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| dismantling racism in mathematics instruction: From Character to Color Ernest J. Zarra, 2022-05-06 From Character to Color was written to explore Critical Race Theory from logical, moral, and educational standpoints, as these relate to history, people and racial groups. This book is also written to explain reasons why it is a bad choice to allow the Critical Race Theory to grow unabated and continue to infect the nation. |
| dismantling racism in mathematics instruction: Early Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice Courtney Koestler, Jennifer Ward, Maria del Rosario Zavala, Tonya Gau Bartell, 2022-07-20 This book is a must-read for all elementary educators. A call to action, the guide for teachers offers incredible resources, including powerful lesson plans, to engage readers in the practice of teaching mathematics for social justice in early childhood settings. An immense contribution to the conversation around social justice and mathematics in elementary education. Ruchi Agarwal-Rangnath Assistant Professor, University of San Francisco San Francisco, CA Empower children to be the change—join the teaching mathematics for social justice movement! We live in an era in which students of all ages have—through media and their lived experiences— a more visceral experience of social injustices. However, when people think of social justice, mathematics rarely comes to mind. With a teacher-friendly design, this book brings early elementary mathematics content to life by connecting it to the natural curiosity and empathy young children bring with them and the issues they experience. Tested in PK-2 classrooms, the model lessons contributed in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social justice issues. Learn to plan instruction that engages children in mathematics explorations through age-appropriate, culturally relevant topics such as fairness, valuing diversity and difference, representation and inequality, and environmental justice. Features include: Content cross-referenced by mathematical concept and social issues Connection to Learning for Justice’s social justice standards Downloadable instructional materials and lesson resources Guidance for lessons driven by children’s unique passions and challenges Connections between research and practice Written for teachers committed to developing equitable and just practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to children’s daily lives, fortify their mathematical understanding, and expose them to issues that will support them in becoming active citizens and leaders. |
| dismantling racism in mathematics instruction: Teaching Mathematics for Social Justice, Grades K-12 Dr. Kristopher J. Childs, Dr. John W. Staley, 2024-06-18 Your journey to becoming a social justice mathematics educator begins here. Every journey has a beginning—a starting point—where you take a moment to set your sights on your next destination carefully. Teaching mathematics for social justice (TMSJ) means reimagining your mathematics classroom in a way that serves more children better–as a place that lifts mathematics up as a tool for students to analyze and understand the worlds around them, celebrate their unique identities and their communities, and become agents of change. For any K-12 educator who values these goals Teaching Mathematics for Social Justice, Grades: A Guide for Moving from Mindset to Action can be the start of a transformational journey. Guiding you in planning, implementing, assessing, and showcasing social justice mathematics lessons and helping children apply their learning beyond the classroom, this book: Encourages self-reflection on the why of your teaching and examines your own mindset about mathematics Provides a step-by-step action plan for creating equitable and socially just mathematics classrooms that focus on rich and collaborative mathematics learning Incorporates interactive reflection prompts, self-assessments, and activities throughout the journey Describes culturally responsive teaching practices to better respond to the instructional needs of the diverse individuals in your classroom Offers activities to identify what current events and social issues are important to children and their families Inspires you to remain steadfast in their journey of growth toward becoming a social justice mathematics educator Complete with sample lessons, online resources, and practical tools, this guide will empower you to better understand the children in your classroom, leverage their strengths, and make mathematics learning relevant and useful as they use mathematics to address the issues they care about. Start your journey towards becoming a social justice mathematics educator today. |
| dismantling racism in mathematics instruction: Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice Tonya Gau Bartell, Cathery Yeh, Mathew D. Felton-Koestler, Robert Q. Berry III, 2022-07-20 A very compelling set of fresh ideas are offered that prepare educators to turn the corner on advocating for social justice in the mathematics classroom. Each book is full of engaging activities, frameworks and standards that centers instruction on community, worldview, and the developmental needs of all students, a must needed resource to reboot our commitment to the next generation. Linda M. Fulmore TODOS: Mathematics For ALL Cave Creek, AZ Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students of all ages have—through media and their lived experiences— a more visceral experience of social injustices. However, when people think of social justice, mathematics rarely comes to mind. With a teacher-friendly design, this book brings upper elementary mathematics content to life by connecting it to student curiosity, empathy, and issues students see or experience. Tested in Grades 3-5 classrooms, the model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social justice issues. Learn to plan instruction that engages students in mathematics explorations through age-appropriate, culturally relevant topics, such as valuing differences, health and pay inequality, bullying, voting rights, and environmental justice. Features include: Content cross-referenced by mathematical concept and social issues Connection to Learning for Justice’s social justice standards Downloadable instructional materials and lesson resources Guidance for lessons driven by students’ unique passions and challenges Connections between research and practice Written for teachers committed to developing equitable and just practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will support them in becoming active citizens and leaders. |
