Restoring Mathematics Identities of Black Learners: A Curricular Approach

Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics clas...

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Bibliographic Details
Published inTheory into practice Vol. 58; no. 4; pp. 347 - 358
Main Authors Gholson, Maisie L., Robinson, Darrius D.
Format Journal Article
LanguageEnglish
Published Columbus Routledge 02.10.2019
Taylor & Francis, Ltd
Ohio State University, College of Education
Subjects
Black students
Children
Learning
Mathematics
Mathematics education
Metacognition
Therapy
Violence
Writing processes
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Summary:Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework. The Silhouette Activity is highlighted as one approach that allows Black mathematics learners to engage in a restorative process of writing and drawing the internal and external messages they receive as mathematics doers and knowers.
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ISSN:0040-5841
1543-0421
DOI:10.1080/00405841.2019.1626620