Groves, Paula Y Moore, Roxanne (2016) (Re)claiming an activist identity as criticalmathematics educators: addressing anti-black racism because #BlackLivesMatter. Revista Latinoamericana de Etnomatemática, 9 (3). pp. 77-98. ISSN 2011-5474
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In the 8th annual meeting of the International Mathematics Education and Society (MES-8), Martin (2015) asked the critical question, “where does critical mathematics education stand, and demonstrate unequivocal action, against anti-black racism, racial terror, and global white supremacy?” This question marked a call to action for criticalmathematics educators to think not only about the liberatory and emancipatory possibilities of mathematics education, but to specifically address race and racism more explicitly as a field. Using Powell’s (2012) “futuristic definition” of a criticalmathematics educator as mathematician, educator, and activist, the authors argue that while criticalmathematics educators have successfully pushed educators to consider improved pedagogical strategies for greater equity, more social action is needed to fight racism. The authors advocate for greater attention to Martin’s call to action and the need for criticalmathematics educators to actively and explicitly engage in more unequivocal action against global white supremacy and anti-black racism.
| Tipo de Elemento: | Artículo |
|---|---|
| Palabras Clave: | Criticalmathematics education; Critical race theory; Antiracism; #BlackLivesMatter; #BlackMindsMatter |
| Asunto: | Q Ciencias > QA Mathematics |
| Division: | Revistas > Revista Latinoamericana de Etnomatemática |
| Depósito de Usuario: | Depto Matemáticas y Estadística |
| Fecha Deposito: | 08 Nov 2016 23:28 |
| Ultima Modificación: | 08 Nov 2016 23:28 |
| URI: | http://sired.udenar.edu.co/id/eprint/524 |
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