In this editorial, the authors frame the purpose and outline the contents of the JUME special issue “Privilege and Oppression in the Mathematics Preparation of Teacher Educators” (the title of a 3-day conference held in Battle Creek, Michigan). As part of the “thoughtful action” called for throughout the conference, the intention of the special issue is to invite all mathematics educators (and others) into conversations about systems of privilege and oppression

Spencer, Joi A.

Stinson, David W.

English

Georgia State University

Georgia State University
ScholarWorks @ Georgia State University
Middle-Secondary Education and Instructional
Technology Faculty Publications
Department of Middle-Secondary Education and
Instructional Technology (no new uploads as of Jan.
2015)
2013
Conversations about Privilege and Oppression in
Mathematics Education
David W. Stinson
Georgia State University, dstinson@gsu.edu
Joi A. Spencer
Follow this and additional works at: https://scholarworks.gsu.edu/msit_facpub
Part of the Elementary and Middle and Secondary Education Administration Commons,
Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and
Teaching Commons, and the Secondary Education and Teaching Commons
This Editorial is brought to you for free and open access by the Department of Middle-Secondary Education and Instructional Technology (no new
uploads as of Jan. 2015) at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle-Secondary Education and
Instructional Technology Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information,
please contact scholarworks@gsu.edu.
Recommended Citation
Stinson, D. W. & Spencer, J. A. (2013). Conversations about privilege and oppression in mathematics education. Journal of Urban
Mathematics Education, 6(1), 1–5.
  Journal of Urban Mathematics Education 
July 2013, Vol. 6, No. 1, pp. 1–5 
   ©JUME. http://education.gsu.edu/JUME 
 
 
DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle 
and Secondary Education in the College of Education, at Georgia State University, P.O. Box 3978, Atlanta, 
GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and 
-political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoreti-
cal (and methodological) perspective. He is a co-founder and current editor-in- chief of the Journal of Urban 
Mathematics Education. 
 
JOI A. SPENCER is an associate professor of mathematics education in the Department of Learning and 
Teaching in the School of Leadership and Education Sciences, at the University of San Diego, 5998 Alcala 
Park, San Diego, CA 92110; e-mail: joi.spencer@sandiego.edu. Her research examines African American 
student mathematics identities and the mathematics instructional practices of those who teach Black students.  
GUEST EDITORIAL 
 
Conversations About Privilege and 
Oppression in Mathematics Education 
 
David W. Stinson 
Georgia State University 
Joi A. Spencer 
University of San Diego 
 
…I think the African American community is also not naïve in understanding that, statis-
tically, somebody like Trayvon Martin was statistically more likely to be shot by a peer 
than he was by somebody else. So folks understand the challenges that exist for African 
American boys. But they get frustrated, I think, if they feel that there’s no context for it 
and that context is being denied. And that all contributes I think to a sense that if a white 
male teen was involved in the same kind of scenario, that, from top to bottom, both the 
outcome and the aftermath might have been different. 
 
…Now, the question for me at least, and I think for a lot of folks, is where do we take 
this? How do we learn some lessons from this and move in a positive direction? 
 
I think it’s going to be important for all of us to do some soul-searching. …[I]n families 
and churches and workplaces, there’s the possibility that people are a little bit more hon-
est, and at least you ask yourself your own questions about, am I wringing as much bias 
out of myself as I can? Am I judging people as much as I can, based on not the color of 
their skin, but the content of their character? That would, I think, be an appropriate exer-
cise in the wake of this tragedy. 
 
…And so we have to be vigilant and we have to work on these issues. And those of us in 
authority should be doing everything we can to encourage the better angels of our nature. 
 
– Barack Hussein Obama II  44th President of the United States of America 
 
he purposefully selected quotes (above) from President Obama’s remarks on 
Trayvon Martin delivered in the White House Press Briefing Room on July 19, 
2013
1
 effectively frame the intended spirit of this JUME special issue (co-guest edit-
ed with Joi Spencer). The special issue was conceived of in October 2012 as we  
                                                        
1
 For President Obama’s complete “Remarks by the President on Trayvon Martin,” see 
http://www.whitehouse.gov/the-press-office/2013/07/19/remarks-president-trayvon-martin. 
T 
  
