Berkeley Review of Education

Despite a widespread recognition of the need for greater equity in mathematics, inequities persist in the subject for those historically marginalized in math—such as students of color, students labeled as English learners, students labeled with a dis/ability, and women. In this paper, I argue that equity can only be achieved via an integrated understanding of the ways in which mechanisms of oppression have served to exclude students in education writ large and in math specifically. Drawing on the framework of Critical Inclusion (InCrit), I aim to integrate efforts seeking to dismantle such mechanisms—including racism, linguicism, colonialism, ableism, and the specific exclusionary culture of math—into a unified whole. I contend that this vision of critically inclusive mathematics might offer a vehicle by which to envision an emancipatory mathematical future for all students.