I have organized my papers below by theme. Papers that address multiple issues appear more than once.

### Curriculum Vitae

### 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. (2017). Beyond “ism” groups and figure hiding: Intersectional analysis and critical mathematics education. In A. Chronaki (Ed.), *Proceedings of the 9 ^{th} 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.

### Equity in Mathematics Education

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 8 ^{th} International Mathematics Education and Society Conference *(pp. 369–382), Portland, OR: Ooligan Press.

### Intersectionality

Bullock, E. C. (2017). Beyond “ism” groups and figure hiding: Intersectional analysis and critical mathematics education. In A. Chronaki (Ed.), *Proceedings of the 9 ^{th} International Conference of Mathematics Education and Society* (pp. 29–44), Volos, Greece: University of Thessaly Press.

### Research in Mathematics Education

Bullock, E. C. (2017). Beyond “ism” groups and figure hiding: Intersectional analysis and critical mathematics education. In A. Chronaki (Ed.), *Proceedings of the 9 ^{th} 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.

### STEM Education

Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. *Educational Studies*.

### 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 35 ^{th} 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 34 ^{th} 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*.

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

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 37 ^{th} 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 8 ^{th} 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.