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ERIC Number: EJ1215687
Record Type: Journal
Publication Date: 2019-May
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: N/A
Political, Relational, and Complexly Embodied; Experiencing Disability in the Mathematics Classroom
Lambert, Rachel
ZDM: The International Journal on Mathematics Education, v51 n2 p279-289 May 2019
The academic field of Disability Studies (DS) offers theoretical tools to understand how social practices intersect with embodiment, long a critical issue in DS because disability is a category of human difference that is always already embodied. I review two theories that seek to resolve this dichotomy between the body and social worlds: complex embodiment (Siebers, Disability theory, University of Michigan Press, Ann Arbor, 2008) and the political/relational model (Kafer, Feminist, Queer, Crip, Indiana University Press, Bloomington, 2013). I use these theories to analyze ethnographic data and narratives of a Latina named Desi around disability and mathematics. Desi's narratives explored experiences relating to Attention Deficit Hyperactivity Disorder, Learning Disabilities, and mathematics anxiety. Desi's narratives described disabilities as socio-political constructs, involving relations of power and exclusion, as well as acknowledging the physiological, embodied experience of some differences in relation to mathematics. Through this analysis, I argue for the inclusion of emotion in embodiment, and the use of narrative analysis paired with ethnography as a tool to understand embodied experience.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A