Microexclusion and immigrant students
DOI:
https://doi.org/10.23925/1983-3156.2023v25i4p261-283Keywords:
Immigrant Students, Inclusive Mathematics Education, Normalisation, OrientalismAbstract
This paper is theoretically driven by doctoral research data. The corresponding doctoral research involved fifteen participants who live in Brazil: immigrants and parents of immigrant students from Haiti and Venezuela and mathematics teachers in schools with immigrant students in São Paulo (Brazil). The research aims to consider socially and racially structured exclusions, to discuss perspectives and approaches, and to challenge mathematics education with immigrant students towards inclusive actions. Thinking about what inclusion and inclusive mathematics education with immigrant students could mean goes toward glimpsing the roots of what can obstruct such a process, which means taking the path towards unwrapping the processes of exclusion and violence against the immigrant population. Immigrants’ and teachers’ voices will be heard in this article to support discussions about the issues around inclusive mathematics education. I present situations that illustrate that microexclusions may accompany the inclusive context in subtle practices. Microexclusions tend to isolate people in a given environment, even if that environment is considered inclusive. This paper aims to discuss a crucial situation: the barriers to including immigrant students have to do with various levels of oppressive social structures. I identify four types of microexclusion related to immigrants having to do with exoticization, misleading identification, second-class citizen treatment, assimilation, and misprise.
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