# Integrating the Sociocultural and the Sociopolitical in Mathematics Education

## Abstract

The purpose of this chapter is to seek an integration of the sociocultural and sociopolitical perspectives in mathematics education by integrating a locally attuned version of Bourdieu’s field theory (Ferrare & Apple in Camb J Educ 45(1):43-59, 2015) and activity system (Engeström in Learning by expanding: an activity-theoretical approach to developmental research. New York: Cambridge University Press, 2015) to disrupt the separate development of the two perspectives. I combine the two theories using modular integration. Next, the chapter discusses the implications of this integration to mathematics education research, practice, and policies. I conclude with a personal narrative on my theoretical journey to sociopolitical mathematics education.

## Keywords

Activity theory Bourdieu field theory Mathematics education Sociocultural Sociopolitical Integration## References

- Bourdieu, P. (1990).
*The logic of practice*. Stanford, CA: Stanford University Press.Google Scholar - Bourdieu, P. (1993).
*The field of cultural production: Essays on art and literature*. Cambridge: Polity Press.Google Scholar - Bourdieu, P., & Passeron, J. C. (1990).
*Reproduction in education, society and culture*(2nd ed.). London: Sage Publications.Google Scholar - Cobb, P. (2006). Mathematics learning as a social practice. In J. Maasz & W. Schloeglmann (Eds.),
*New mathematics education research and practice*(pp. 147–152). Rotterdam: Sense Publishers.Google Scholar - Engeström, Y. (2015).
*Learning by expanding: An activity-theoretical approach to developmental research (second edition)*. New York: Cambridge University Press.Google Scholar - Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization.
*Journal of Education and Work,**14*(1), 133–156.CrossRefGoogle Scholar - Ferrare, J., & Apple, M. (2015). Field theory and educational practice: Bourdieu and the pedagogic qualities of local field positions in educational contexts.
*Cambridge Journal of Education,**45*(1), 43–59.CrossRefGoogle Scholar - Freire, P. (1970/2013).
*Pedagogy of the oppressed*. New York: Bloomsbury.Google Scholar - Gutiérrez, R. (2013). The socio political turn in mathematics education.
*Journal for Research in Mathematics Education,**44*(1), 37–68.CrossRefGoogle Scholar - Gutstein, E. (2006).
*Reading and writing the world with mathematics: Toward pedagogy for social justice*. New York: Routledge.Google Scholar - Jorgensen, R., Gates, P., & Vanessa Roper, V. (2014). Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice.
*Educational Studies in Mathematics, 87,*221–239.Google Scholar - Jurdak, M. (2006). Contrasting perspectives and performance of high school students on problem solving in real world, situated, and school contexts.
*Educational Studies in Mathematics,**63*(3), 283–301.CrossRefGoogle Scholar - Jurdak, M. (2011). Equity in quality mathematics education: A global perspective. In B. Atweh, M. Graven, & W. Secada (Eds.),
*Mapping equity and quality in mathematics education*(pp. 131–144). Dordrecht: Springer.Google Scholar - Jurdak, M. (2016a).
*Learning and teaching real world problem solving in school mathematics—A multiple-perspective framework for crossing the boundary*. Switzerland: Springer.Google Scholar - Jurdak, M. (Ed.
**)**. (2016b).*School-based reform (TAMAM): Voices from the field (in Arabic).*Beirut: Arab Thought Foundation. Available at: http://tamamproject.org/research/tamam-voices-from-the-field/. - Jurdak, M., & Shahin, I. (2001). Problem solving activity in the workplace and the school: The case of constructing solids.
*Educational Studies in Mathematics, 47*(3), 297–315.CrossRefGoogle Scholar - Jurdak, M., Vithal, R., de Freitas, E., Gates, P., & Kollosche, K. (2016).
*Social and political dimensions of mathematics education, ICME-13 topical surveys*. New York: Springer. doi: https://doi.org/10.1007/978-3-319-29655-5_1. Address on line: http://link.springer.com/book/10.1007/978-3-319-29655-5. - Kalkhoff, W., Friedkin, N. E., & Johnsen, E. C. (2010). Status, networks, and opinions: A modular integration of two theories. In
*Advances in group processes*(pp. 1–38). Bingley: Emerald Group Publishing Limited.Google Scholar - Leont’ev, A. N. (1978).
*Activity, consciousness, and personality*. Englewood Cliffs: Prentice-Hall.Google Scholar - Leont’ev, A. N. (1981). The problem of activity in psychology. In J. Wertsch (Ed.),
*The concept of activity in Soviet psychology*(pp. 37–71). Armonk, NY: M. E. Sharpe.Google Scholar - Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.)
*Multiple perspectives on mathematics teaching and learning*(pp. 19–44). Westport, CT: Ablex.Google Scholar - Lerman, S. (2006). Cultural psychology, anthropology and sociology: The developing ‘strong’ social turn. In J. Maasz & W. Schloeglmann (Eds.),
*New mathematics education research and practice*(pp. 171–188). Rotterdam: Sense Publishers.Google Scholar - Lucariello, J. (1995). Mind, culture, person: Elements in a cultural psychology.
*Human Development, 38*(1), 2–18.Google Scholar - Markovsky, B., Dilks, L. M., Koch, P., McDonough, S., Triplett, J., & Velasquez, L. (2008). Modularizing and integrating theories of justice. In
*Justice*(pp. 345–371). Bingley: Emerald Group Publishing Limited.Google Scholar - Nolan, K. (2016). Schooling novice mathematics teachers on structures and strategies: a Bourdieuian perspective on the role of “others” in classroom practices.
*Educational Studies in Mathematics Education,**92,*315–329.CrossRefGoogle Scholar - Pais, A. (2012). A critical approach to equity. In O. Skovsmose & B. Greer (Eds.),
*Opening the cage*(pp. 49–91). Netherlands: Sense Publishers.Google Scholar - Roth, W., Radford, L., & La Croix, L. (2012). Working with cultural-historical activity theory.
*Forum: Qualitative Social Research,**13*(2), 1–20.Google Scholar - Shulman, L. S. (1970). Psychology and mathematics education. In E. Begle (Ed.),
*Mathematics education*(pp. 23–71). Chicago: National Society for the Study of Education.Google Scholar - Skovsmose, O. (2011).
*An invitation to critical mathematics education*. Rotterdam: Sense Publishers.CrossRefGoogle Scholar - Skovsmose, O., & Greer, B. (2012).
*Opening the cage: Critique and politics of mathematics education*. Rotterdam: Sense Publishers.CrossRefGoogle Scholar - Stone, L. D., & Gutiérrez, K. D. (2007). Problem articulation and the processes of assistance: An activity theoretic view of mediation in game play.
*International Journal of Educational Research,**46*(1), 43–56.CrossRefGoogle Scholar - Vithal, R. (2003).
*In search of a pedagogy of conflict and dialogue for mathematics education*. Dordrecht, The Netherlands: Kluwer Academic Publishers.CrossRefGoogle Scholar - Vygotsky, L. S. (1978).
*Mind in society*. Cambridge, MA: Harvard University.Google Scholar - Williams, J. (2012). Use and exchange value in mathematics education: Contemporary CHAT meets Bourdieu’s sociology.
*Educational Studies in Mathematics,**80*(1/2), 57–72.CrossRefGoogle Scholar