Conflict, hope, and mathematics education storylines: Pivoting away from a pathology-based orientation.
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Date
2023-06
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North American Study Group on Ethnomathematics
Abstract
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.