Radical Love as Praxis

Ethnic Studies and Teaching Mathematics for Collective Liberation

Authors

DOI:

https://doi.org/10.21423/jume-v14i1a418

Keywords:

ethnic studies, love, mathematics for liberation, transformative resistance

Abstract

Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education: identity, narratives, and agency; power and oppression; community and solidarity; resistance and liberation; and intersectionality and multiplicity. We describe key concepts and examples of the ethos of ethnic studies.

Author Biographies

Ricardo Martinez

Ricardo Martinez an Assistant Professor in Mathematics Education in the department of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, 1430 Vine St., Lincoln, NE 68505; email: rmartinez21@unl.edu. His research centers paradigms of critical youth studies in mathematics education.

Sara Rezvi

3SARA REZVI is a doctoral student at the University of Illinois at Chicago in the College of Education, 1040 W. Harrison St, Chicago, IL, 60607; email: rezvi@uic.edu. Her research interests explore the intersections of pre-service and early career mathematics teacher preparation in the United States, critical race feminism, and identity construction. 

Shraddha Shirude

SHRADDHA SHIRUDE is a math teacher at Garfield High School in Seattle Public Schools, 400 23rd Ave, Seattle, WA 98122; email: ssshirude@seattleschools.org. Her pedagogy uses an ethnic studies approach to dismantle white supremacy norms in the math classroom.

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Published

2021-05-27

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Special Issue: I, Too, Am America! Teaching Mathematics for Empowerment