CHALLENGING THE REFRAMING OF EQUITY IN MATHEMATICAL SYSTEMS: ACCESS, AGENCY, AND ALLIES.

In this theoretical paper, we discuss fairly novel conceptual tools for thinking about and carrying out equity-oriented work in mathematics education. Specifically we discuss the framing of an equitable mathematical system, and the role of three key features in this system: access, agency, and allies. In doing so, we also problematize their use and frame the tensions that arise as we have begun to use them in our research. We intend to re-examine and challenge these three core features by using specific concepts from race-critical theories (e.g., interest convergence, centrality of race and difference) as well philosophical perspectives and theories of justice, social contracts, and epistemic injustice. We conclude by discussing implications for our related research and professional development in an urban school district. [ABSTRACT FROM AUTHOR]