Browsing by Author "Gerbrandt, Julianne"

Now showing 1 - 4 of 4
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    Conflict, hope, and mathematics education storylines: Pivoting away from a pathology-based orientation.
    (North American Study Group on Ethnomathematics, 2023-06) Gerbrandt, Julianne; Wagner, David
    In this paper, we play with the ideas of conflict and hope in reported storylines from subaltern contexts of mathematics learning. The concept of storyline comes from positioning theory, which suggests that people make choices about communication acts according to known or familiar storylines. By drawing attention to aspects of conflict and hope within storylines, we identify pivot points that permit reorientation. By deconstructing several storylines from the Mathematics Education in Indigenous and Migrational contexts project, we noticed how storylines that feature conflict offer more opportunities to pivot than do storylines that feature appeals to hope. This process of reorientation resists the dominance of pathology-based storylines about mathematics education for students from minoritized groups and draws attention to the impact of orientation on storylines.
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    Systemic Barriers to French Immersion in New Brunswick
    (2022-06-28) Gerbrandt, Julianne
    Abstract: French Immersion is a popular program in New Brunswick; however, a growing body of research warns that it might contribute to inequities in public education. My experiences as an elementary French immersion teacher have prompted me to question the barriers to accessing and succeeding in the second language program. I begin by describing the history of FI in Canadian schools before identifying the systemic barriers that limit participation in the program. I will then explain how Bourdieu and Passeron’s theory of social reproduction might help us to recognize the underlying social forces that predetermine one’s likelihood of access and success in the popular program. Meaningful change requires a paradigm shift in thinking about what constitutes a good candidate for FI. Keywords: French Immersion, Bourdieu, Equity
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    Systemic Barriers to French Immersion: The Impact of COVID-19
    (University of New Brunswick, 2022-10-14) Gerbrandt, Julianne
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    Wading Into Murky Territory: Hunting for Storylines at an Academic Conference
    (North American Study Group on Ethnomathematics, 2023) Gerbrandt, Julianne; Foyn, Trine
    In this paper we share a process for identifying storylines from the Mathematics Education in Indigenous and Migrational contexts (MIM) conference in November 2022. Drawing from the scheduled presentations and the informal discussions that took place, we identified three connecting storylines: ‘We need more space’, ‘There will be tensions’ and ‘Perhaps it is okay to be uncomfortable’. By examining these three threads, we suggest there is an underlying storyline that connects them: ‘The need for change in the ways we approach teaching, learning, and researching school mathematics’. This process surfaced questions about the relationship between positionality, personal identity and the identification of storylines.