The contribution introduces the concept of epistemological violence from critical psychology into the discourse of mathematics education research. The concept is specific to violence produced through ‘knowledge’. It addresses the negative impact of research on the Other – the group being studied as distinct from the ones studying. It holds the possibility to link research ethics and the idea of scientific correctness to each other, by focussing on the relationship between theoretical propositions about the Other and practices of data interpretation in empirical research products. An exemplary study in the Journal of Mathematics Teacher Education illuminates how easily epistemological violence is (re-)produced in the dissemination of research results when it goes unreflected. Finally, the scope and limits of this concept in mathematics education research are discussed.
"On epistemological violence in mathematics education research – An exemplary study in the Journal of Mathematics Teacher Education,"
The Mathematics Enthusiast: Vol. 15
, Article 17.
Available at: https://scholarworks.umt.edu/tme/vol15/iss1/17