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1、Chapter2BeyondGapGazing:HowCanThinkingAboutEducationComprehensivelyHelpUs(Re)envisionMathematicsEducation?RochelleGutiérrezandEzekielDixon-RománOnecannottalkaboutequitythesedayswithoutbeingpoliticallycorrect.Infact,intheUnitedStates,“equity”hasbecomeanemptysignifiermanipulated
2、in/throughdiscourse(Dixon-Román,inpress).Forexample,althoughmanyuse“theachieve-mentgap”asanimportantcallforschoolaccountabilityaroundneededresourcesandadditionalsupportformarginalizedstudents,(e.g.,EducationTrust2005),suchdiscoursehasdonelittlemorethanreplace“thecultureofpover
3、ty”inthelatestofdeficitframeworks.Thatis,whileequityissuesarebecomingmoremainstreaminthemathematicseducationcommunity,theoreticalframingscontinuetoreflectequalityratherthanjustice,staticidentitiesofteachersandstudentsratherthanmultiple,fluid,orcontradictoryones(Gutiérrez2002,2
4、007;Martin2009)andschoolingratherthaneducation.Wheneverwordslike“quality,”“democracy,”and“equity”areused,wemustfirstunpackwhatthesetermsmeanandthenexaminewhobenefitsfromthedefinitionsemployed.LetusconsidertheprevailingequitydiscourseintheUnitedStates:“theachieve-mentgap.”Theex
5、cessivefocusthatU.S.researchersplaceonthegapbetweenthemathematicsachievementofwhite,middle-classstudentsandthatofAfricanAmerican,Latin@1,AmericanIndian,working-classstudents,andEnglishlearn-ersandtheneedtoclosethegap(termed“gapgazing”)shedslightonissuesofaccessandachievementfr
6、omadominantperspective(maintainingthestatusquo)withlittleconcernforhowstudentsareconstructedintheprocess,whatadditional1Weusethe@signtoindicatebothan“a”and“o”ending(LatinaandLatino).Thepresenceofbothan“a”and“o”endingdecentersthepatriarchalnatureoftheSpanishlanguagewhereisitcus
7、-tomaryforgroupsofmales(Latinos)andfemales(Latinas)tobewrittenintheformthatdenotesonlymales(Latinos).ThetermiswrittenLatin@withthe“a”and“o”intertwined,asopposedtoLatina/Latino,asasignofsolidaritywithindividualswhoidentifyaslesbian,gay,bisexual,trans-gender,questioningandqueer(
8、LGBTQ).R.Gutiérrez()DepartmentofCurriculumandInstruction,Uni
