Researchers and researched as other within the socio-p/political turn

Referencias

Andersson, A. (2011). Engagement in Education: Identity Narratives and Agency in the Contexts of Mathematics Education. Published doctoral thesis. Aalborg: Aalborg University, Uniprint. Adler, J., & Lerman, S. (2003). Getting the description right and making it count: Ethical practice in mathematics education research. In A.J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (Part 2, pp. 441-470). Dordrecht: Kluwer. Atweh, B. & Clarkson, P. (2002). Mathematics educators’ views about globalization and internationalization of their discipline: Preliminary findings. In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference (Vol. 1, pp. 114-122) Helsingør, Denmark: Centre for Research in Learning Mathematics Chronaki, A. (2004). Researching the school mathematics culture of ‘others’. Creating a self-other dialogue. In P. Valero, & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 145-165). Boston: Kluwer Academic Publishers. D’Ambrosio, B., Frankenstein, M., Gutiérrez, R., Kastberg, S., Martin, D.B., Moschkovich, J., Taylor, E. (2013). Positioning oneself in mathematics education research. Journal for Research in Mathematics Education, 44, 11-22. De Freitas, E., & Zolkower, B. (2009). Using social semiotics to prepare mathematics teachers to teach for social justice. Journal of Mathematics Teacher Education, 12, 187-302. Foote, M.Q., & Bartell, T.G. (2011). Pathways to equity in mathematics education: How life experiences impact research positionality. Educational Studies in Mathematics, 78, 45-68. Gee, J.P. (2005). An introduction to discourse analysis. London: Routledge. Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37-68. Janks, H. (2010). Language, power and pedagogies. In N.H. Hornberger & S.L McKay (Eds.), Sociolinguistics and language education (pp. 40-61). Bristol: Multilingual Matters. Meaney, T. (2013). The privileging of English in mathematics education research, just a necessary evil? In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the Seventh International Mathematics Education and Society Conference (Vol. 1, pp. 65-84) . Cape Town: MES7 Skovsmose, O. (2006). Research, practice, uncertainty and responsibility. Journal of Mathematical Behavior, 25, 267-284. Stinson, D.W. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975-1010. Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero, & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 5-23). Boston: Kluwer Academic Publishers. Valero, P. (2007). A socio-political look at equity in the school organization of mathematics education. Zentralblatt für Didaktik der Mathematik (ZDM), 39, 225-233. Valero, P. (2014). Cutting the calculations of social change with school mathematics. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 73-77). Vancouver, Canada: PME. Wagner, D. (2012). Opening mathematics texts: Resisting the seduction. Educational Studies in Mathematics, 80, 153-169. Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention. Educational Studies in Mathematics, 72, 1-15.