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ERIC Number: EJ1175194
Record Type: Journal
Publication Date: 2018-Mar
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0091-732X
Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding
Bullock, Erika C.
Review of Research in Education, v42 n1 p122-145 Mar 2018
In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social "isms" that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these "isms" in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality's limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality's power beyond identity toward more systemic analyses.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A