| dismantling racism in mathematics instruction: Mathematics Framework for California Public Schools California. Curriculum Development and Supplemental Materials Commission, 1999 |
| dismantling racism in mathematics instruction: Humanity Over Comfort Sharone Brinkley-Parker, Tracey L. Durant, Kendra V. Johnson, Kandice Taylor, Johari Toe, Lisa Williams, 2021-10-19 Increase your racial equity capacity for transformational change The years 2020 - 2021 will be remembered for COVID-19 and racial injustice. COVID illuminated long-standing structural inequities. Increased media focus on police brutality helped fuel a protest movement that underscored the urgency of the moment. In schools, non-profits, and various business sectors, conversations about race and institutional racism are becoming increasingly common. However, most of these conversations are performative and do little to disrupt the status quo. The authors of Humanity Over Comfort aim to move beyond the transactional response of using only conversations to respond to structural inequalities. Alternatively, the authors advance tools that promote transformational change that eliminates the access and opportunity gaps for Black and Brown individuals. Written to cultivate awareness that increases racial equity capacity, this book will help readers Understand historical context and the influence of racism in shaping reality Engage in reflections that connect learning to personal experience Understand the Conscious Anti-Racist Engendering Framework (CARE), which draws from adult learning theory to build community in organizations Leverage one’s span of control to implement practices that incrementally work to dismantle systems of oppressions Direct their increased capacity towards dismantling racially predictable policies and practices Transactional responses to racism perpetuate marginalizing narratives and outcomes and do little to support the humanity of a community, including White members. This book will guide readers towards transformational change to build a system that supports the restoration of our collective humanity. |
| dismantling racism in mathematics instruction: Against the New Politics of Identity Ronald A. Lindsay, 2023-11-14 A far-reaching cultural transformation is occurring across much of the West that is threatening the very foundations of democracy. Individuals are no longer judged by their deeds, actions, and behavior but rather are defined by their race, ethnicity, and sexual orientation. Driven largely by the political Left, this transformation has led to the wholesale division of individuals into oppressed and oppressor classes. Where the Left once organized around liberal principles to ensure that all groups had an equal seat at the proverbial table, much of the Left today demands not only that those categorized as oppressed receive priority seating, but also that those categorized as oppressor are excluded from the table altogether. Government bodies, corporations, universities, and the mainstream media regularly submit to these illiberal commands and explicitly favor certain identity groups over others in the name of allyship, antiracism, or equity. As philosopher Ronald A. Lindsay argues in Against the New Politics of Identity, this radical cultural shift by which all policies and practices must be seen through the lens of identity rests on three dogmatic tenets: those who are alleged to be oppressed or marginalized have special insight based on their lived experience; racism is embedded in all Western laws, regulations, policies, and institutions; and equity, understood as the elimination of all group disparities in all areas of life, must take precedence over all other criteria, such as individual merit, achievement, and need. Lindsay demonstrates that these tenets are based on a series of fallacies and warns that the push for identity politics on the Left predictably elicits a parallel reaction from the Right, including the Right's own version of identity politics in the form of Christian nationalism. As he makes clear, the symbiotic relationship that has formed between these two political poles risks producing even deeper threats to Enlightenment values and Western democracy. If we are to preserve a liberal democracy in which the rights of individuals are respected, he concludes, the dogmas of identity politics must be challenged and refuted. Against the New Politics of Identity offers a principled path for doing so. |
| dismantling racism in mathematics instruction: Atheism Is a Delusion Michael P. Barro, 2023-08-11 Deep down, everyone, with very few exceptions, badly wants and needs clarity and assurance, especially when it comes to the deepest most profound existential questions of life—where did we come from (origin)? Why are we here (purpose)? What are we meant to do (morality)? And where are we going (destiny)? Much more, do heaven and hell exist? Is death the end of everything, or is there life in the hereafter? Thousands of Christians, at some point in their lives, admit being in doubt of their faith, especially when confronted with pressing questions on the Bible, God, Jesus, evil, death, suffering, science, evolution, etc. This book was painstakingly written to hopefully help provide philosophical and theological clarity and for them to be academically informed and be better assured of their Christian faith. As for the religious skeptics, and downright anti-theists, they similarly at some point may have been confronted with the same nagging question from the believers—What if you’re wrong? This book is also written to enjoin them to assess the bases of their objections and justifications of their disbelief, inspire them to reconsider their positions, and keep an open-minded attitude to the gospel of Christ. |
| dismantling racism in mathematics instruction: The War on Critical Race Theory David Theo Goldberg, 2023-04-03 “Critical Race Theory” is consuming conservative America. The mounting attacks on a once-obscure legal theory are upending public schooling, legislating censorship, driving elections, and cleaving communities. In this much-needed response, renowned scholar David Theo Goldberg cuts to the heart of the claims expressed in these attacks. He punctures the demonization of Critical Race Theory, uncovering who is orchestrating it, funding the assault, and eagerly distributing the message. The book richly illustrates the enduring nature of structural racism, even as a conservative insistence on colorblindness serves to silence the possibility of doing anything about it. Crucially, Goldberg exposes the political aims and effects of the vitriolic attacks. The upshot of CRT’s targeting, he argues, has been to unleash racisms anew and to stymie any attempt to fight them, all with the aim of protecting white minority rule. |
