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(Re)claiming an activist identity as criticalmathematics educators: addressing anti-black racism because #BlackLivesMatter

  • Autores: Paula Groves Price, Roxanne Moore
  • Localización: Revista Latinoamericana de Etnomatemática, ISSN-e 2011-5474, Vol. 9, Nº. 3, 2016 (Ejemplar dedicado a: Race, Power, and Mathematics Education), págs. 77-93
  • Idioma: inglés
  • DOI: 10.22267/relatem.1693.15
  • Enlaces
  • Resumen
    • español

      Durante el 8vo Encuentro Internacional Matemáticas Educación y Sociedad (MES-8), Martin (2015) planteó una cuestión fundamental, “¿En dónde se posiciona la educación matemática crítica y demuestra acción inequívoca contra el racismo anti-negro, el terror racial y la supremacía blanca global? Esta pregunta marca un llamado a la acción para los educadores matemáticos críticos a pensar no solamente en las posibilidades liberadoras y emancipadoras de la educación matemática, sino de abordar de manera más explícita y específicamente la raza y el racismo. Usando la “definición futurista” de Powell (2012) de educador matemático crítico como matemático, educador y activista, las autoras plantean que aunque los educadores matemáticos críticos han conducido exitosamente a que los educadores consideren mejores estrategias pedagógicas para alcanzar una mayor equidad, es necesaria más acción social para luchar contra el racismo. Las autoras abogan por una mayor atención al llamado a la acción que hizo Martin y a la necesidad de que los educadores matemáticos críticos se involucren activa y explícitamente en más acciones inequívocas en contra de la supremacía blanca global y el racismo anti-negro.

    • English

      In the 8th annual meeting of the International Mathematics Education and Society (MES-8), Martin (2015) asked the critical question, “where does critical mathematics education stand, and demonstrate unequivocal action, against anti-black racism, racial terror, and global white supremacy?” This question marked a call to action for criticalmathematics educators to think not only about the liberatory and emancipatory possibilities of mathematics education, but to specifically address race and racism more explicitly as a field. Using Powell’s (2012) “futuristic definition” of a criticalmathematics educator as mathematician, educator, and activist, the authors argue that while criticalmathematics educators have successfully pushed educators to consider improved pedagogical strategies for greater equity, more social action is needed to fight racism. The authors advocate for greater attention to Martin’s call to action and the need for criticalmathematics educators to actively and explicitly engage in more unequivocal action against global white supremacy and anti-black racism.

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