White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb
6. Seeing the World With a New Set of Eyes: (Re)Examining Our Identities as White Mathematics Education Researchers of Equity and Social Justice
CRYSTAL A. KALINEC-CRAIG AND EMILY BONNER
“You meet a new person, you go with him and suddenly you get a whole new city … you go down new streets, you see houses you never saw before, pass places you didn’t even know were there. Everything changes.”
—Samuel R. Delany, 1975, Dhalgren (p. 318–319)
For the past few decades, a major focus of mathematics education research has been to develop frameworks and strategies that prepare new teachers for the richness and diversity1 that are common in today’s classrooms (Hollins & Guzman, 2005). As mathematics teacher educators (MTEs), we (the authors) seek to contribute to these discussions through research, practice, and action. Our ultimate goals related to research and practice are to help new teachers be responsive to the learning needs of all of their students so that more students can be successful in mathematics (Darling-Hammond, 2000). As such, we seek to build from the various existing frameworks that have moved teacher education programs toward this goal, for example, culturally responsive mathematics teaching (Bonner & Adams, 2012; Gay, 2002; Leonard, Napp, & Adeleke, 2009), culturally relevant teaching (Ladson-Billings, 1995; Leonard et al., 2009; Tate, 1995), and funds of knowledge (Aguirre et al., 2013; González, Moll, & Amanti, 2005; Moll, 1992). We draw from and extend these frames in our own work, each of ← 91 | 92 → which provides a unique, critical lens on equity2 and social justice3 in the mathematics classroom.
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