About Erika C. Bullock, Ph.D.

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Dr. Erika C. Bullock is Assistant Professor in the School of Education at the University of Wisconsin-Madison. After earning the B.S. in computer science from Spelman College, she taught mathematics at the high school and two-year college levels in the Atlanta area. She then earned M.Ed. and Ph.D. in Teaching and Learning with a concentration in Mathematics Education from Georgia State University. She also holds graduate certificates in geographic information systems, qualitative research, women’s studies.

As a critical mathematics educator, Dr. Bullock’s work exists at the intersections of mathematics education, urban education, and curriculum studies. She historicizes issues and ideologies within mathematics education using discourse analytic techniques and critical postmodern theory in an effort to examine how power operates within mathematics and STEM education to create and maintain racial and race-gendered inequities.

Although her disciplinary focus is mathematics education, Dr. Bullock is also interested more generally in the politics of education. This interest has led her to considering the political economy of mathematics education, equity discourses in mathematics education, and STEM education.

Dr. Bullock values interdisciplinarity and, thus, draws from diverse social theories and methodologies as well as perspectives from urban sociology, critical geography, Black studies, and science and technology studies.

Dr. Bullock is a 2017 National Academy of Education/ Spencer Foundation Postdoctoral Fellow and a 2019-20 Nellie McKay Postdoctoral Fellow. She won the 2017 Taylor & Francis Best Paper Award for her paper “Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property” published in Educational Studies. In 2021, she also won the Early Career Publication Award from the American Educational Research Association Special Interest Group for Research in Mathematics Education for her article “Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding” published in Review of Research in Education. She has also published work in Educational Studies in MathematicsThe Mathematics Enthusiast, Multicultural Perspectives, The Journal of Education, The Journal of Mathematics Education as Teachers College, Teachers College Record, and Theory into Practice.