| dismantling racism in mathematics instruction: I Feel, Therefore I Am Mark Goldblatt, 2022-11-07 “Mark Goldblatt is one of America's most uncompromising literary iconoclasts.” –John Podhoretz, editor of Commentary Magazine As you read these words, a war is being fought. The battlefields are classrooms and courtrooms, newsrooms and boardrooms, bedrooms and bathrooms. At stake is nothing less than the nature of truth. Bestselling author, political columnist, and college professor Mark Goldblatt explains how a perennial philosophical error—the belief that truth is what your spirit desires rather than what reality demands—has gotten the upper hand, and how that error is undermining the intellectual and moral values of liberal democracy. Advocates for Critical Race Theory, the Me Too movement, and transgender-recognition, often grouped under the umbrella term “Woke,” share more than a perpetual sense of grievance, an attraction to street theater, and an intense dislike of straight white guys who drink cheap beer and wear their baseball caps backward. They share a devotion to subjectivism. Their gathering principle is the idea that subjective belief, if it is heartfelt, trumps whatever objective, verifiable evidence may be brought against it. For these social justice warriors, if you sincerely and passionately believe an injustice is being done, then the effort to determine whether that belief corresponds with reality is a further injustice. In I Feel, Therefore I Am, Goldblatt takes both a scalpel and a sledgehammer to Woke subjectivism, analyzing not only its false premises and logical fallacies, but also the many absurdities to which it leads. The topics are philosophical, yet the tone is conversational. It’s that rarest of books that forces you to think while making you laugh out loud. |
| dismantling racism in mathematics instruction: Targeting the Nation's Youth Bruce J. Gevirtzman, 2022-04-18 Major changes on what we teach kids are taking place: from white privilege, to subliminal racism; from gender studies in the first grade, to the decimation of biological sciences in high school; from the reordering of American history, to the rethinking of American core social, cultural, and political values; from the compulsory study of social justice principles, to the dismissal of free speech, the nuclear family, and American sovereignty—as outdated, outmoded, and out of touch. This book delves into what is being taught in schools today and why. |
| dismantling racism in mathematics instruction: A Nation at Thought David M. Steiner, 2023-03-02 This is a book about the education America owes to its children, why its education system is in poor condition, and what might be done to give that system both energy and quality. In diagnosing the current practices and priorities of American education, the book presupposes a collective public interest in creating a well-educated next generation. While focused on public schools, the book addresses the education of all of America’s children: What should well-educated future citizens learn in school? |
| dismantling racism in mathematics instruction: THE TRUTH OF THE ORIGIN OF THE UNIVERSE Sabrie Soloman, 2024-06-12 In a world filled with scientific explanations and theories, it can be easy to lose sight of the ultimate truth of our existence. The truth is that the universe, with all its intricate complexities, did not come into being by mere chance or a random explosion. It was carefully designed and orchestrated by a higher power, a Creator who holds everything together. When we look up at the night sky and see the countless stars and galaxies stretching out into infinity, we cannot help but be in awe of the sheer magnitude and beauty of it all. The heavens declare the glory of God, as it says in the Bible, and remind us of the greatness of the one who made it all. The theory of the Big Bang, which posits that the universe began as a singular point and expanded over billions of years, is a flawed explanation for the origin of the universe. It fails to account for the intricate design and order that we see in the cosmos, as well as the existence of life on earth. The marvel of our planet Earth, with its perfect conditions for sustaining life, points to a Creator who had a purpose and a plan in mind when he made it. The countless galaxies and stars that we observe in the universe are a testament to the power and creativity of God. They show us that we are part of a vast and wondrous creation, one that was made by an intelligent designer who had a vision for it all. The theory of evolution, put forth by Charles Darwin, is another flawed explanation for the diversity of life on earth. It fails to explain the intricate complexities of living organisms and their unique design, as well as the existence of the human soul. It is clear that we are not the product of blind chance or random mutations, but rather the handiwork of a loving and powerful Creator. “The truth of the origin of the universe” points to a Creator who holds everything together and has a purpose and a plan for it all. God stretches out the heavens and allows light to reach us here on earth, showing us his care and provision for his creation. We are not the product of random chance or blind evolution, but rather the cherished creation of a loving God who made us in his image. Let us never forget the marvel and wonder of the universe, and the greatness of the one who made it all. |
| dismantling racism in mathematics instruction: Stolen Youth Bethany Mandel, Karol Markowicz, 2023-03-05 The kids are not alright. The Left is waging an all-out battle on the American family, particularly the youngest members. If they can make our children miserable, lead them to question every building block of society, and rebuild their entire concept of reality, then the Left and their woke indoctrinators will consider that a victory. But we can't let them win. As concerned parents and American citizens, we have to understand what' truly going on before we can do something about it. Stolen Youth provides an urgent deep dive into issues surrounding the current woke indoctrination happening in politics, education, medicine, mental health, entertainment, and culture. These issues may seem subtle, insidious, and hard to make sense of, but armed with the information provided in this book, we now have a framework from which to fight. While we may simply be trying to parent our children well and create a healthy and happy home environment, this is no longer enough. We must now go on the offense to protect our kids, and this book sheds a bright light on the reason why. We can no longer afford to stay ignorant. Our children's lives and the survival of our families are at stake. A win is a family who is free. Stolen Youth outlines how to fight for our children's freedom—and win. |
