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Slow emergencies of racism in mathematics education

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Abstract

This paper adopts a biopower lens to examine emergency declarations that posit race or racism as problems to be addressed through mathematics education. We argue that attending to “slow emergencies” of racism must avoid sustaining mathematics education as a self-evident cause and cure for societal problems. We analyze how declarations of emergency reanimate racializing hierarchies by reordering spaces, temporalities, and subjectivities. To explore these concerns, we compare three race-explicit emergency declarations in US mathematics education during World War II with recent emergency declarations of pandemic-related learning loss, disengagement, and a racial reckoning. We juxtapose past and present to spotlight what we outline as distinct biopolitical working arrangements. The analysis maps how emergency declarations rearrange hopes, fears, diagnostic techniques, and intervention strategies—sometimes inadvertently reracializing students in attesting to damage or demanding redress. Our purpose is to foster deliberation over paradoxes and possibilities of addressing racialization and racism in mathematics education transnationally.

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Notes

  1. An accompanying danger is ignoring or minimizing how modern schooling emerged in part through histories of colonization, marginalization, and violence that endure in varying forms within and outside mathematics education (Ball & Collet-Sabé, 2021; Woodson, 1933; Zhao, 2020).

  2. Undergirding racialized notions of equity in the USA is the fabrication of the (often overrepresented as white; Wynter, 2003) liberal subject as a product of modern schooling—a subjectivity always already racialized (e.g., available for racialized comparison) and presumed without race (e.g., as a universalized standard or competency) (see also Annamma et al., 2013; Artiles, 2011).

  3. We use assemblage as a reading of Deleuze and Guattari’s agencement as a “working arrangement” or “putting together” of disperse objects, categories, and practices (Buchanan, 2015). Arrangement gestures to fluid possibilities for how things might be “put together” and highlights the relations in how things come to be intelligible and actionable as problems and solutions (Legg, 2011, p. 128). Taken as an assemblage, mathematics education is a multiplicity—neither a “singular” field nor that which is somehow indefinite, random, or without intent (Buchanan, 2015). In any site and moment, mathematics education can be differently put together as a working arrangement in ways contingent on how objects, categories, and practices become intelligible for thought and action.

    .

  4. While recognizing the historical contingency of these classifications, we use the term Black in place of the period-specific term “Negro” except when citing direct quotes.

  5. Grubbs’s (1941) use of environmental handicapping to reference discriminatory policies starkly differed from research that later relocalized “environmental handicaps” within the homes and communities of those classified as “culturally deprived” (see Diaz, 2017) or even later as “marginalized cultures” presumed to have less “cultural capital” (see Spencer, 2012).

  6. Regarding whether this discussion of funding inequities was recognized as having a place in the NCTM, Bullock (2019) observes that Grubbs’s (1941) speech, though published in The Mathematics Teacher, would not receive an official citation until her own analysis 78 years later.

  7. Importantly, Grubbs (1941) insisted that any committee conducting this research must be composed of educators of “both races” (p. 257) and learn from Black teachers and Black education associations (p. 256). She also insisted the problems did not lie within Black students or teachers—invoking the former as often desiring to major in mathematics (p. 253) and the latter as often over-qualified relative to their white colleagues (p. 255).

  8. Anti-racism appears prominently as concerns for racial justice in mathematics education have gained priority during the pandemic and concurrent movements against forms of racist and nationalist violence (e.g., NCTM, 2020; see Bullock & Grant, 2021; Ziols & K. Kirchgasler, 2021).

  9. By not identical, we mean that racializing assemblages have shifted dramatically in some ways (but not others) from the WWII era to present (see Weheliye, 2014). The scope of changes in the USA is extensive and includes Civil Rights legislation, changes in immigration policy, the elimination of miscegenation laws, the end of de jure segregated schooling, changes in media representation, race-related solidarity movements (e.g., Black Lives Matter), critical race theories, and many more. These changes have both resonated and contrasted with other ongoing movements emerging after World War II including anti-colonial resistances and challenges to apartheid and caste-based systems. However, despite such changes, pernicious forms of racializing oppression and violence clearly persist—in part through mathematics education (Bullock, 2023; Martin, 2019).

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  1. Georgia State University, Atlanta, GA, USA

    Ryan Ziols

  2. University of Wisconsin–Madison, Madison, WI, USA

    Kathryn L. Kirchgasler

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In Memoriam

Dr. Ryan Ziols passed away during the writing of this article. He is mourned by his family and loved ones, and his memory lives in his work and in all who were fortunate to count him as a teacher, colleague, mentor, or friend.

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Ziols, R., Kirchgasler, K.L. Slow emergencies of racism in mathematics education. Educ Stud Math (2024). https://doi.org/10.1007/s10649-023-10293-2

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