Equity, access, and justice in mathematics education research: A personal-professional journey of perspective

I argue that we are morally obliged to consider the significant privilege of our lives and the whiteness of mathematics education institutions. Further, to determine implications for our work will require: (i) questioning things we’ve long taken for granted; (ii) developing means for stepping outside our training and standards; and (iii) learning to work together and in communities of those who are not like us but with whom we find alignment. Failing to take up this imperative confirms that we are the problem and existing injustice is our choice, not a reality imposed on us. I mean to argue this with both fervour and humility, using my own personal and professional journey to raise possibilities for us to consider, as a community, in charting the future of mathematics education research