Gramsci's contradictions in mathematics education researcher positionality

Abstract

This paper considers ways in which our positionality as mathematics education research (MER) scholars leads to contradictions between our theory and practice in relation to equity. I draw from Gramsci's theorizing about traditional intellectuals and hegemony to ground the relationships between MER scholars, teachers and students in an understanding of U.S. class relations and the function of the State in mediating them. Constraints and contradictions in achieving equity are related to broader roles of education reform in maintaining the State as well as local antagonisms between MER scholars, teachers and students. For Gramsci, consent to class relations is secured in large part through culture and ideas. Thus, I consider how the dominant theory of learning and pedagogical framework in MER - constructivism - facilitates consent to the relationships between MER scholars and the labor of teachers and students.