| dismantling racism in mathematics instruction: Practices That Promote Innovation for Talented Students Nyberg, Julia, Manzone, Jessica A., 2023-11-24 Pedagogy for talented students is a widely discussed area in the field of gifted education. Much debate exists over the instruction required to meet the unique learning needs of the gifted. The learning experiences focused on the strategies of yesterday are no longer sufficient to address the thinking demanded by the innovations of tomorrow. Interdisciplinary connections are a critical component of innovation and must be a cornerstone of learning for the gifted. Innovation requires interdisciplinary thinking that is adaptable and not anchored to a specific context. Practices That Promote Innovation for Talented Students curates cutting-edge, high-leverage practices that develop innovation and inquiry in talented learners and highlights the belief that the future of education requires a shift from teacher-centered strategies to student-centered high-leverage practices that are interdisciplinary and function across educational contexts. Covering key topics such as teaching advocacy, creative thinking, and student learning communities, this reference work is ideal for industry professionals, policymakers, administrators, researchers, scholars, academicians, practitioners, instructors, and students. |
| dismantling racism in mathematics instruction: Who Made American Schools Marxist Training Centers? Diana L. Anderson, Gary L. Clark, 2022-10-27 Nine Philosopher kings were commissioned to under gird the articles of Marxist faith while expunging dogma and religious doctrine. Their seeds of a pre-ordained organic philosophy were planted to upbring young sprouts to destroy the America republic and rebuild from that rubble the next Marxist country. The unrelenting pressures to indoctrinate children with the Marxist family of totalitarian ideologies that promises to ‘free the child’ comes to communities under various guises. The allure of promises made in the name of fairness, equity, tolerance and more recent of social justice has drawn a large percentage of millennials to socialism. Behind the race baited mantras, metro regional government is working for the eventual transformation of schools as learning centers staffed with soviet councils to transform neighborhoods into self-sustaining eco-villages. Children will be socialized as activists for their community to install Fascist green agendas, paired with Marxist social justice. |
| dismantling racism in mathematics instruction: Letters in Black and White Winkfield Twyman, Jr., Jennifer Richmond, 2023-05-23 Unsatisfied with the relentless pace and narrow constraints of social media, two Americans— Winkfield Twyman, Jr. and Jennifer Richmond, a black man and a white woman— rediscovered the art of letter writing and maintained a years-long correspondence about race in the United States. In Letters in Black and White, they share for the first time their exchange in full, charting their journey from wary strangers to trusted confidants. At a time when many Americans are dazed, confused, and angered by the country' s current state of race relations, they offer a model not only for having needed but difficult conversations but also for a better way forward. Marked by well-crafted turns of phrase, sharp wit, and sober reflection, they do not rely on those fashionable words and phrases that have been drained of real meaning or are hopelessly saddled with excessive baggage, such as antiracism, white fragility, and allyship. Rather, on topics ranging from the murder of George Floyd and the launch of the 1619 Project to the debate over reparations and the nature of elite black organizations like Jack and Jill of America, they tell the truth as they see it in their own uncorrupted language, speaking for no one but themselves. Particularly critical of both the ideological battles that fuel media programming and entrench political rivalries and the noble-sounding social and cultural projects that fail time and again to offer any meaningful solutions, they identify productive ways to unify across our differences— ways to find our common humanity and to mend America' s divided soul. Ultimately, they offer an inspirational message of hope and optimism for all— one that does not allow the past to define our present or predetermine our future. |
| dismantling racism in mathematics instruction: Mapping Time, Space and the Body Mariana Kawall Leal Ferreira, 2015-01-20 Mapping Time, Space and the Body: Indigenous Knowledge and Mathematical Thinking in Brazil brings people, land and numbers together in the fight for justice. On this extraordinary voyage through ancestral territories in central and southern Brazil, the Xavante, Suyá, Kayabi, and other local nations use mapping as a tool to protect their human rights to lands and resources they have traditionally owned and acquired. Mathematics activities inside the classroom and in everyday life help explain how Indigenous Peoples understand the cosmos and protect the living beings that helped create it. The book is a welcome contribution to a growing literature on the mathematical and scientific thinking of Indigenous Peoples around the globe. It makes mathematics alive and culturally relevant for students of all national backgrounds worldwide. “A brilliant marriage of ethnography and mathematics written with deep understanding and obvious affection for the peoples she observed.” – James A. Wiley, Ph.D. Professor, University of California at San Francisco, USA “This original and beautifully illustrated book offers a vivid study of Indigenous Peoples in Brazil. The author develops theoretical approaches and research methodologies to understand the way cultural groups deal with their natural and social environments.” – Ubiratan D’Ambrosio, Ph.D. Emeritus Professor, Universidade Estadual de Campinas, Brazil “Mapping Time, Space and the Body is destined to create new and enlightened research in Ethnomathematics. It is an essential read for all of us working with culture and social justice in the realm of mathematics.” – Daniel Clark Orey, Ph.D. Professor, Universidade Federal de Ouro Preto, Minas Gerais, Brazil. Emeritus Professor, California State University, Sacramento, USA Cover photo by Mariana K. Leal Ferreira, 1998: Romdó Suyá, ceremonial leader of the Suyá people in the Xingu Indigenous Park |
