I have organized my papers below by theme. Papers that address multiple issues appear more than once.
Curriculum Vitae
Afro Pessimism
Bullock, E. C. (submitted, August 2017). More than just potential: Troubling success counternarratives in mathematics education research. Submittedfor consideration inC. A. Grant, M. J. Dumas, & A. N. Woodson (Eds.), The future is Black: Afropessimism, fugitivity, and radical hope in education. Routledge.
Black Children in Mathematics Education
Gholson, M. L., Bullock, E. C., & Alexander, N. N. (2012). On the brilliance of Black children in mathematics education: A response to a clarion call [Editorial]. Journal of Urban Mathematics Education [Special issue], 5(1), 1–7. Available online
Critical Mathematics Education
Bullock, E. C. (published online, August 2023). Racialized deviance as an axiom in the mathematics education equity genre. Educational Studies in Mathematics. Available online
Bullock, E. C. (2018). Intersectionalanalysis in critical mathematics education research: A response to figure hiding. Review of Research in Education, 42, 122–145.
Bullock, E. C. (2017). Beyond “ism” groups and figure hiding: Intersectional analysis and critical mathematics education. In A. Chronaki (Ed.), Proceedings of the 9th International Conference of Mathematics Education and Society (pp. 29–44), Volos, Greece: University of Thessaly Press.
Larnell, G. V., Bullock, E. C., & Jett, C. C. (2016). Rethinking teaching and learning mathematics for social justice from a critical race perspective. Journal of Education, 196(1), 19–29.
Culturally Relevant Pedagogy
Rousseau Anderson, C., Bullock, E. C., Cross, B., & Powell, A. (2017). Culturally relevant pedagogy and teacher professional development in an urban laboratory for school reform. Teachers College Record, 119(1), 1–34.
Equity in Mathematics Education
Bullock, E. C. (published online, August 2023). Racialized deviance as an axiom in the mathematics education equity genre. Educational Studies in Mathematics. Available online
Bullock, E. C. (2016). The delicate balance of a three-legged stool—A commentary on Melgar and Battey’s case. In D. Y. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitative conversations about inequities in mathematics classrooms (pp. 143–147). Charlotte, NC: Information Age.
Bullock, E. C. (2014). Danger: Ghetto ahead? [Editorial]. Journal of Urban Mathematics Education, 7(1), 1–6. Available online
Historicizing Mathematics Education
Bullock, E. C. (2015). Maintaining standards: A Foucauldian historical analysis of the NCTM standards movement. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th International Mathematics Education and Society Conference (pp. 369–382), Portland, OR: Ooligan Press.
Intersectionality
Bullock, E. C. (2018). Intersectionalanalysis in critical mathematics education research: A response to figure hiding. Review of Research in Education, 42, 122–145.
Bullock, E. C. (2017). Beyond “ism” groups and figure hiding: Intersectional analysis and critical mathematics education. In A. Chronaki (Ed.), Proceedings of the 9th International Conference of Mathematics Education and Society (pp. 29–44), Volos, Greece: University of Thessaly Press.
Professional Development
Rousseau Anderson, C., Bullock, E. C., Cross, B., & Powell, A. (2017). Culturally relevant pedagogy and teacher professional development in an urban laboratory for school reform. Teachers College Record, 119(1), 1–34.
Research in Mathematics Education
Bullock, E. C. (submitted, August 2017). More than just potential: Troubling success counternarratives in mathematics education research. Submittedfor consideration inC. A. Grant, M. J. Dumas, & A. N. Woodson (Eds.), The future is Black: Afropessimism, fugitivity, and radical hope in education. Routledge.
Bullock, E. C. (2018). Intersectionalanalysis in critical mathematics education research: A response to figure hiding. Review of Research in Education, 42, 122–145.
Bullock, E. C. (2017). Beyond “ism” groups and figure hiding: Intersectional analysis and critical mathematics education. In A. Chronaki (Ed.), Proceedings of the 9th International Conference of Mathematics Education and Society (pp. 29–44), Volos, Greece: University of Thessaly Press.
Bullock, E. C. (2015). Risky research business: Mathematics education research on the margins. The Mathematics Enthusiast, 12(1–3), 95–102. Available online
Bullock, E. C. (2012). Conducting “good” equity research in mathematics education: A question of methodology. Journal of Mathematics Education at Teachers College, 3(2), 30–36.
Social Justice and Mathematics Education
Larnell, G. V., Bullock, E. C., & Jett, C. C. (2016). Rethinking teaching and learning mathematics for social justice from a critical race perspective. Journal of Education, 196(1), 19–29.
STEM Education
Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628–641. Available Online *Winner of 2017 Taylor & Francis and American Educational Studies Association Best Paper Award
Theory in Mathematics Education
Stinson, D. W., & Bullock, E. C. (2015). Critical postmodern methodology in mathematics education research: Promoting another way of thinking and looking. Philosophy of Mathematics Education Journal, 29, 1–18. Available online
Stinson, D. W., & Bullock, E. C. (2013). Diversity in methodology: Different possibilities for data collection, analysis, and representation. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1256–1259). Chicago, IL: University of Illinois at Chicago.
Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty. Educational Studies in Mathematics, 80(1), 41–55.
Stinson, D. W., & Bullock, E. C. (2012). Transitioning into contemporary theory: Critical postmodern theory in mathematics education research. In L. R. van Zoest, J. –J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1163–1169). Kalamazoo, MI: Western Michigan University.
Thriving in the Academy
Leonard, J., Spencer, J. A., Bullock, E. C., & Walker, E. N. (2014). Er’body talkin’ ‘bout diversity: Black women faculty’s perspectives on their experiences in the academy. In C. W. Lewis (Ed.), Proceedings of the International Conference on Urban Education (pp. 149–152). Montego Bay, Jamaica: The Urban Education Collaborative, University of North Carolina at Charlotte.
Urban Education
Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628–641. Available Online *Winner of 2017 Taylor & Francis and American Educational Studies Association Best Paper Award
Rousseau Anderson, C., Bullock, E. C., Cross, B., & Powell, A. (2017). Culturally relevant pedagogy and teacher professional development in an urban laboratory for school reform. Teachers College Record, 119(1), 1-34.
Urban Mathematics Education
Larnell, G. V., & Bullock, E. C. (accepted, in press). A socio-spatial framework for urban mathematics education: Considering equity, social justice, and the spatial turn. Accepted for publication in T. G. Bartell (Ed.) Toward equity and social justice in mathematics education. Springer.
Bullock, E. C., & Larnell, G. V. (2015). Reframing urban mathematics education: The spatial politics of opportunity. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1285–1290). East Lansing, MI: Michigan State University.
Larnell, G. V., & Bullock, E. C. (2015). Toward a socio-spatial framework for urban mathematics education scholarship. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th International Mathematics Education and Society Conference (pp. 712–722), Portland, OR: Ooligan Press.
Other Publications
Bullock, E. C. (2016). [Review of The New Math: A Political History by C. J. Phillips]. Mathematics Teacher, 109(7), 557–558.
Bullock, E. C. (2014). [Review of E-Z Algebra II by M. Clemens & G. Clemens]. Mathematics Teacher, 108(1), 78.
Bullock, E. C. (2011). [Review of the motion picture Bill Nye’s Solving for X: Algebra 1, Volume 1; Variables, Balancing Equations, Dimensional Analysis and Linear Equations]. Mathematics Teacher, 104(9), 725.
Erika C. Bullock, Ph.D. 