 
Stinson & Spencer                                                                             Guest Editorial 
Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics 
Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  
2 
(David and Joi), along with approximately 40 other mathematics educators from ap-
proximately 25 universities, attended the Privilege and Oppression in the Mathemat-
ics Preparation of Teacher Educators (PrOMPTE
2
) conference held in Battle Creek, 
Michigan. Mathematics educators from Michigan State University (Beth Herbel-
Eisenmann, Tonya Bartell, Kristen Bieda, Sandra Crespo, Higinio Dominguez, and 
Corey Drake) and Bucknell University (M. Lynn Breyfogle) convened the confer-
ence. The electronic-mail invitation to the conference stated: 
 
We would like to invite you to participate in a small conference titled Privilege and Op-
pression in the Mathematics Preparation of Teacher Educators (PrOMPTE), where we 
will engage in conversations about systems of privilege and oppression (e.g., racism, 
classism, sexism, heterosexism, ableism) in our work as mathematics teacher educators 
(MTEs). Although MTEs have begun to talk about these issues in relation to the prepara-
tion of mathematics teachers (MTs) and mathematics teaching, we rarely talk about them 
with respect to our own preparation and the preparation of future MTEs. Our hypothesis 
is that concentrated attention to thoughtful discussion and action related to identifying, 
understanding, and confronting systems of privilege and oppression can improve our 
work as MTEs and, ultimately, will impact MTs’ and students’ learning experiences in 
mathematics classrooms, especially students who have been historically underserved in 
schools. This conference will provide a venue in which to plan and take thoughtful ac-
tion. By “thoughtful action,” we mean action that can allow us to change our own interac-
tions related to systems of privilege and oppression, develop strategies for working on 
these systems amongst ourselves and with our graduate and undergraduate students, and 
enable us to invite others into such conversations.  
(B. Herbel-Eisenmann, personal communication, August 8, 2012) 
 
As part of the “thoughtful action” called for in the invitation and throughout the 
3-day conference, the intention of this JUME special issue is to invite all mathematics 
educators (and others) into conversations about systems of privilege and oppression. 
The request for manuscripts for possible inclusion was sent to all PrOMPTE confer-
ence participants. Manuscripts were limited to 3,500 words or less (exclusive of ref-
erences, tables, figures, etc.), although, longer manuscripts were considered; revised 
through an open, peer-review process; and accepted in a variety of formats (e.g., nar-
ratives, reflections, dialogues, storytelling, critiques, etc.). The scholarly contributions 
found here, however, should not be read as “research articles” aimed as providing 
probable “solutions” to the injustices of privilege and oppression in mathematics edu-
cation. But rather, read as academic essays of invitation to join in scholarly discourse 
across differences in critically examining privilege and oppression as mathematics 
educators (i.e., mathematics education researchers, teacher educators, classroom 
                                                        
2
 Privilege and Oppression in the Mathematics Preparation of Teacher Educators (PrOMPTE) con-
ference (funded by CREATE for STEM Institute through the Lappan-Phillips-Fitzgerald CMP 2 
Innovation Grant program), Michigan State University, Battle Creek, MI, October 2012. Any 
opinions, findings, and conclusions or recommendations expressed herein are those of the authors 
and do not necessarily reflect the views of the funding agency. 
  
