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This paper provides on-the-ground accounts of epistemic violence against Black immigrant children in mathematics classrooms. From a critical feminist perspective, we introduce Dotson's notion of silencing as an enactment of epistemic violence. According to Dotson, one way to enact epistemic violence is to damage a particular group's ability to speak and be heard. A successful act of communication depends on the audience's willingness and ability to "hear" the speaker. Therefore, denying this reciprocity in communication is a form of epistemic violence. Using this conceptualization, we conducted a secondary data analysis from a larger study aimed at enhancing teachers' knowledge and abilities to implement problem-solving teaching. We identify and characterize three practices of silencing Black immigrant students in Chilean mathematics classrooms that damage their agency as knowers and doers of mathematics. Beyond language issues, we show that silencing is a form of anti-Black onto-epistemic violence that prevents Black immigrant students from being recognized as legitimate subjects of knowledge in mathematics classrooms.

In this paper, we attend to increasing calls to analyse how difference on the basis of race is fabricated in mathematics education within the context of transnational mobility. Racialisation is a ubiquitous phenomenon closely related to globalisation which contributes to how the ideal global citizen is being viewed. It occurrs via a wide range of mechanisms, practices, and artefacts. Assuming these elements, we examine the process of racialisation in a Chilean school for adults attended by Black Haitian immigrants. Our analysis reveals the existence of a differential system of school mathematics implemented for Black students that functions as a racialising assemblage which dehumanises this student population. Rather than an empowering tool to access the labour market and secure economic stability, mathematics education may contribute to relegate immigrants to second class citizenship in their host countries.

In recent years, the field of mathematics education has witnessed the emergence of several journal rankings. Within these rankings, Ibero-American journals have had little--to almost no--presence. This raises awareness on the current state of journal indexes and on what these indexes do and how they have been used in constituting sites of exclusion within the mathematics education community. We contend that ranking systems are perceived as the philosopher's stone of academia, in the sense that they have the ability to convert any material (an article, a journal, the academic production of a scholar) into a precious material within the academic world. This alchemic move not only exacerbates exclusion, but also configures a point system that constitutes places for enjoyment and fetishistic disavowal within researchers. Thus, we want to challenge the assumption that mainstream journal rankings are able to accurately reflect the quality, impact, and reputation of mathematics education journals by taking as "empirical data" the Ibero-American journals in the field of mathematics education. In problematizing journal ranking effects in the production, dissemination, and socialization of knowledge, we seek to open a discussion regarding the economic-political dynamics that govern publishing practices in mathematics education and that are entangled in the production of knowledge in our discipline.

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