Episode 75

Paulo Tan: Humanizing Disabilities, Cultivating Resistance


March 15th, 2023

42 mins 22 secs

Season 4

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Special Guest

About this Episode

Dr. Paulo Tan (University of Missouri-St. Louis) shares about his work in humanizing disabilities in mathematics teacher education, and highlights how mathematics is for, with, and by folks with disabilities. In preparing mathematics teachers, he strives to help them cultivate their practices and thinking to enact resistance in their daily practice.

Articles and resources mentioned in this episode:

Mason, E. N., Padilla, A., & Tan, P. (2022). Toward justice-driven inquiry: On the rightful presence of students with disabilities in mathematics. Mathematics Teaching.
Tan, P., Padilla, A., & Lambert, R. (2022). A critical review of educator and disability research in mathematics education: A decade of dehumanizing waves and humanizing wakes. Review of Educational Research.
Yeh, C., Tan, P., & Reinholz, D. L. (2021). Rightful presence in times of crisis and uprisings: A call for disobedience. Equity & Excellence in Education, 54(2), 196–209.
Tan, P., Padilla, A., Mason, E. N., & Sheldon, J. (2019). Humanizing disability in mathematics education: Forging new paths. NCTM.
Annamma, S., & Morrison, D. (2018). DisCrit classroom ecology: Using praxis to dismantle dysfunctional education ecologies. Teaching and Teacher Education, 73, 70–80.
Schalk, S. (2018). Bodyminds reimagined: (Dis)ability, race, and gender in Black women’s speculative fiction. Duke University Press.
Tan, P. & Kastberg, S. (2017). A call for mathematics education researchers to lead and advocate for individuals with dis/abilities. Journal of Urban Mathematics Education, 10(2), 25–38.
PMENA Working Group on Disability Justice - See paper in PMENA 44 2022 Proceedings:
Taking up mathematics education research spaces as resistance: Toward disability justice, pp 2210-2212, in
Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (2022). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University.

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