| dismantling racism in mathematics instruction: Activists, Advocates, and Agitators Brianne Kramer, 2024-09-12 In recent years, the field of education has been fraught with a variety of different challenges. A multi-year pandemic, book banning, and legislative efforts seeking to ban Critical Race Theory and LGBTQ positive curriculum have had negative effects on K-12 education, leaving many educators feeling the progress made in several states and communities before and during the 2018 teacher walkouts and strikes was now gone. Teacher morale is sitting at a historic low point, with teachers leaving the profession in droves. Education as an institution is at a crucial tipping point, and changes focused on equity and reducing the neoliberal hold on reform need to be implemented in order to keep schools as democratic spaces. The way this vision can be realized is through activism and existing social movement organizations that use both traditional and netroots practices. The purpose of Activists, Advocates, and Agitators is to provide readers with a history and analysis of 21st century teacher activism in K-12 schools to better understand the effectiveness of organizing and activism. Additionally, the text will introduce readers to present-day activist groups whose work is positively changing education and schools and the ways in which some teachers are working within their communities to assist in their specific needs. Activists, Advocates, and Agitators is the perfect book to instruct preservice teachers about the conditions that they will face in their classrooms, arming them with valuable strategies to help them to achieve their academic goals. Perfect for courses such as: Social Foundations of Education; Foundations of Education; Education Policy; Educational Leadership; Teacher Leadership; Sociology of Education; Politics of Education; and Democratic Education |
| dismantling racism in mathematics instruction: Lies of Omission Catherine DeSoto, 2022-09-20 A lie of omission—withholding needed information to correct a false belief. There is a sharp and more hostile divide emerging in the United States. The shift is documented by various polls, and the speed of the change is alarming. There are certainly contributing factors, but one factor is unique to the contemporary era: receiving the majority of our information via social media experiences. Media algorithms, and to some extent overt censorship, serve users curated content that is unlike what their neighbors receive. Lies of Omission brings together various perspectives on the causes and effects of the divided information streams. Psychology and neuroscience, combined with some historical jurisprudence, are woven together to spell out the dangers of the modern social media experience. Importantly, the human response can be understood as rooted in our psychology and neurochemistry. In part two of the book, eight hot button issues that have provoked deep divisions among American citizens are presented as well-researched, opposing-view chapters with a goal to lay bare the extent of the disinformation gap that we are living in. With the rise of ephemeral smart media, and the associated displacement of the permanently printed word, it is rare to have a clear idea of what persons who do not share our opinions actually believe, or why. The decimation of communal information sources is nearly complete. What can one do? One concrete step is to turn some of your attention away from curated, impermanent news and read a book. Read this book. Dr. Catherine DeSoto spells out why it is worth our time to be informed regarding the issues we care about: something your phone’s curated media will never do for you. Open your mind to the quaint idea that one is not informed unless one understands the opposing view. Surprising all-new research regarding the political divide and the pandemic is included. Together with over 150 references, this book will be the definitive source documenting the effects of the media algorithm revolution. |
| dismantling racism in mathematics instruction: Drawing Lines Kira Davis, 2023-01-25 Kira Davis has built a brand on reaching out to the other side, on giving people space to be wrong, the space to discuss, the space to tolerate. I sincerely believe there are many reasonable people in America from all ideologies who are still willing to talk with each other, people who are quite happy to live and let live.Unfortunately, none of those people are controlling the conversations right now. Trump's presidency has burned away the niceties that tenuously held our political ecosystem together. We've had a front-row seat to the strategy of the Left. We're seeing the lengths they will go to and the lies they let stand in service of crushing 50 percent of this nation.The onslaught of dishonesty has been relentless. The progressive left isn't happy to just let us live with our own values, our own media, our own cultural verticals. They seek to completely destroy ideological and financial competition. They seek unity through complete elimination of the other side. There are times for compromise and times to draw a line in the sand, and friends, the latter has arrived. It is time to draw our lines as Christians and Conservatives. |
| dismantling racism in mathematics instruction: Research Anthology on Instilling Social Justice in the Classroom Management Association, Information Resources, 2020-11-27 The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education. |
| dismantling racism in mathematics instruction: School of Woke Kenny Xu, 2023-08-01 From one of America’s most relentless critics of Critical Race Theory comes this far-reaching, on-the-ground investigation of how CRT infiltrated our public schools and transformed them into activism factories—with disastrous results. Awareness of the rise of Critical Race Theory (CRT) in public schools and how it has shaped our education system took the U.S. by storm over the last few years. Parents truly became aware for the first time how deeply entrenched CRT was in the classrooms, and their eyes were opened to the insidious agenda thoroughly embedded in public schools. As a result, CRT and parental rights in education became some of the most explosive issues facing Americans today. Kenny Xu is a perceptive and relentless critic of CRT and our culture’s war on meritocracy. And now, in School of Woke, Xu exposes how CRT is transforming public schools and having a destructive impact on our children’s education—and