 
Stinson & Spencer                                                                             Guest Editorial 
Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics 
Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  
3 
teachers, and mathematicians). In other words, they are to be read as inclusive con-
tinuations or extensions of the critical conversations that were begun at the 
PrOMPTE conference. Each of the eight essays included, authored or co-authored by 
14 conference participants, challenges all those who are concerned with providing a 
humanizing and empowering (mathematics) education for all children (Bartolomé, 
1994; Freire, 1970/2000) to break the deafening sound of silence of privilege and op-
pression in mathematics education specifically and in schools and society generally. 
In the opening essay, “Strong is the Silence: Challenging Interlocking Systems 
of Privilege and Oppression in Mathematics Teacher Education,” Beth Herbel-
Eisenmann, Tonya Gau Bartell, M. Lynn Breyfogle, Kristen Bieda, Sandra Crespo, 
Higinio Dominguez, and Corey Drake, explore the interlocking systems of privilege 
and oppression in relationship to themselves as mathematics teacher educators and in 
the preparation of new mathematics teacher educators. Beth and colleagues provide 
justifications in calling for multiple conversations about privilege and oppression at 
all levels of mathematics education. They present their justifications from both per-
sonal perspectives, sharing their own struggles in engaging in such conversations, and 
scholarly perspectives, drawing upon the research literature that supports such con-
versations.  
Joel Amidon, in his essay, “Teaching Mathematics as Agape: Responding to 
Oppression with Unconditional Love,” theorizes an ideal relationship between stu-
dents and mathematics that is functional, communal, critical, and inspirational 
through teaching mathematics as an act of unconditional love. He begins his theoriz-
ing by asking: What do I do from my position of power and privilege as a mathemat-
ics teacher, researcher, and teacher educator to interrupt oppression and enable eve-
ryone the opportunity and expectation of success in mathematics and in life? This 
question is a solid beginning—to dismantle privilege and oppression, one must first 
come to understand it and see how it operates. 
In their essay, “‘All for One and One for All’: Negotiating Solidarity Around 
Power and Oppression in Mathematics Education,” Victoria (Vicki) Hand and Imani 
Masters Goffney reflect on the tensions inherent in standing with and speaking on 
behalf of communities. They provide “cautionary tales” in regards to the intensions 
and impact of actions as they speak back to the burgeoning group of mathematics ed-
ucation researchers who focus on equity and justice. Vicki and Imani discuss how 
“equity” researchers might build the research base of equity work in mathematics ed-
ucation. But caution that in an effort to present a unified face to the larger mathemat-
ics education community, equity work runs the risk of marginalizing the multiplicity 
of possible voices within the field. 
Tonya Gau Bartell and Kate Johnson provide lists of both privilege and oppres-
sion as they begin to unpack the invisible knapsack of privilege in mathematics edu-
cation research in their essay, “Making Unseen Privilege Visible in Mathematics Ed-
ucation Research.” Tonya and Kate take a macro look at the field of mathematics ed-
  
 
Stinson & Spencer                                                                             Guest Editorial 
Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics 
Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  
4 
ucation research, asking mathematics education researchers to assess their own privi-
lege. They warn that a lack of self-examination often leads to paternalistic stances 
and solutions to the problems of mathematics teaching and learning. Tonya and Kate 
speak most directly to those whom the field of mathematics education is centered—
researchers—calling for researchers to examine their positionality and to consider 
how the questions they ask might stymie victories for students most in need. 
Judit Moschkovich describes principles for equitable mathematics teaching 
practices for English Language Learners and outlines guidelines for materials to sup-
port such practices in her essay, “Principles and Guidelines for Equitable Mathemat-
ics Teaching Practices and Materials for English Language Learners.” Judit contends 
that the “language of mathematics” should not be understood merely as a list of vo-
cabulary or technical words with precise meanings, but rather as the multiple com-
municative competencies necessary for equitable participation in high cognitive de-
mand mathematical tasks. The principles and guidelines she provides stress the im-
portance of creating learning environments that support all students in engaging in 
rich mathematical activities and discourse.  
In their essay, “Advocating for Equitable Mathematics Education: Supporting 
Novice Teachers in Navigating the Sociopolitical Context of Schools,” Craig Willey 
and Corey Drake present questions that novice mathematics teachers might ask at the 
personal, interpersonal, institutional, and cultural levels that hold the potential to dis-
rupt the too often oppressive dominant discourses of mathematics teaching and learn-
ing. Given the current out-of-control era of accountability, they argue it is increasing-
ly necessary that teacher educators assist pre- and in-service teachers to develop a 
critical consciousness about the sociopolitical context of schooling and to assume an 
activist stance. Craig and Corey propose ways that mathematics educators might as-
sist those with overwhelmingly little power (new teachers) to do the hard work—the 
work of disrupting privilege and oppression in the mathematics classroom.  
Laura McLeman and Joyce Piert share some of their journey, through a back-
and-forth professional dialogue, as they seek to make sense of what it might mean to 
prepare secondary mathematics preservice teachers to teach mathematics for social 
justice in their essay, “Considering the Social Justice Mathematical Journey of Sec-
ondary Mathematics Preservice Teachers.” Laura and Joyce’s dialogue becomes cen-
tered on the question: Should all college-level mathematics courses be taught through 
a lens of social justice? Their dialogue exposes the kinds of stalemates that too often 
occur at the collegiate mathematics level. In the midst of their dialogue, Laura and 
Joyce have an epiphany: in order to help preservice teachers rethink mathematics—
and in order for them to rethink mathematics themselves—they realize that they must 
take a leap (of faith of sorts).  
And, in similar style, Anita Wager and Kristin Whyte, in their essay, “Young 
Children’s Mathematics: Whose Home Practices Are Privileged?,” share a profes-
sional dialogue about the ways in which issues of power and privilege emerge in pre-
  
