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Our research collective explores Latine learner’s experiences with mathematics. Therefore, we must consider possible methods to de-settle the white gaze surveilling and erasing Latine learners in K-12 schools, as well as the white ideologies in educational research. In this book review, we discuss KiMi Wilson’s Black Boys’ Lived and Everyday Experiences in STEM (2021) and explore his use of ethnographic research to tell the story of his boys (Carter, Malik, Darius, and Thomas). Wilson highlights how he disrupts the norms of educational ethnography through his research and posits the need to amplify Black voices and experiences in STEM education. He challenges the reader to push against white ideologies and reconsider the deficit narratives surrounding Black boys. By reflecting on Wilson’s work and our own, we consider two points of reflection: Centering humanity and emotionality, and the importance of place. We explore how Wilson addresses these two points through his stories of his boys and how our research collective considers these ideas in our work with Latine learners in mathematics. As educators, educational researchers, and policy makers, we must reflect, acknowledge, and create transformative actions centered around humanity and emotionality, as well as the importance of place, to ensure equitable learning spaces for Black and Latine learners.
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The Rodrigo & Luz Chronicles: A Composite Counterstory
We provide a composite counter story based on our own experiences grappling with investigating elementary Latinx learners’ experiences and how we have leaned on each other to resist the whiteness of learning to do research in pursuit of a Ph.D. As the counterstory shows, we collectively worked together to write our own continuations of the story between Rodrigo, a graduate research assistant on a project about Latinx learners’ experiences, and Luz, a 4th grade Latina learner who is participating in the study. Together, we supported each other to use storytelling to challenge dominant narratives of the relationship between researcher and researched. Our hope is that this counterstory helps others to reflect on and explore issues of assimilation and provides them permission to challenge how we do research.
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- Award ID(s):
- 2036549
- PAR ID:
- 10594042
- Publisher / Repository:
- National Conference on Race and Ethnicity
- Date Published:
- Journal Name:
- Journal committed to social change on race and ethnicity
- Volume:
- 10
- Issue:
- 2
- ISSN:
- 2642-2387
- Page Range / eLocation ID:
- 44 to 64
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.15763/issn.2642-2387.2024.10.2.44-64
