Recognising and Identifying the Participant and Researcher in Mathematics Education Research: A Sociopolitical Act
Researcher positioning is an important consideration in acknowledgement of the power inherent in the act of research. As such, the concept of identity may be deployed to consider such a political act. In this chapter, I examine the use of identity in mathematics education research to both identify the participant and also to consider the identity work of the researcher. I use Butler’s (Theatre J 40:519–531, 1988) definition of identity as performative to understand the ways in which the subject is produced in discourse and incorporate the notion of identity recognition to consider the ways in which discourses are drawn from in performing and recognizing. I engage in a reflection of my own identity work as a researcher and suggest we should consider the researcher identity as being multiple, temporal, fearful and desiring, and also complicit in the (re)production and disruption of broader social and political discourses in mathematics education.
KeywordsMathematics identity Performative identity Researcher positioning Discourse
Funding from: PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003, and Project Fondecyt #3160469 are gratefully acknowledged.
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