their future. In School of Woke, Xu provides historical context to the rise of Critical Race Theory in education, tracing it back to elite graduate schools in the 1970s and showing how the ideology became institutionalized and credentialed. Xu covers the battles taking place in the most problematic and contested school districts in the nation, including Loudoun and Fairfax County Public Schools in Northern Virginia and Santa Barbara High School in California. He also exposes the lucrative business model behind the diversity consulting industrial complex that is instrumental in the curricular wars, revealing how educators and administrators have been gaslighting the public about the prevalence of this radical ideology in the classrooms, where children as young as five are being segregated in the classroom by race and are being taught that whiteness is inherently evil. A work of colorful reportage, historical analysis, and cultural commentary, School of Woke reveals what it will take to extricate our next generation from the destructive trends in our once-vaunted public school education system. |
| dismantling racism in mathematics instruction: Inventing the Mathematician Sara N. Hottinger, 2016-03-01 Considers how our ideas about mathematics shape our individual and cultural relationship to the field. Where and how do we, as a culture, get our ideas about mathematics and about who can engage with mathematical knowledge? Sara N. Hottinger uses a cultural studies approach to address how our ideas about mathematics shape our individual and cultural relationship to the field. She considers four locations in which representations of mathematics contribute to our cultural understanding of mathematics: mathematics textbooks, the history of mathematics, portraits of mathematicians, and the field of ethnomathematics. Hottinger examines how these discourses shape mathematical subjectivity by limiting the way some groupsincluding women and people of colorare able to see themselves as practitioners of math. Inventing the Mathematician provides a blueprint for how to engage in a deconstructive project, revealing the limited and problematic nature of the normative construction of mathematical subjectivity. |
| dismantling racism in mathematics instruction: Encyclopedia of Curriculum Studies Craig Kridel, 2010-02-16 The study of curriculum, beginning in the early 20th century, first served the areas of school administration and teaching and was used to design and develop programs of study. The field subsequently expanded and drew upon disciplines from the arts, humanities, and social sciences to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies now embraces an array of academic scholarship in relation to personal and institutional needs and interests while it also focuses upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories. The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. This two-volume set serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing, expansive, and contested field of study. Key Features Displays different perspectives by having authors contribute independent essays on the nature and future of curriculum studies Presents a unique and in-depth treatment of the Twenty-Sixth Yearbook of the National Society for the Study of Education (NSSE), a 1927 publication that has taken on legendary dimensions for the field of curriculum studies Contains bibliographic entries which feature specific publications by curriculum leaders that helped to define the field Helps readers to learn unfamiliar terms and concepts, to become more comfortable with specialized phrases, and to understand the many significant and perplexing concepts and questions that characterize the field Key Themes Biography and Prosopography Concepts and Terms Content Descriptions Influences on Curriculum Studies Inquiry and Research Nature of Curriculum Studies Organizations, Schools, and Projects Publications Theoretical Perspectives Types of Curricula The Encyclopedia of Curriculum Studies offers the careful reader a surprisingly revealing depiction of the conventions, mores, and accepted research and writing practices of the field of curriculum studies as it continues to expand and change. Availability in print and electronic formats provides students with convenient, easy access, wherever they may be. |
| dismantling racism in mathematics instruction: Crossing Over to Canaan Gloria Ladson-Billings, 2004-03-29 Gloria Ladson-Billings provides a perceptive and interestingaccount of what is needed to prepare novice teachers to besuccessful with all students in our multicultural society. Thisbook is must reading for all those entering the profession ofteaching today and for those who prepare them for this importantwork. --Ken Zeichner, associate dean and professor of curriculum andinstruction, School of Education, University ofWisconsin-Madison The multiple voices in Gloria Ladson-Billings's book arecompelling, provocative, and insightful-they provide a powerful'insider' perspective on what it really means to learn to teach allchildren well. --Marilyn Cochran-Smith, professor of education and editor, Journalof Teacher Education, Boston College, School of Education Ladson-Billings, one of the stellar researchers and mostpassionate advocates for social justice, has written yet anothermasterpiece. By weaving the novice teachers' voices, her personalteaching journey, and language rich in compelling research andinspiring metaphors, Ladson-Billings has documented how newteachers transform schools and teach poor children of color. --Jacquline Jordan Irvine, Candler Professor of Urban Education,Emory University, Division of Educational Studies Masterful teacher and teacher-educator Gloria Ladson-Billings hasgiven us--in highly readable form--a brilliant vision of whatteacher education might become. In Crossing Over to Canaan we get aglimpse of how a carefully constructed teacher education programfocused on teaching for social justice can produce excellentteaching, even by young, middle-class teachers-in-training, indiverse educational settings. --Lisa D. Delpit, Benjamin E. Mays Professor of EducationalLeadership, Georgia State University The author of the best-selling book The Dreamkeepers shows howteachers can succeed in diverse classrooms. Educating teachers towork well in multicultural classrooms has become an all-importanteducational priority in today's schools. In Crossing Over toCanaan, Gloria Ladson-Billings details the real-life stories ofeight novice teachers participating in an innovative teachereducation program called Teach for Diversity. She details theirstruggles and triumphs as they confront challenges in the classroomand respond with innovative strategies that turn cultural strengthsinto academic assets. Through their experiences, Ladson-Billingsillustrates how good teachers can meet the challenges of teachingstudents from highly diverse backgrounds--and find a way to crossover to Canaan. She offers a model of teaching that focuses onacademic achievement, cultural competence, and socio-politicalconsciousness. Drawing from her own experiences as a young African-Americanteacher working in Philadelphia, she successfully weaves togethernarrative, observation, and scholarship to create an inspirationaland practical book that will help teachers everywhere as they workto transcend labels and categories to support excellence among allstudents. |
