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The sociopolitical turn in mathematics education and decolonial theory

Artigo2024

Jairo I. Fúnez‐Flores ORCID; Weverton Ataíde Pinheiro ORCID; Aaron González Mendoza ORCID; Rebekah Phelps ORCID; Elyssa Cherry Shive ORCID

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Resumo

This literature review examines how the theoretical perspectives aligned to the sociopolitical turn in mathematics inform social justice mathematics education. While existing literature has established the importance of social justice frameworks informed by critical theory, there has been limited exploration of critical race theory, poststructuralism and feminist theory, perspectives that offer a broader and more complex understanding of the social and political. After examining how these perspectives contribute to social justice mathematics, we explore the potential contributions of decolonial theory, particularly the way it unsettles accepted notions of social justice. By drawing and building on the sociopolitical turn in mathematics education, this article argues that decolonial thought can also assist in reimagining social justice mathematics education theoretically, methodologically and pedagogically. Ultimately, the article argues that there is no social justice without cognitive/epistemic and ontological justice, meaning that social justice loses ethical and political weight when modernity’s violent epistemic and ontological foundations are not questioned by social justice mathematics education research.

Dados da obra

Tipo
Artigo
Periódico
London Review of Education, v. 22, n. 1
Editora
UCL Press
Ano
2024 (2024-05-08)
Idioma
en
Palavras-chave
decolonial theory; critical race theory; poststructuralism; feminist theory; critical theory; epistemic justice; modernity; mathematics education theory
Temas
Educação Matemática Crítica
DOI
10.14324/lre.22.1.13
ISSN
1474-8460, 1474-8479
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FÚNEZ‐FLORES, Jairo I. et al.. The sociopolitical turn in mathematics education and decolonial theory. London Review of Education, v. 22, n. 1, 2024. DOI: https://doi.org/10.14324/lre.22.1.13.

APA

Fúnez‐Flores, J. I., Pinheiro, W. A., Mendoza, A. G., Phelps, R., & Shive, E. C. (2024). The sociopolitical turn in mathematics education and decolonial theory. London Review of Education, 22(1). https://doi.org/10.14324/lre.22.1.13

BibTeX
@article{funezflores2024,
  author = {Fúnez‐Flores, Jairo I. and Pinheiro, Weverton Ataíde and Mendoza, Aaron González and Phelps, Rebekah and Shive, Elyssa Cherry},
  title = {The sociopolitical turn in mathematics education and decolonial theory},
  year = {2024},
  journal = {London Review of Education},
  volume = {22},
  number = {1},
  publisher = {UCL Press},
  doi = {10.14324/lre.22.1.13},
  language = {en}
}
RIS
TY  - JOUR
AU  - Fúnez‐Flores, Jairo I.
AU  - Pinheiro, Weverton Ataíde
AU  - Mendoza, Aaron González
AU  - Phelps, Rebekah
AU  - Shive, Elyssa Cherry
TI  - The sociopolitical turn in mathematics education and decolonial theory
PY  - 2024
JO  - London Review of Education
VL  - 22
IS  - 1
DO  - 10.14324/lre.22.1.13
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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