> Dear Colleagues, > > As Co-Editors, we are in the process of finalizing a book proposal and excited to invite you to submit ideas for chapters/art works. The title of this proposed co-edited book is Foundations, Resistance, and Futures - Reconceptualizing/Reimagining Disability in Mathematics Education. If accepted, this edited book will be part of the Disability, Equity, and Culture book series <https://urldefense.com/v3/__https://www.tcpress.com/dce__;!!K-Hz7m0Vt54!h7gNkHZr6GZx8hj7u03DMgh3IBmr7URsLHRdp7mMlSa5OS5FZahbbSg2klYyNehRbxvtfARPgYZcmlLIxDYL0g$>. > > If you’re interested in contributing a chapter/art work, please submit your ideas via google form <https://urldefense.com/v3/__https://docs.google.com/forms/d/1o_eMVFPS0KG41M8OUBm5ua9wwDIr0v5Urqk2UXjmk1I/edit__;!!K-Hz7m0Vt54!h7gNkHZr6GZx8hj7u03DMgh3IBmr7URsLHRdp7mMlSa5OS5FZahbbSg2klYyNehRbxvtfARPgYZcmlKY_ac8vw$> by January 31, 2024. Feel free to share this invitation with others who may be interested. > > Additional details for this invitation can be found here <https://urldefense.com/v3/__https://docs.google.com/document/d/1ZlmbJNvk44kwg75gvF4OXV71ZLMZDHqozIthRN23Wcc/edit__;!!K-Hz7m0Vt54!h7gNkHZr6GZx8hj7u03DMgh3IBmr7URsLHRdp7mMlSa5OS5FZahbbSg2klYyNehRbxvtfARPgYZcmlImfHliMg$>. > > Warm regards, > Cathery Yeh, Katie Lewis, and Paulo Tan Foundations, Resistance, and Futures - Reconceptualizing / Reimagining Disability in Mathematics Education - Open Call for Book Chapter / Artwork Submissions Please fill out this submission form: https://forms.gle/SyEbhf9pknpRzne96 <https://urldefense.com/v3/__https://forms.gle/SyEbhf9pknpRzne96__;!!K-Hz7m0Vt54!lnk1MGWmN4Bmp0fySzeBxd65jA-HC1suTP2bHqvPF-hM7vLkBNQHhOgtVq3uwm_oQnQSsXFKNR2KePc$> Book Description Although power and privilege are embedded in all mathematics learning environments, the mathematics teaching of disabled students is dominated by decontextualized and individual cognitive theories of learning that do not expose the workings of racism, ableism, and intersecting forms of oppressions and injustices. Too often conversations about disability in mathematics are relegated to special education and framed in ways which position students as deficient. We understand disability as a cultural, historical, social, and political phenomenon that is interwoven and intersecting with other systems of power and oppression. The proposed edited volume will explore how disability and ableism have been situated within the field of mathematics education, the ways in which students, families, educators, and teacher educators have disrupted ableist practices within mathematics classrooms, and illustrate radical imaginings for alternatives. We are seeking book chapters to advance ways in which educational research and praxis can disrupt ideas of ability, normalcy, intelligence, interventions, and excellence in mathematics education systems. We anticipate that contributors to this book will take up a diverse and interdisciplinary set of coalition building principles (disability justice, ethnic studies, legacies of liberation and resistance) as well as critical theoretical approaches (e.g.,critical disability studies, poststructural race theories, Disability Critical Race Theory, crip theory, Afrofuturism, embodiment theory, settler-colonial theory, gift theory, and critical pedagogy) to advance intersectional disability justice research within mathematics education. We intentionally aim to highlight disabled voices, particularly those who are multiply marginalized by race, gender, sexuality, citizenship, or language. In this book we showcase research, essays, interviews, and artistic creations (e.g., poetry, short stories, graphic novels, and artwork) to both critique current practices in mathematics education and explore potential futures. Book Sections The book is separated into three sections. Section I focuses on openings and groundings, attending to the importance of understanding origins and histories to fully grasp the current context. We encourage submissions that bring an interdisciplinary perspective, building from outside the field of mathematics education to consider law, history, architecture, cultural studies, race and whiteness studies, and political science to