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


  • Larnell, G.V., & Bullock, E.C. (2018). A socio-spatial framework for urban mathematics education: Considering equity, social justice, and the spatial turn. In T. G. Bartell (Eds.), Toward equity and social justice in mathematics education, (pp. 43-57). Dordrecht: Springer.
    Online Publication/Abstract
    Abstract: In recent years, equity- and social justice-oriented discourses in mathematics education have been working to move the field toward an understand- ing of mathematics education as inherently and simultaneously social and political. Critical to this movement is the development of concepts that support scholarship, policy, and practice that are oriented toward equity and social justice. In this chap- ter, we propose a framework that engages scholarship in mathematics education, urban education, critical geography, and urban sociology. The resulting socio- spatial framework for urban mathematics education features a visual schematic that locates mathematics teaching and learning—vis-à-vis a mathematics-instructional triad—within a system of socio-spatial considerations relevant to US urban con- texts. We situate the math-instructional triad amid a three-dimensional frame. Representing the first axis, we describe established categories of social significa- tions or urban education: urban-as-sophistication, urban-as-pathology, and urban- as-authenticity. The concepts that represent the second (spatial) axis are drawn from considerations of how space is continually constructed: empirical space, inter- active-connective space, image space, and place space. The third axis concerns the various moments and perspectives that have evolved and continue to unfold in mathematics education practice, scholarship, and policy. Particularly, we draw on recent depictions of the field’s “moments”: the process-product, interpretivist-con- structivist, social turn, and sociopolitical turn. Finally, we use the urban system initiatives sponsored by the National Science Foundation in the 1990s to illustrate the elements of the framework and to demonstrate how the framework can help the field to clarify the relationship between the arrangements of spatial geography and distribution of social opportunity.
  • 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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