Borders, gender, and performative contradictions in active learning

We present some ongoing (under review) work to conceptualize gender in mathematics education using a radically different approach: though an intersection of Nail’s border theory, performative new materialism, and elements of Hegelian philosophy (as set forth by Marx and Žižek). Through this approach, gender is conceptualized as a border between the masculine and feminine, and for some, this is a border to be crossed. In response to researchers’ call to elucidate the meaning of gender (e.g., Damarin & Erchick, 2010), the approach discussed here claims that much of gender’s influence is lost on researchers due to overlooking the reflex-category nature of the masculine and feminine in performance. Metaphors of immigration/emigration, power differentials, and performativity are discussed apropos of participation in mathematics.