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Creators/Authors contains: "Aguilar, Alexandra R"

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  1. ; ; ; ; ; (, Journal committed to social change on race and ethnicity)
    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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    Full Text Available 
  2. ; ; ; ; (, Teaching for excellence and equity in mathematics)
    A composite counterstory about a learner, Anabel, connecting her lived experiences to a mathematics problem. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; (, The Sociological Review Magazine)
    Full Text Available 
  4. ; ; ; (, Anti-Racism Policy Journal)
    We examine the civic engagement of three individuals from the Brass Bell Elementary School community who are facing the potential closure of their school by the district. In a community meeting with district personnel, a teacher, student, and Spanish-speaking parent challenge the district’s dehumanizing use of mathematics in their presentation. The community members are actively resisting the school’s closure and their opposition to the district’s mathematical model of equality (Tate et al., 1993) highlights the strategies they use to contest the erasure of their humanity. Their actions also challenge the myth that mathematics is purely objective and neutral. This paper explores the contestation strategies employed by these community members in response to the district’s presentation. 
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    Accepted Manuscript Full Text Available