 
Stinson & Spencer                                                                             Guest Editorial 
Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics 
Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  
5 
school classrooms when teachers endeavor to build on children’s home and school 
mathematical experiences. Throughout the dialogue, Anita and Kristin focus on three 
questions: What home mathematics practices do pre-K teachers privilege? How does 
privileging particular practices reinforce or interrupt historical power structures in 
teacher/parent and teacher/child relationships? Which families and children do teach-
ers privilege and how might that privileging oppress others? They claim that teachers 
need to have explicit conversations about what, how, and who they privilege and 
what the consequences of that power to privilege might have in their work with fami-
lies and children. 
We believe that the essays within the pages of this JUME special issue (and the 
extensive scholarship cited throughout) provides ample entry points for critically 
challenging and productively discomforting conversations about privilege and op-
pression among colleagues and students (and others) as well as within oneself—a sort 
of pedagogical tool, if you will. We hope and trust that the conversations begun at the 
PrOMPTE conference and continued or extended here will be a catalyst for critical 
soul-searching, asking oneself (and one another): “Am I wringing as much bias out of 
myself as I can” (Obama, 2013, ¶23)? In what we hope to be collective efforts of 
“becoming a more perfect union—not a perfect union, but a more perfect union” 
(Obama, ¶25), we challenge mathematics educators to take up President Obama’s 
charge. In the absence of justice for far too many, mathematics educators, as people 
of authority, must put ourselves, our positions, our power—our privilege—on the 
line. Unafraid and unashamed, we must ask questions from the margins, evaluate and 
re-evaluate our stances, and critique our work for the purpose of justice in our field 
specifically, and in schools and society generally. The conversations at the PrOMPTE 
conference and continued or extended here, take the stand that change begins at 
home. Privilege and oppression is not a figment of “other peoples’” imagination, but 
holds a great deal of explanatory power related to achievement and success differen-
tials in mathematics in the United States (and throughout the globe). For the tide to 
change in regard to mathematics opportunities, we, as mathematics educators, must 
be vigilant in examining and re-examining our work, our commitments, and our-
selves. Then, we must do the hard work of making things right—“doing everything 
we can to encourage the better angels of our nature” (Obama, ¶25).  
 
References 
 
Bartolomé, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educa-
tional Review, 64, 173–194. 
Freire, P. (2000). Pedagogy of the oppressed (M. B. Ramos, Trans.; 30th anniv. ed.). New York, NY: 
Continuum. (Original work published 1970) 
Obama, B. H. (2013). Remarks by the President on Trayvon Martin. Retrieved from 
  http://www.whitehouse.gov/the-press-office/2013/07/19/remarks-president-trayvon-martin. 


