Erika Bullock - Main Page

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Dr. Erika Bullock

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Dr. Erika Bullock

Curriculum and Instruction (CI)

476e Teacher Education Building  binoculars icon

Office: 608/263-1955
Curriculum Vitae


Graduate Certificate, Geographic Information Systems
University of Memphis
Memphis, TN

Graduate Certificate, Qualitative Research
Georgia State University
Atlanta, GA

Ph D, Teaching and Learning, Mathematics Education
Georgia State University
Atlanta, GA

Graduate Certificate, Women's Studies
Georgia State University
Atlanta, GA

M Ed, Mathematics Education
Georgia State University
Atlanta, GA

BS, Computer Science
Spelman College
Atlanta, GA

Research Interests

politics of mathematics education urban mathematics education


  • Bullock, E.C. (2019). Mathematics curriculum reform as racial remediation: A historical counterstory. In Julius Davis and Christopher C. Jett (Eds.), Critical race theory in mathematics education, (pp. 75–97). New York, NY: Routledge.
  • Rousseau Anderson, C., Bullock, E.C., Cross, B., & Poweell, A. From Corporation to Community: Culturally Relevant Pedagogy In an Urban Laboratory for School Reform. Manuscript in preparation. 119(7).
    Online Publication/Abstract
  • Bullock, E.C. (2017). Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property. Educational Studies. 53(6), 628-641.
    Online Publication/Abstract
    Abstract: The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools re ects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentri cation processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing failed Black schools and to maintain it by institutionalizing selective admissions strategies.
  • Larnell, G.V., Bullock, E.C., & Jett, C.C. (2016). Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective. 196(1).
  • 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. Charlotte, NC: Information Age.
  • 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. 29.
    Online Publication/Abstract
  • Bullock, E.C. (2015). Risky Research Business: Mathematics Education Research on the Margins. 12(1-3), 95–102.
  • Bullock, E.C. (2014). Danger: Ghetto Ahead? 7(1).
  • Bullock, E.C. (2014). Public Stories of Mathematics Educators: An Invitation to Tell. 7(2).
  • Bullock, E.C. (2012). Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology. 3(2).
  • Stinson, D.W., & Bullock, E.C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty. 80(1-2), 41–55.
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