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As critical race theorists would remind us, those most impacted have the greatest insight to create change. This paper applies a critical race theory framework to explore the leadership experiences of two African American and one Latinx American mathematics teacher educator and how they address issues of race, racism, and (in)justice in teacher professional development. Data analysis from semi-structured interviews, publicly available webinars and podcasts, and other published materials from the educators (eg. articles and books) reveal how they engaged teachers to attend to issues of race and racism by challenging persistent masternarratives about mathematics and mathematics ability; centering on counternarratives on the cultural identities and mathematical understanding of students of Color, and engaging in community-based pedagogies to promote coalitional resistance.
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Anything But Race: Race-Evasion and Color-blindness in Preservice Teachers’ Responses to a Hypothetical Scenario.
This paper contributes to the literature challenging color-blind racism in teacher education by presenting findings from a study involving elementary preservice teachers responding to a hypothetical teaching scenario about race. Framed by theoretical perspectives on race-evasive teacher identity studies and color-blind racism, our findings reveal four typical response components—apologize, explain, solve, and appreciate. We describe each component and explain how all four can serve to evade race and hide/reproduce color-blind racism.
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- Award ID(s):
- 1712493
- PAR ID:
- 10303448
- Date Published:
- Journal Name:
- Reflecting the Past and Embracing the Future.” Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS 2021).
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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