Conversations about Privilege and Oppression in Mathematics Education

ScholarWorks @ Georgia State University

Georgia State UniversityScholarWorks @ Georgia State UniversityMiddle-Secondary Education and InstructionalTechnology Faculty PublicationsDepartment of Middle-Secondary Education andInstructional Technology (no new uploads as of Jan.2015)2013Conversations about Privilege and Oppression inMathematics EducationDavid W. StinsonGeorgia State University, dstinson@gsu.eduJoi A. SpencerFollow this and additional works at: https://scholarworks.gsu.edu/msit_facpubPart of the Elementary and Middle and Secondary Education Administration Commons,Instructional Media Design Commons, Junior High, Intermediate, Middle School Education andTeaching Commons, and the Secondary Education and Teaching CommonsThis Editorial is brought to you for free and open access by the Department of Middle-Secondary Education and Instructional Technology (no newuploads as of Jan. 2015) at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle-Secondary Education andInstructional Technology Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information,please contact scholarworks@gsu.edu.Recommended CitationStinson, D. W. & Spencer, J. A. (2013). Conversations about privilege and oppression in mathematics education. Journal of UrbanMathematics Education, 6(1), 1–5.  Journal of Urban Mathematics Education July 2013, Vol. 6, No. 1, pp. 1–5    ©JUME. http://education.gsu.edu/JUME   DAVID W. STINSON is an associate professor of mathematics education in the Department of Middle and Secondary Education in the College of Education, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoreti-cal (and methodological) perspective. He is a co-founder and current editor-in- chief of the Journal of Urban Mathematics Education.  JOI A. SPENCER is an associate professor of mathematics education in the Department of Learning and Teaching in the School of Leadership and Education Sciences, at the University of San Diego, 5998 Alcala Park, San Diego, CA 92110; e-mail: joi.spencer@sandiego.edu. Her research examines African American student mathematics identities and the mathematics instructional practices of those who teach Black students.  GUEST EDITORIAL  Conversations About Privilege and Oppression in Mathematics Education  David W. Stinson Georgia State University Joi A. Spencer University of San Diego  …I think the African American community is also not naïve in understanding that, statis-tically, somebody like Trayvon Martin was statistically more likely to be shot by a peer than he was by somebody else. So folks understand the challenges that exist for African American boys. But they get frustrated, I think, if they feel that there’s no context for it and that context is being denied. And that all contributes I think to a sense that if a white male teen was involved in the same kind of scenario, that, from top to bottom, both the outcome and the aftermath might have been different.  …Now, the question for me at least, and I think for a lot of folks, is where do we take this? How do we learn some lessons from this and move in a positive direction?  I think it’s going to be important for all of us to do some soul-searching. …[I]n families and churches and workplaces, there’s the possibility that people are a little bit more hon-est, and at least you ask yourself your own questions about, am I wringing as much bias out of myself as I can? Am I judging people as much as I can, based on not the color of their skin, but the content of their character? That would, I think, be an appropriate exer-cise in the wake of this tragedy.  …And so we have to be vigilant and we have to work on these issues. And those of us in authority should be doing everything we can to encourage the better angels of our nature.  – Barack Hussein Obama II  44th President of the United States of America  he purposefully selected quotes (above) from President Obama’s remarks on Trayvon Martin delivered in the White House Press Briefing Room on July 19, 20131 effectively frame the intended spirit of this JUME special issue (co-guest edit-ed with Joi Spencer). The special issue was conceived of in October 2012 as we                                                          1 For President Obama’s complete “Remarks by the President on Trayvon Martin,” see http://www.whitehouse.gov/the-press-office/2013/07/19/remarks-president-trayvon-martin. T    Stinson & Spencer                                                                             Guest Editorial Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  2 (David and Joi), along with approximately 40 other mathematics educators from ap-proximately 25 universities, attended the Privilege and Oppression in the Mathemat-ics Preparation of Teacher Educators (PrOMPTE2) conference held in Battle Creek, Michigan. Mathematics educators from Michigan State University (Beth Herbel-Eisenmann, Tonya Bartell, Kristen Bieda, Sandra Crespo, Higinio Dominguez, and Corey Drake) and Bucknell University (M. Lynn Breyfogle) convened the confer-ence. The electronic-mail invitation to the conference stated:  We would like to invite you to participate in a small conference titled Privilege and Op-pression in the Mathematics Preparation of Teacher Educators (PrOMPTE), where we will engage in conversations about systems of privilege and oppression (e.g., racism, classism, sexism, heterosexism, ableism) in our work as mathematics teacher educators (MTEs). Although MTEs have begun to talk about these issues in relation to the prepara-tion of mathematics teachers (MTs) and mathematics teaching, we rarely talk about them with respect to our own preparation and the preparation of future MTEs. Our hypothesis is that concentrated attention to thoughtful discussion and action related to identifying, understanding, and confronting systems of privilege and oppression can improve our work as MTEs and, ultimately, will impact MTs’ and students’ learning experiences in mathematics classrooms, especially students who have been historically underserved in schools. This conference will provide a venue in which to plan and take thoughtful ac-tion. By “thoughtful action,” we mean action that can allow us to change our own interac-tions related to systems of privilege and oppression, develop strategies for working on these systems amongst ourselves and with our graduate and undergraduate students, and enable us to invite others into such conversations.  (B. Herbel-Eisenmann, personal communication, August 8, 2012)  As part of the “thoughtful action” called for in the invitation and throughout the 3-day conference, the intention of this JUME special issue is to invite all mathematics educators (and others) into conversations about systems of privilege and oppression. The request for manuscripts for possible inclusion was sent to all PrOMPTE confer-ence participants. Manuscripts were limited to 3,500 words or less (exclusive of ref-erences, tables, figures, etc.), although, longer manuscripts were considered; revised through an open, peer-review process; and accepted in a variety of formats (e.g., nar-ratives, reflections, dialogues, storytelling, critiques, etc.). The scholarly contributions found here, however, should not be read as “research articles” aimed as providing probable “solutions” to the injustices of privilege and oppression in mathematics edu-cation. But rather, read as academic essays of invitation to join in scholarly discourse across differences in critically examining privilege and oppression as mathematics educators (i.e., mathematics education researchers, teacher educators, classroom                                                         2 Privilege and Oppression in the Mathematics Preparation of Teacher Educators (PrOMPTE) con-ference (funded by CREATE for STEM Institute through the Lappan-Phillips-Fitzgerald CMP 2 Innovation Grant program), Michigan State University, Battle Creek, MI, October 2012. Any opinions, findings, and conclusions or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the funding agency.    Stinson & Spencer                                                                             Guest Editorial Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  3 teachers, and mathematicians). In other words, they are to be read as inclusive con-tinuations or extensions of the critical conversations that were begun at the PrOMPTE conference. Each of the eight essays included, authored or co-authored by 14 conference participants, challenges all those who are concerned with providing a humanizing and empowering (mathematics) education for all children (Bartolomé, 1994; Freire, 1970/2000) to break the deafening sound of silence of privilege and op-pression in mathematics education specifically and in schools and society generally. In the opening essay, “Strong is the Silence: Challenging Interlocking Systems of Privilege and Oppression in Mathematics Teacher Education,” Beth Herbel-Eisenmann, Tonya Gau Bartell, M. Lynn Breyfogle, Kristen Bieda, Sandra Crespo, Higinio Dominguez, and Corey Drake, explore the interlocking systems of privilege and oppression in relationship to themselves as mathematics teacher educators and in the preparation of new mathematics teacher educators. Beth and colleagues provide justifications in calling for multiple conversations about privilege and oppression at all levels of mathematics education. They present their justifications from both per-sonal perspectives, sharing their own struggles in engaging in such conversations, and scholarly perspectives, drawing upon the research literature that supports such con-versations.  Joel Amidon, in his essay, “Teaching Mathematics as Agape: Responding to Oppression with Unconditional Love,” theorizes an ideal relationship between stu-dents and mathematics that is functional, communal, critical, and inspirational through teaching mathematics as an act of unconditional love. He begins his theoriz-ing by asking: What do I do from my position of power and privilege as a mathemat-ics teacher, researcher, and teacher educator to interrupt oppression and enable eve-ryone the opportunity and expectation of success in mathematics and in life? This question is a solid beginning—to dismantle privilege and oppression, one must first come to understand it and see how it operates. In their essay, “‘All for One and One for All’: Negotiating Solidarity Around Power and Oppression in Mathematics Education,” Victoria (Vicki) Hand and Imani Masters Goffney reflect on the tensions inherent in standing with and speaking on behalf of communities. They provide “cautionary tales” in regards to the intensions and impact of actions as they speak back to the burgeoning group of mathematics ed-ucation researchers who focus on equity and justice. Vicki and Imani discuss how “equity” researchers might build the research base of equity work in mathematics ed-ucation. But caution that in an effort to present a unified face to the larger mathemat-ics education community, equity work runs the risk of marginalizing the multiplicity of possible voices within the field. Tonya Gau Bartell and Kate Johnson provide lists of both privilege and oppres-sion as they begin to unpack the invisible knapsack of privilege in mathematics edu-cation research in their essay, “Making Unseen Privilege Visible in Mathematics Ed-ucation Research.” Tonya and Kate take a macro look at the field of mathematics ed-   Stinson & Spencer                                                                             Guest Editorial Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  4 ucation research, asking mathematics education researchers to assess their own privi-lege. They warn that a lack of self-examination often leads to paternalistic stances and solutions to the problems of mathematics teaching and learning. Tonya and Kate speak most directly to those whom the field of mathematics education is centered—researchers—calling for researchers to examine their positionality and to consider how the questions they ask might stymie victories for students most in need. Judit Moschkovich describes principles for equitable mathematics teaching practices for English Language Learners and outlines guidelines for materials to sup-port such practices in her essay, “Principles and Guidelines for Equitable Mathemat-ics Teaching Practices and Materials for English Language Learners.” Judit contends that the “language of mathematics” should not be understood merely as a list of vo-cabulary or technical words with precise meanings, but rather as the multiple com-municative competencies necessary for equitable participation in high cognitive de-mand mathematical tasks. The principles and guidelines she provides stress the im-portance of creating learning environments that support all students in engaging in rich mathematical activities and discourse.  