Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning. We synthesize justice-focused leadership and antiracist mathematics literatures to present a framework of interconnected leadership practices and elaborate on this vision through an example drawn from our collaboration with practitioners. This manuscript and framework provide precise descriptions of leadership actions to support practitioners and researchers seeking to support antiracist, ambitious mathematics instruction.
Mathematizing Representation in Children’s Libraries: An Anti-Racist Math Unit in Elementary Grades
In this article, educators across schools tell the story of planning, implementing, and reflecting on an elementary antiracist unit focused on mathematizing racial representation in school libraries. Students and teachers engaged in conversations about race, utilized mathematics to visualize erasures of race in literature, and involved parents, administrators and the community in recognizing and taking action to change this injustice. Our team considers tensions and powerful student thinking involved in using mathematics for antiracist learning for second through fifth-grade children.
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- Award ID(s):
- 2010269
- PAR ID:
- 10404288
- Date Published:
- Journal Name:
- Teaching for excellence and equity in mathematics
- Volume:
- 13
- Issue:
- 1
- ISSN:
- 2153-0173
- Page Range / eLocation ID:
- 23-40
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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