Prominent Scholars
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Below are scholars whose work has greatly influenced my growth as an emerging critical educational psychologist. Their work has helped to move my thinking forward in the areas of sociocultural learning theories, critical mathematics, identity in mathematics learning, learning mathematics while Black and female, and the history of minority and women mathematicians.
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Erika Bullock, PhD - University of Wisconsin - Madison
Dr. Bullock is a critical urban mathematics education scholar and Associate to the Editor-in-Chief for the Journal of Urban Mathematics Education. I am most drawn to her work because of the strong focus on methodology and theory. She asks conceptual questions to help push the field forward in productive ways.
Suggested reading:
Larnell, G. V., Bullock, E. C., & Jett, C. C. (2016). Rethinking teaching and learning mathematics for social justice from a critical race perspective. Journal of Education, 196(1), 19–29.
Dr. Bullock is a critical urban mathematics education scholar and Associate to the Editor-in-Chief for the Journal of Urban Mathematics Education. I am most drawn to her work because of the strong focus on methodology and theory. She asks conceptual questions to help push the field forward in productive ways.
Suggested reading:
Larnell, G. V., Bullock, E. C., & Jett, C. C. (2016). Rethinking teaching and learning mathematics for social justice from a critical race perspective. Journal of Education, 196(1), 19–29.
Indigo Esmonde, PhD - University of Toronto
I recently became interested in Dr. Esmonde's work as I continued to explore connections between sociocultural learning theories and my work centering the mathematics learning experience of Black girls. In this co-edited book (with Angela N. Booker), Power and Privilege in the learning sciences: Critical and sociocultural theories of learning (December 2016), Dr. Esmonde discussed the connection between power and sociocultural theories of learning as and begins to theorize towards critical sociocultural theories. Indigo has a background in mathematics education and broadly studies how people learn and the role that systems of oppression play in learning contexts.
Suggested reading:
Esmonde, I. & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288-315.
I recently became interested in Dr. Esmonde's work as I continued to explore connections between sociocultural learning theories and my work centering the mathematics learning experience of Black girls. In this co-edited book (with Angela N. Booker), Power and Privilege in the learning sciences: Critical and sociocultural theories of learning (December 2016), Dr. Esmonde discussed the connection between power and sociocultural theories of learning as and begins to theorize towards critical sociocultural theories. Indigo has a background in mathematics education and broadly studies how people learn and the role that systems of oppression play in learning contexts.
Suggested reading:
Esmonde, I. & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288-315.
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Maisie Gholson, Ph.D. - University of Michigan
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Nicole Joseph Ph.D. - Vanderbilt University
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Ebony McGee, Ph.D. - Vanderbilt University
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Jennifer Langer-Osuna - Stanford University
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Maxine McKinney de Royston, Ph.D. - University of Wisconsin - Madison
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Na'ilah Nasir, Ph.D. - UC Berkley
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Erica Walker, Ed.D. - Teachers College Columbia University
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