In their essay, “Advocating for Equitable Mathematics Education: Supporting Novice Teachers in Navigating the Sociopolitical Context of Schools,” Craig Willey and Corey Drake present questions that novice mathematics teachers might ask at the personal, interpersonal, institutional, and cultural levels that hold the potential to dis-rupt the too often oppressive dominant discourses of mathematics teaching and learn-ing. Given the current out-of-control era of accountability, they argue it is increasing-ly necessary that teacher educators assist pre- and in-service teachers to develop a critical consciousness about the sociopolitical context of schooling and to assume an activist stance. Craig and Corey propose ways that mathematics educators might as-sist those with overwhelmingly little power (new teachers) to do the hard work—the work of disrupting privilege and oppression in the mathematics classroom.  Laura McLeman and Joyce Piert share some of their journey, through a back-and-forth professional dialogue, as they seek to make sense of what it might mean to prepare secondary mathematics preservice teachers to teach mathematics for social justice in their essay, “Considering the Social Justice Mathematical Journey of Sec-ondary Mathematics Preservice Teachers.” Laura and Joyce’s dialogue becomes cen-tered on the question: Should all college-level mathematics courses be taught through a lens of social justice? Their dialogue exposes the kinds of stalemates that too often occur at the collegiate mathematics level. In the midst of their dialogue, Laura and Joyce have an epiphany: in order to help preservice teachers rethink mathematics—and in order for them to rethink mathematics themselves—they realize that they must take a leap (of faith of sorts).  And, in similar style, Anita Wager and Kristin Whyte, in their essay, “Young Children’s Mathematics: Whose Home Practices Are Privileged?,” share a profes-sional dialogue about the ways in which issues of power and privilege emerge in pre-   Stinson & Spencer                                                                             Guest Editorial Stinson, D. W., & Spencer, J. A. (Eds.). (2013). Privilege and Oppression in the Mathematics Preparation of Teacher Educators [Special issue]. Journal of Urban Mathematics Education, 6(1).  5 school classrooms when teachers endeavor to build on children’s home and school mathematical experiences. Throughout the dialogue, Anita and Kristin focus on three questions: What home mathematics practices do pre-K teachers privilege? How does privileging particular practices reinforce or interrupt historical power structures in teacher/parent and teacher/child relationships? Which families and children do teach-ers privilege and how might that privileging oppress others? They claim that teachers need to have explicit conversations about what, how, and who they privilege and what the consequences of that power to privilege might have in their work with fami-lies and children. We believe that the essays within the pages of this JUME special issue (and the extensive scholarship cited throughout) provides ample entry points for critically challenging and productively discomforting conversations about privilege and op-pression among colleagues and students (and others) as well as within oneself—a sort of pedagogical tool, if you will. We hope and trust that the conversations begun at the PrOMPTE conference and continued or extended here will be a catalyst for critical soul-searching, asking oneself (and one another): “Am I wringing as much bias out of myself as I can” (Obama, 2013, ¶23)? In what we hope to be collective efforts of “becoming a more perfect union—not a perfect union, but a more perfect union” (Obama, ¶25), we challenge mathematics educators to take up President Obama’s charge. In the absence of justice for far too many, mathematics educators, as people of authority, must put ourselves, our positions, our power—our privilege—on the line. Unafraid and unashamed, we must ask questions from the margins, evaluate and re-evaluate our stances, and critique our work for the purpose of justice in our field specifically, and in schools and society generally. The conversations at the PrOMPTE conference and continued or extended here, take the stand that change begins at home. Privilege and oppression is not a figment of “other peoples’” imagination, but holds a great deal of explanatory power related to achievement and success differen-tials in mathematics in the United States (and throughout the globe). For the tide to change in regard to mathematics opportunities, we, as mathematics educators, must be vigilant in examining and re-examining our work, our commitments, and our-selves. Then, we must do the hard work of making things right—“doing everything we can to encourage the better angels of our nature” (Obama, ¶25).   References  Bartolomé, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educa-tional Review, 64, 173–194. Freire, P. (2000). Pedagogy of the oppressed (M. B. Ramos, Trans.; 30th anniv. ed.). New York, NY: Continuum. (Original work published 1970) Obama, B. H. (2013). Remarks by the President on Trayvon Martin. Retrieved from   http://www.whitehouse.gov/the-press-office/2013/07/19/remarks-president-trayvon-martin. 

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Conversations about Privilege and Oppression in Mathematics Education

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