Susan Ophelia Cannon

Edit from within! Become world! Value, don't evaluate! Lure the feeling! Know not what a body can do! Create with concepts! Make multiple sense! Affirm all that appears! Play the differential! Speculate! Engage relations of tension! Make the relations felt! Create degrees of intimacy! Propose! Transduce! Create affinities of purpose! Forget what yo...

Taking up Haraway’s (1997, 2016) and Barad’s (2007) diffraction I, co-constituted with theory, participant, audio, text, materials, perform an embodied diffractive analysis of the data from one research study. I begin by reckoning with Barad’s objectivity in knowledge production connecting her thinking back through Heisenberg and Bohr. Then, I atte...

hank you to all our reviewers, editorial board members, authors, and those who chose the Journal of Urban Mathematics Education (JUME) as their outlet of choice. In collaboration with the editorial team, we are releasing critical data concerning the performance of our journal for the 2021 calendar year. As such, the editorial team seeks to uphold o...

This introductory piece to this special issue of the Journal of Urban Mathematics Education discusses important publication information for the journal for the year 2020, such as publication goals, average time to acceptance, and acceptance rates. The editorial team also introduces a new voluntary demographics survey for the journal and discusses t...

This phenomenological case study defined and described College of Education (COE) students' perceptions of educational disruption during the COVID-19 pandemic and how that disruption shaped their understandings of education. Participants defined educational disruptions as the phenomenon when a plan is created by an individual or school and interrup...

In this paper, we explore the online academic research platforms we are entangled with as tenure-track faculty members in the neoliberal university. We are so embedded in these systems that the assumptions and constructions inherent in practices of counting are often lost, wrapped in the coils of counting practices—a becoming with algorithm. Though...

In this commentary, we invite ourselves to create speculative fictions of the good life in academia. We take note of the ways that academic platforms and counting practices orient us, and perhaps other academics, toward a good life that is achieved through maximum production of citations, mentions, and connections. Through a close reading of N.K. J...

In this section, I seek texts that call on the JUME audience to question ideas and practices that are taken for granted (Field Disruptions) or to consider the potential of a theory used in other fields (Field Connections). In other words, manuscripts submitted for consideration might question the taken-for-granted discourses and discursive practice...

The Field Disruptions and Field Connections section of the Journal of Urban Mathematics Education (JUME) seeks manuscripts that bring to light innovative, underutilized, or marginalized theories and methods that show potential for radical reconfiguration in (urban) mathematics education research. In this introductory and invitational editorial to t...

This article twists, folds, iterates, and proliferates figurations of field in/of/outside the academy as it works to undercut the taken-for-granted assumptions about the field and its borders and boundaries. I question how making boundaries fuzzy might work to open up radical possibilities for knowledge production and becoming with/in fields. Furth...

In this commentary, we consider the evolving and ongoing debate regarding post-qualitative inquiry as evidenced in this Special Issue. We suggest that the debate is productive and that concretizing what post-qualitative inquiry could and should be might foreclose the potential richness of the field.

Collaboration in this age of measurement and counting is touted as a way to be more productive, to make us learn more, and get more done faster. Yet, in our collaborative researching and writing, we found it slowed us down. We began to wonder if collaboration might be a waste of time. Theory we carried with us or picked up along the way caught us u...

With this article, we invite you into our experiment with uncreative reading and writing drawing on the work of Kenneth Goldsmith (2011) and the Situationist International. In particular, we take up two situationist concepts, dérive (drift) and détournement (rerouting or hijacking). We experimented with these concepts through a series of invitation...

This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model...

This article is the response to a comprehensive exam question, and it exposes what is produced through the formal and informal practices of comprehensive exams and, further, asks how we might start somewhere else with comprehensive exams-a place that takes into consideration the exam as part of a posthuman, performative, and productive intra-action...

In this chapter, we consider the posthuman doing and undoing of academic reading groups. In the Summer and Fall of 2017, three PhD students from the diverse fields of new media literacies, mathematics education, and learning technologies joined with a professor of literacy and language arts to undertake an experiment in bookish becoming. Our wander...

As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy sc...

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary....

These pieces of writing and the corresponding collection of objects were born out of what was supposed to be a traditional qualitative research project. At the transcription stage, I got caught. Tied up. I couldn’t make what I was supposed to be making, so this was made instead. Through technological, material, poetic, and artistic shifts, I consid...

An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practic...

Reflection is, no doubt, useful for shifting thinking, knowing, and doing. Indeed, many have felt its benefits. In this article, we wonder how reconceptualizing reflection with poststructural theories of subjectivity might disrupt some of the long-held assumptions that can produce resistance to reflective practices. We caution readers, though, that...

Uncertainty in mathematics can become a source of power for students. It might also open other mathematical doors.

This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only t...