deepen our understanding of disability in mathematics education. Section II builds upon this foundation and provides counternarratives and examples from mathematics classrooms and schools that push back on dominant deficit notions of disability. Using stories and artwork from students, families, educators, and researchers this section bears witness to the ways in which students with disabilities have been harmed and how we can conceptualize new ways of viewing both students and mathematics. We encourage submissions for this section that highlight the perspective and voices of teachers, students, and families. Section III invites contributors to radically dream, imagine and speculate mathematics education futures that highlight love, collective care, interdependence, mutual enrichment, and reciprocity within and beyond mathematics education systems. We encourage submissions from scholars, organizers, activists, disability advocates, educators, students, and families who offer radical ideas for the future of mathematics education (e.g., use of speculative fiction, Afrofuturism, disabled futures, futurity, and related frameworks). Guiding Questions Below are a set of possible questions to consider: (i) What are the affordances of adopting different critical theoretical perspectives and methodologies to analyze dimensions of normativity and the construction of disability in mathematics education, formal or otherwise? (ii) What new principles emerge for designing and implementing mathematics educational practices that acknowledge the situated, interactional nature of disability, multiple identities, and achievement to promote more inclusive and just spaces? (iii) What mathematical educational and research practices challenge dominant narratives about disability, ableism, and/or carcerality in education? (iv) How can we design mathematics education spaces with disabled communities and activists to develop robust conceptions of justice and well-being that honor the leadership and multidimensional knowledge as well as repay the debts owed to disabled students and communities of color? (v) How do we understand ableism as interlocking and undergirding other systems of oppression in a way that advances the goals of dismantling systems and fostering collective liberation in mathematics education? (vi) How can imagining radical futures in mathematics education inform or be informed by the current work of disability activists, organizers, scholars, educators, students, and families? Authors and artists are welcome to explore these issues in mathematics educational contexts, such as K-12 schools, higher education, after school programs, and informal community spaces. Original research articles are welcome as are theoretical, philosophical, and conceptual manuscripts. Artistic creations (e.g., poetry, short stories, graphic novels, and artwork) are strongly encouraged. Please reach out to the book editors any time for more detail and clarification: Cathery Yeh (cathery.yeh@austin.utexas.edu <mailto:cathery.yeh@austin.utexas.edu>), Paulo Tan (paultan1234@icloud.com <mailto:paultan1234@icloud.com>), or Katie Lewis (kelewis2@uw.edu <mailto:kelewis2@uw.edu>). Tentative Project Timeline January 31, 2024: Book Chapter/Artwork abstract/description due on Google Form <https://urldefense.com/v3/__https://docs.google.com/forms/d/e/1FAIpQLScVRTTFdDHExqOn8AM4CqEf52Nv2mNV7oypPiEb-PYC8LR5Iw/viewform__;!!K-Hz7m0Vt54!lnk1MGWmN4Bmp0fySzeBxd65jA-HC1suTP2bHqvPF-hM7vLkBNQHhOgtVq3uwm_oQnQSsXFKtWvJqiU$> March 15, 2024: Author/Artist notification of tentative abstract acceptance June 28, 2024: Initial submission due July- December 2024: Rounds of revisions July 2025: Goal publication date Katherine Lewis (she/her) Associate Professor College of Education University of Washington Box 353600 Seattle, WA 98195 Office: 102-S Miller Hall The University of Washington exists on the unceded lands and waters of the Duwamish, Muckleshoot, Suquamish, Snoqualmie, Tulalip, Puyallup, and other Coast Salish peoples. I am grateful to live and work as a guest on these lands. This land acknowledgement is one small act in the ongoing process of working to be in good relationship with the land and the people of the land.