In this paper, I wish to argue that several factors support a characterization of the National Mathematics Advisory Panel as an instantiation of the white institutional space (Moore, 2008) that characterizes mathematics education research and policy contexts more generally. In particular, my analysis highlights that mathematics education research and policy contexts such as the National Mathematics Advisory Panel are not immune to the structural and institutional racism that characterize many other areas of U.S. society.
Martin, Danny Bernard
"E(race)ing Race from a National Conversation on Mathematics Teaching and Learning: The National Mathematics Advisory Panel as White Institutional Space,"
The Mathematics Enthusiast: Vol. 5
, Article 20.
Available at: https://scholarworks.umt.edu/tme/vol5/iss2/20