| dismantling racism in mathematics instruction: R.A.C.E. Mentoring and P-12 Educators Aaron J. Griffen, 2022-01-01 Seldom is the practicing P-12 educator, the P-12 practitioner, considered a scholar. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship explores the unrecognized and infrequently considered teacher scholar, principal scholar, counselor scholar, librarian scholar - the practitioner scholar who if provided the platform and access can produce a unique and complex narrative and knowledge base to fields of study. This volume extends the current Research, Advocacy, Collaboration, and Empowerment (R.A.C.E.) knowledge in educational leadership, theory and practice, curriculum and instruction, teaching and teacher development, social justice, and diversity, equity and inclusion. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship presents ways to conceptualize quality in educational research by engaging practitioners, researchers and policy makers in cross-disciplinary partnerships to provide an intentional platform for scholars and researchers in the P-12 school systems and pre-service programs, particularly those with/or seeking an active and emerging research and publishing agenda. This volume is divided into four interrelated sections. Section I focuses on mentoring practitioners as scholars during pre-service and in practice. Chapters in this section promote the use of methods coursework, narrative analysis and culturally relevant pedagogy to enhance practitioner agency and roles as scholars. Section II includes Culturally Responsive School Leadership (CRSL) as a way to recognize and address the historical examples and barriers to practitioner social justice activism. These chapters center the school setting and graduate coursework, using practitioner scholarship as a way to cultivate critical consciousness and the use of counter-narratives to combat racism, settler colonialism, and classism among school staff. Section III engages practitioner scholarship as a revolutionary approach through case study, auto-ethnography, review of literature, mental models, and phenomenological study. This section fosters the value of practitioner voice as agency to disrupt oppressive ideologies and beliefs that sustain inequitable and unequal school environments. Section IV provides curriculum, instruction, and parent involvement as examples of practitioner advocacy via personal and collective identity development, Black/Crit, Inquiry-Based Learning (IBL) and engagement strategies. These final chapters provide details of policy and practice transformation methods that empower practitioner sustainability of student and parent access to equitable and inclusive school experiences. |
| dismantling racism in mathematics instruction: Woke Plantation Majid Mohammadi, 2021-06-04 This is a 21st -century Animal Farm. It is an update on George Orwell's masterpiece. If Animal Farm was about communism in action, Woke Plantation is about wokism in action. The author fell in love with Animal Farm in 1979 right after the Islamist revolution in Iran. It really showed him what leftist and anti-imperialist movements are. He tries to show what wokism does to societies if people are foolish enough to believe in its agenda. |
| dismantling racism in mathematics instruction: Five Practices for Orchestrating Productive Mathematics Discussions Margaret Schwan Smith, Mary Kay Stein, 2011 Describes five practices for productive mathematics discussions, including anticipating, monitoring, selecting, sequencing, and connecting. |
| dismantling racism in mathematics instruction: White Fragility Robin DiAngelo, 2019-02-07 The International Bestseller 'With clarity and compassion, DiAngelo allows us to understand racism as a practice not restricted to bad people. In doing so, she moves our national discussions forward. This is a necessary book for all people invested in societal change' Claudia Rankine Anger. Fear. Guilt. Denial. Silence. These are the ways in which ordinary white people react when it is pointed out to them that they have done or said something that has - unintentionally - caused racial offence or hurt. After, all, a racist is the worst thing a person can be, right? But these reactions only serve to silence people of colour, who cannot give honest feedback to 'liberal' white people lest they provoke a dangerous emotional reaction. Robin DiAngelo coined the term 'White Fragility' in 2011 to describe this process and is here to show us how it serves to uphold the system of white supremacy. Using knowledge and insight gained over decades of running racial awareness workshops and working on this idea as a Professor of Whiteness Studies, she shows us how we can start having more honest conversations, listen to each other better and react to feedback with grace and humility. It is not enough to simply hold abstract progressive views and condemn the obvious racists on social media - change starts with us all at a practical, granular level, and it is time for all white people to take responsibility for relinquishing their own racial supremacy. 'By turns mordant and then inspirational, an argument that powerful forces and tragic histories stack the deck fully against racial justice alongside one that we need only to be clearer, try harder, and do better' David Roediger, Los Angeles Review of Books 'The value in White Fragility lies in its methodical, irrefutable exposure of racism in thought and action, and its call for humility and vigilance' Katy Waldman, New Yorker 'A vital, necessary, and beautiful book' Michael Eric Dyson |
| dismantling racism in mathematics instruction: Confronting Racism in Teacher Education Bree Picower, Rita Kohli, 2017-03-27 Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance. |
| dismantling racism in mathematics instruction: Knowing and Teaching Elementary Mathematics Liping Ma, 2010-03-26 Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work. |
