Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms

Background: The focus on translanguaging practices in multilingual classrooms can be seen, by and large, as responding to risks of violence entailed diverse contexts language use, including the teaching learning mathematics. However, practice alone cannot counteract hegemonic authority our relation curricula being present through interactions among teachers, students, researchers, well material resources. Purpose: Drawing Bakhtin’s philosophy language, we discuss dialogicality a critical democratic organizing principle for pervasive polyphony that characterizes every utterance constituting heteroglossia. Dialogicality reconstitutes “other” need see any nonteleological process subjects objects. As such, aim is explore how acts may address potential onto/epistemic practices. Focusing either emergent or orchestrated three European states: Greece, Catalonia Sweden, allows alternative accounts use complex classroom events. Method: Methodologically, start encountering sociopolitical context monolingual monologic Europe, where cases theorize take place, along with considerations realm translanguaging. Our theorizing-in-practice unfolds double effort reading. First, what read today each these cases? And second, dialogic across within boundaries state policy discursive culture school mathematics? Findings: article contributes discussing relational onto/epistemology toward addressing Concerning first question, shares evidence inevitable presence utterance. limited scope crude mathematisation appears continuously mathematics classrooms, serving place object subject into fixed narratives. Regarding second dialogical reading denotes importance minor responding(s) such moments violent risk. We understand them “cracks” authoritative status curricula; argue minor, yet crucial, cracks are great significance creating from “below,” disrupting an assumed neutral mathematical language. Conclusions/Recommendations: risk embodied encounter study suggests become responses ways both oppressive discourse open mathematics, children, resources, researchers. Remembering Bakhtin insisted “language never unitary” “dialogue” not panacea, emphasize continuous discourse.