Connecting Discretionary Spaces to Mathematics Teaching Practices and Systemic Violence of Historically Excluded Learners

Abstract

There is a significant body of research in mathematics education suggesting that historically excluded learners (Black, Latinx, Indigenous, and poor) experience devaluation, inequities, exclusion, and violence (Berry, 2008; Gutiérrez, 2002; Gutstein, 2003; Martin, 2015; McGee & Martin, 2011). Research, policies, and reforms in education “[have] been violent to marginalized peoples who are represented by perspectives that are neither kind to their cultural worldview nor accurate regarding their priorities” (Leonardo, 2013, p. 603). This commentary unpacks how the four articles in this special issue prioritize historically excluded learners’ cultural worldviews. Specifically, this commentary focuses on practices across the four articles that respond to historically excluded learners’ mathematical, social, and cultural needs.