| dismantling racism in mathematics instruction: Making Black Girls Count in Math Education Nicole M. Joseph, 2022-08-16 Making Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields. Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education. In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform. Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments. An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students. |
| dismantling racism in mathematics instruction: Stuck in the Shallow End, updated edition Jane Margolis, 2017-03-03 Why so few African American and Latino/a students study computer science: updated edition of a book that reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis and coauthors look at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. They find an insidious “virtual segregation” that maintains inequality. The race gap in computer science, Margolis discovers, is one example of the way students of color are denied a wide range of occupational and educational futures. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. Since the 2008 publication of Stuck in the Shallow End, the book has found an eager audience among teachers, school administrators, and academics. This updated edition offers a new preface detailing the progress in making computer science accessible to all, a new postscript, and discussion questions (coauthored by Jane Margolis and Joanna Goode). |
| dismantling racism in mathematics instruction: Building Thinking Classrooms in Mathematics, Grades K-12 Peter Liljedahl, 2020-09-28 A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling non-thinking student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before. |
| dismantling racism in mathematics instruction: Mathematical Models for Teaching Ann Kajander, Tom Boland, 2014-01-01 Students of mathematics learn best when taught by a teacher with a deep and conceptual understanding of the fundamentals of mathematics. In Mathematical Models for Teaching, Ann Kajander and Tom Boland argue that teachers must be equipped with a knowledge of mathematics for teaching, which is grounded in modelling, reasoning, and problem-based learning. A comprehensive exploration of models and concepts, this book promotes an understanding of the material that goes beyond memorization and recitation, which begins with effective teaching. This vital resource is divided into 15 chapters, each of which addresses a specific mathematical concept. Focusing on areas that have been identified as problematic for teachers and students, Mathematical Models for Teaching equips teachers with a different type of mathematical understanding-one that supports and encourages student development. Features: grounded in the most current research about teachers' learning contains cross-chapter connections that identify common ideas includes chapter concluding discussion questions that encourage critical thinking incorporates figures and diagrams that simplify and solidify important mathematical concepts offers further reading suggestions for instructors seeking additional information |
| dismantling racism in mathematics instruction: Collective Equity Sonja Hollins-Alexander, Nicole V Law, 2021-11-02 It's time for a new beginning As we transition through very uncertain and challenging times, we have a chance to start again--and do better as a Collective. With newfound acknowledgment of the damage done by structural inequities, systemic racism, and implicit bias, we are ready to create communities that value and support everyone. In education, that means challenging and dismantling systems that have harmed historically marginalized children and families for generations. Here you'll find a powerful model for using relational trust, cultural humility, and appreciation of diverse perspectives to build learning communities that collectively uplift all students and all members of the learning community. Features include An original Collective Equity Framework for creating transformative equitable learning environments Protocols for enacting cultural humility, vulnerability, and mutuality dispositions leveraged to create culturally sustaining learning communities Strategies and tools for organizational analyses to guide conversations that support the implementation of culturally fortifying practices at organizational, curricular, programmatic, and instructional levels A behavioral-outcome measurement tool for charting the progress of the members of the Collective towards developing culturally conscious actions and equity focused outcomes. Vignettes and case studies from district and school leaders reflecting examples of how the collective members of their organizations work towards creating transformative equitable learning environments Positive outcomes always take work. When we build relational trust, value and validate the dimensions of identities for all members in the learning community as a Collective, we are able to create Equity Pathways and Equity Pavers to chart a new course where we can ALL Breathe and achieve our shared objective: educational equity for all. |
| dismantling racism in mathematics instruction: Critical Race Theory in Mathematics Education Julius Davis, Christopher Jett, 2019-04-30 Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans’ mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Across the ten chapters, scholars expand the uses of CRT in mathematics education and share insights with stakeholders regarding the racialized experiences of mathematics students and educators. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults. |
| dismantling racism in mathematics instruction: How to Support Struggling Students Robyn Renee Jackson, Claire M. Lambert, 2010 Provides proactive learning support to enable teachers to give students the right kind of assistance and get those who are struggling back on track. Covers the steps of building a plan and provides all the strategies needed to support students before, during, and after instruction. |
| dismantling racism in mathematics instruction: Applying Critical Mathematics Education , 2021-07-05 This volume showcases new insights, teaching ideas and new and unique ways of applying critical mathematics education, in areas as diverse as climate change, obesity, decolonisation and ethnomathematics. |
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definition of equitable mathematics instruction with a focus on these three foundational “moves.” This paper will emphasize that these moves, which require the coordinated efforts of educators …
