10.1111/jola.12116.
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a sociolinguistic perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562.
Ruge, J. (2018). On epistemological violence in mathematics education research – an exemplary study in the Journal of Mathematics Teacher Education. The Mathematics Enthusiast, 15(1), 320–344. https://doi.org/10.54870/1551-3440.1429.
Ruggiano, N., & Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how? Qualitative Social Work, 18(1), 81–97. https://doi.org/10.1177/1473325017700701.
Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447–466.
Spivak, C. G. (1988). Can the subaltern speak? In C. Nelson, & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–313). Macmillan Education.
Tanswell, F. S., & Rittberg, C. J. (2020). Epistemic injustice in mathematics education. ZDM – Mathematics Education, 52(6), 1199–1210. https://doi.org/10.1007/s11858-020-01174-6.
Tijoux, M. E. (2013). Las escuelas de la migración en la ciudad de Santiago: Elementos para una educación contra el racismo. Polis, 12(13), 287–307. https://doi.org/10.4067/S0718-65682013000200013.
Valencia-Salas, A. (2017). Racist practices in school: an analysis of mathematics teachers’ practices Unpublished master thesis. National Pedagogical University. Recovered from: http://repository.pedagogica.edu.co/bitstream/handle/20.50012209/9888/TO-21995.pdf?sequence=1.
Valoyes-Chávez, L. (2021). Me dicen negro pero eso ya no es una molestia para mí”: Historias de agencia racial en la escolaridad chilena. Revista Nodos y Nudos, 7(50), 45–60. https://doi.org/10.17227/nyn.vol7.num50-12550.
Valoyes-Chávez, L., & Andrade-Molina, M. (2022). Black immigrant children: Abjection, in(ex)clusion and school mathematics. Magis Revista Internacional de Educación, 15, 1–24. https://doi.org/10.11144/Javeriana.m15.bica.
Valoyes-Chávez, L., & Darragh, L. (in press). Interrogating the equity promise for black immigrant students. Educational Studies in Mathematics.
Valoyes-Chávez, L., & Felmer, P. (2021). She was probing me to see if I knew”: Becoming a credible and confident PD facilitator. ZDM – Mathematics Education, 53(5), 1097–1108. https://doi.org/10.1007/s11858-021-01283-w.
Wagner, D., & Herbel-Eisenmann, B. (2014). Identifying authority structures in mathematics classroom discourse: A case of a teacher’s early experience in a new context. ZDM–The International Journal on Mathematics Education, 46(3), 871–882. https://doi.org/10.1007/s11858-014-0587-x.
Weheliye, A. (2014). Habeas viscus. Racializing assemblages, biopolitics, and black feminist theories of the human. Duke University Press.
Zhao, W., Popkewitz, T., & Autio, T. (2022). Historicizing curriculum knowledge translation and Onto-Epistemic Coloniality. In W. Zhao, T. Popkewitz, & T. Autio (Eds.), Epistemic colonialism and the transfer of curriculum knowledge across borders. Applying a historical lens to contest unilateral logics (pp. 3–18). Routledge.